Martín-Ruiz Isaías, González-Valenzuela María-José, Infante-Cañete Lidia
Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, University of Málaga, 29016 Málaga, Spain.
Children (Basel). 2023 Dec 11;10(12):1911. doi: 10.3390/children10121911.
Adolescence is a psychologically vulnerable stage in which problems of emotional adjustment and psychological well-being can appear. The aim of this study is to analyse the relationship and comparison of emotional deficits and resources among adolescents with or without specific learning disabilities. We evaluated 80 students distributed into two groups: 40 adolescents with specific learning disabilities and 40 normative adolescents matched with the previous group in terms of age, sex, and school year. The study variables are internalising problems (anxiety and depression), externalising problems (aggression, anger control, defiant behaviour, and antisocial behaviour), and personal resources (self-esteem, social competence and integration, and awareness of problems), evaluated by means of the SENA test. The results indicate a positive relationship between externalising and internalising problems and a negative relationship between the latter and some personal resources in both groups. We also found that adolescents with specific learning disabilities displayed more internalising and externalising symptoms than their peers, greater awareness of their emotional difficulties, and lower self-esteem and social integration and competence. The findings highlight the need for preventive interventions that promote the psychological well-being and mental health of adolescents within the school setting at an early age.
青春期是一个心理脆弱的阶段，在这个阶段可能会出现情绪调节和心理健康问题。本研究的目的是分析有或没有特定学习障碍的青少年在情绪缺陷和资源方面的关系及比较。我们评估了80名学生，分为两组：40名有特定学习障碍的青少年和40名在年龄、性别和学年方面与前一组匹配的正常青少年。研究变量包括内化问题（焦虑和抑郁）、外化问题（攻击行为、愤怒控制、违抗行为和反社会行为）以及个人资源（自尊、社交能力与融合以及问题意识），通过SENA测试进行评估。结果表明，两组中外化问题与内化问题之间呈正相关，内化问题与某些个人资源之间呈负相关。我们还发现，有特定学习障碍的青少年比同龄人表现出更多的内化和外化症状，对自己情绪困难的意识更强，自尊、社会融合和社交能力更低。研究结果强调了在学校环境中尽早开展促进青少年心理健康和精神健康的预防性干预措施的必要性。
