Qualitative research on cognitive appraisal of middle school students with mental illness after experiencing childhood trauma
10.16835/j.cnki.1000-9817.2024245
- VernacularTitle:中学生精神疾病患者童年创伤经历认知评价的质性研究
- Author:
SONG Liping, CHEN Jie, XIONG Change, ZENG Jing
1
Author Information
1. School of Public Health, Wuhan University of Science and Technology, Wuhan (430081) , Hubei Province, China
- Publication Type:Journal Article
- Keywords:
Mental health;
Wounds and injuries;
Cognition;
Students
- From:
Chinese Journal of School Health
2024;45(8):1101-1105
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To gain an in depth understanding of the cognitive appraisal of middle school students with mental illness after experiencing childhood trauma, so as to provide a reference for the development of effective interventions.
Methods:From March to September in 2023, 21 middle school students with childhood trauma experiences and mental illnesses were selected from outpatient and inpatient departments through purposive sampling in a tertiary grade A psychiatric hospital in Wuhan. Semistructured interviews were conducted and the seven steps of Colaizzi phenomenology were used to analyze the data and extract themes.
Results:A total of 3 themes and 11 subthemes were extracted:insufficient awareness of childhood trauma (lack of selfawareness, lack of awareness of primary caregivers), multiple hurtful experiences after experiencing childhood trauma (complex negative affective experiences, multiple physical discomfort, pessimistic attitudes toward life, social impairment, and academic impairment), and influences on childhood trauma experiences (personality traits, inappropriate personal coping styles, poor upbringing environment, and difficulty in obtaining social support).
Conclusions:Middle school students with mental illnesses and their caregivers generally lack knowledge about childhood trauma, which brings widespread harm and are affected by multiple factors. It should jointly strengthen the popularization of scientific knowledge, intervene in a timely manner, and thereby reduce the adverse consequences of childhood trauma experiences.
