Indiana University-Purdue University Indianapolis, School of Nursing, 600 Barnhill Drive, Indianapolis, IN 46202, United States.
Epilepsy Behav. 2022 Jul;132:108724. doi: 10.1016/j.yebeh.2022.108724. Epub 2022 May 28.
Adolescents with psychogenic nonepileptic seizures (PNES) face many challenges in the school setting. Researchers have identified school stressors as potential predisposing, precipitating, and perpetuating factors for PNES. However, few researchers have explored the perspectives of adolescents with PNES regarding their experiences of attending school, where they spend much of their time. Therefore, this qualitative study employed content analysis to explore the experience of attending school as an adolescent with PNES. Ten adolescents (100% female, 80% White) were interviewed. With an overwhelming response of "It's hard!" from respondents, five themes regarding the school experience emerged: stress, bullying, accusations of "faking" seizure events, feeling left out because of the condition, and school-management of PNES. Underlying these themes were expressions of the need for increased understanding from and collaboration among peers, as well as the need for increased understanding from families, healthcare providers, and school personnel including school nurses. Study findings should inform future adolescent PNES research, practice decisions made by healthcare providers in the health and education sectors, education of healthcare and school professionals, and policy development and implementation.
患有精神性非癫痫性发作（PNES）的青少年在学校环境中面临许多挑战。研究人员已经确定学校压力源是 PNES 的潜在诱发、促成和持续因素。然而，很少有研究人员探讨过患有 PNES 的青少年对其在校经历的看法，因为他们大部分时间都在学校度过。因此，这项定性研究采用内容分析法来探讨患有 PNES 的青少年的在校经历。对 10 名青少年（100%为女性，80%为白人）进行了访谈。受访者的回答中压倒性地出现了“这很难！”，出现了五个关于学校经历的主题：压力、欺凌、被指控“假装”发作事件、因病情而被冷落以及学校对 PNES 的管理。这些主题背后表达了需要增加同龄人之间的理解和协作，以及需要增加家庭、医疗保健提供者和学校人员（包括学校护士）的理解。研究结果应该为未来的青少年 PNES 研究、医疗保健提供者在卫生和教育部门做出的实践决策、医疗和学校专业人员的教育以及政策的制定和实施提供信息。
