Musetti Alessandro, Eboli Giuli, Cavallini Francesca, Corsano Paola
Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Borgo Carissimi 10, 43121 Parma, Italy. 0039 0521 034824.
Centro TIME società cooperativa sociale, Castel San Giovanni (Pc).
Clin Neuropsychiatry. 2019 Aug;16(4):165-172.
Many studies have underlined that students with learning disabilities (LDs) feel that school is their main factor of frustration and reflects on their social reputations, isolation, and sociorelational discomfort. However, the role of LDs in psychosocial outcomes in adolescence is still unclear. In the present study, we explore the differences among three groups of adolescents (adolescents without LDs, adolescents with LDs, and adolescents with LDs who have the support of psychosocial educational intervention) in self-esteem, friendship quality, loneliness, and secrecy.
The sample comprised 93 adolescents, 49 males (53%) and 44 females (47%), in the 11-16 age range (M = 13.73; SD = 1.66). Participants completed measures on self-esteem (Multidimensional Self-Concept Scale), friendship quality (Friendship Quality Scale), loneliness (Loneliness and Aloneness Scale for Children and Adolescents), and secrecy (Self-Concealment Scale).
Our findings showed that students with LDs who underwent psychosocial educational intervention felt less parent-related loneliness and showed higher self-esteem than other adolescents regarding interpersonal relationships, their duties, their families, and their bodies.
The study suggests that having the support of a psychosocial educational intervention could have a role in adolescent psychosocial adjustment.
许多研究强调，有学习障碍的学生认为学校是他们沮丧情绪的主要来源，且这会影响他们的社会声誉、导致他们被孤立，并产生社会关系方面的不适。然而，学习障碍在青少年心理社会结果中的作用仍不明确。在本研究中，我们探讨了三组青少年（无学习障碍的青少年、有学习障碍的青少年、接受心理社会教育干预支持的有学习障碍的青少年）在自尊、友谊质量、孤独感和隐秘性方面的差异。
样本包括93名青少年，年龄在11至16岁之间（M = 13.73；SD = 1.66），其中49名男性（53%），44名女性（47%）。参与者完成了关于自尊（多维自我概念量表）、友谊质量（友谊质量量表）、孤独感（儿童和青少年孤独与独处量表）和隐秘性（自我隐瞒量表）的测量。
我们的研究结果表明，接受心理社会教育干预的有学习障碍的学生在与父母相关的孤独感方面感受较少，并且在人际关系、职责、家庭和身体方面比其他青少年表现出更高的自尊。
该研究表明，获得心理社会教育干预的支持可能在青少年心理社会调适方面发挥作用。
