Lagerberg D, Mellbin T, Sundelin C, Vuille J C
Department of Paediatrics, University Hospital, Uppsala, Sweden.
Acta Paediatr Suppl. 1994 Jun;398:1-92. doi: 10.1111/j.1651-2227.1994.tb13272.x.
The study comprised all 1805 children, most born in 1967, who were in grade 9 of the compulsory school in Uppsala in the spring of 1983 (cross-sectional population) and all 1723 children born in 1967 and resident in Uppsala at ages 10 and 15 years (longitudinal population). The aims were (1) to describe and analyse a normal population of 9th graders in social, medical, educational and psychological respects, (2) to assess relationships between risk level at 10 years, school-identified difficulties at 15 years and psychosocial problems up to age 18, (3) to assess relationships between intervention in school at 15 years and psychosocial problems up to 18 years. Ten-year data had been collected through teacher interviews and analysis of school health records in grade 3. Fifteen-year data were collected through interviews with school health staff and analysis of school health records in grade 9. School marks were gathered at the end of grade 9. Psychosocial problems up to 18 years were assessed on the basis of all registered contacts with official institutions outside school (authorities for care of the handicapped, Department of Child Psychiatry, social agencies, legal authorities). CROSS-SECTIONAL POPULATION. Children older than the grade norm and children of lower social class manifested a more problematic school adjustment and had lower mean marks than younger children and those of higher social classes. Twenty-five per cent of the population had entries in official registers up to age 18, indicating psychosocial problems. Social conditions were related both to the learning process and to psychological health. Educational and psychological problems were mutually correlated. Social problems increased the risk of a number of medical conditions. There were certain relationships between medical and educational problems as well as between medical and psychological problems. LONGITUDINAL POPULATION. Both 10- and 15-year data, particularly the latter, contributed independently to the prediction of psychosocial problems up to age 18. There was a considerably increased risk of psychosocial problems if there had been numerous school difficulties at age 15. Children who had been offered intervention in school at 15 years did not escape psychosocial problems up to 18 years more frequently than children without interventions. In fact, the contrary was the case: with more interventions, the frequencies of psychosocial problems up to age 18 increased.
该研究涵盖了所有1805名儿童，其中大多数出生于1967年，他们于1983年春季在乌普萨拉的义务教育九年级（横断面人群），以及所有1723名出生于1967年且10岁和15岁时居住在乌普萨拉的儿童（纵向人群）。研究目的包括：（1）从社会、医学、教育和心理方面描述和分析九年级学生的正常人群；（2）评估10岁时的风险水平、15岁时学校认定的困难与18岁前心理社会问题之间的关系；（3）评估15岁时学校干预与18岁前心理社会问题之间的关系。通过教师访谈和三年级学校健康记录分析收集了10岁时的数据。通过与学校健康工作人员访谈和九年级学校健康记录分析收集了15岁时的数据。九年级末收集了学业成绩。根据与校外官方机构（残疾人护理当局、儿童精神病学部门、社会机构、法律当局）的所有登记接触情况评估了18岁前的心理社会问题。横断面人群。年龄超过年级标准的儿童和社会阶层较低的儿童表现出更成问题的学校适应情况，且平均成绩低于年龄较小的儿童和社会阶层较高的儿童。25%的人群在18岁前有官方登记记录，表明存在心理社会问题。社会状况与学习过程和心理健康都有关系。教育问题和心理问题相互关联。社会问题增加了多种医疗状况的风险。医疗问题与教育问题之间以及医疗问题与心理问题之间存在一定关系。纵向人群。10岁和15岁时的数据，尤其是后者，对预测18岁前的心理社会问题有独立贡献。如果15岁时有大量学校困难，心理社会问题的风险会大幅增加。15岁时在学校接受干预的儿童在18岁前逃脱心理社会问题的频率并不比未接受干预的儿童更高。事实上，情况恰恰相反：干预越多，18岁前心理社会问题的频率越高。
