Heiligenstein E, Guenther G, Hsu K, Herman K
University of Wisconsin-Madison Health Services, USA.
J Am Coll Health. 1996 Sep;45(2):59-64. doi: 10.1080/07448481.1996.9936863.
Impairment from depression and its impact on productivity are of profound societal importance. We report the results of an evaluation of depression and academic impairment in university students, using standardized measures. Sixty-three students completed the Beck Depression Inventory and the work role section from the Social Adjustment Scale-Self Report. Academic impairment, manifested as missed time from class, decreased academic productivity, and significant interpersonal problems at school, was seen in 92% of the students. More severe depression was related to a higher level of impairment. At all levels of depression, affective impairment-inadequacy, distress, and disinterest in school-was more prevalent than was academic impairment. The risk of academic impairment became likely at only moderate-to-severe levels of depression. Discussing the implications of depression with students and aggressively pursuing both medication and nonmedication therapies are essential in preventing the high morbidity associated with untreated depression.
抑郁症造成的损害及其对生产力的影响具有深远的社会意义。我们报告了一项使用标准化测量方法对大学生抑郁症和学业损害进行评估的结果。63名学生完成了贝克抑郁量表以及社会适应量表自我报告中的工作角色部分。92%的学生出现了学业损害，表现为缺课、学业生产力下降以及在学校出现严重的人际问题。更严重的抑郁症与更高程度的损害相关。在所有抑郁水平上，情感损害——能力不足、痛苦以及对学校缺乏兴趣——比学业损害更为普遍。只有在中度至重度抑郁水平时，才有可能出现学业损害。与学生讨论抑郁症的影响并积极推行药物和非药物治疗对于预防与未治疗抑郁症相关的高发病率至关重要。
