Welcome to Francis Academic Press

International Journal of New Developments in Education, 2023, 5(1); doi: 10.25236/IJNDE.2023.050105.

The impact of obsessive-compulsive disorder on high school students’ school life

Author(s)

Han Han

Corresponding Author:
Han Han
Affiliation(s)

The University of Queensland, Brisbane, Australia

Abstract

In contemporary society, more and more people have anxiety due to stress or some other reasons. Obsessive-compulsive disorder is a specific type of anxiety that is still not well understood by many people because they are ashamed to talk about their "abnormalities". According to research, obsessive-compulsive disorder is not only common in adults, but also in school-age students who suffer a lot from it and are often more susceptible. Compulsive thinking in elementary and middle school students has been studied by many experts. However, there is still a gap in research on the impact of obsessive-compulsive disorder on high school students in China. Surveys and interviews will be used to examine the experiences of high school students with OCD and what kind of help they are more interested in.

Keywords

obsessive-compulsive disorder; high school student; impact

Cite This Paper

Han Han. The impact of obsessive-compulsive disorder on high school students’ school life. International Journal of New Developments in Education (2023) Vol. 5, Issue 1: 26-30. https://doi.org/10.25236/IJNDE.2023.050105.

References

[1] Angermeyer, M. C., Kilian, R., & Matschinger, H. (2000). Handbuch für die deutschsprachige Version de WHO Instrumente zur Erfassung der Lebensqualität (WHOQOL-100 und WHOQOL-BREF) Göttingen.

[2] Assarian, F., Biqam, H., & Asqarnejad, A. (2006). An epidemiological study of obsessive-compulsive disorder among high school students and its relationship with religious attitudes. Arch Iran Med, 9(2), 104-7.

[3] Baykara ZG, Demir SG and Yaman S (2015) The effects of ethics training on students recognising ethical violations and developing moral sensitivity. Nursing Ethics 22(6): 661–675. doi: 10. 1177/ 0969733014542673.

[4] Biesta, G. (2010). Pragmatism and the philosophical foundations of mixed methods research. Sage handbook of mixed methods in social and behavioral research, 2, 95-118.

[5] Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological bulletin, 56(2), 81.

[6] Canals, J., Hernández-Martínez, C., Cosi, S., & Voltas, N. (2012). The epidemiology of obsessive–compulsive disorder in Spanish school children. Journal of anxiety disorders, 26(7), 746-752.

[7] Creswell, J. W. (2014). Qualitative, quantitative and mixed methods approaches. Sage.

[8] Dewey, J. (1938). Logic: The theory of inquiry. New York, NY: Henry Holt.

[9] Esposito, J., Lee, T., Limes-Taylor Henderson, K., Mason, A., Outler, A., Rodriguez Jackson, J. & Whitaker-Lea, L. (2017). Doctoral students' experiences with pedagogies of the home, pedagogies of love, and mentoring in the academy. Educational Studies, 53(2), 155-177.

[10] Fischer-Terworth, C. (2013). Obsessive-compulsive disorder in children and adolescents: Impact on academic and psychosocial functioning in the school setting. Life Span and Disability, 16(2), 127-55.

[11] Hall, J. N. (2013). Pragmatism, evidence, and mixed methods evaluation. New directions for evaluation, 2013(138), 15-26.

[12] Hammersley, M. (2006). Are ethics committees ethical. Qualitative Researcher, 2(Spring), 4-8.

[13] Hammersley, M. (2009). Against the ethicists: on the evils of ethical regulation. International Journal of Social Research Methodology, 12(3), 211-225.

[14] Hammersley, M. (2018) Values in Social Research. In R. Iphofen & M. Tolich (Eds). The Sage Handbook of Qualitative Research Ethics (pp. 23-34). Los Angeles: Sage.

[15] Helbing, M. L. C., & Ficca, M. (2009). Obsessive-compulsive disorder in school-age children. The Journal of school nursing, 25(1), 15-26.

[16] Kircanski, K., Peris, T. S., & Piacentini, J. C. (2011). Cognitive-behavioral therapy for obsessive-compulsive disorder in children and adolescents. Child and Adolescent Psychiatric Clinics, 20(2), 239-254.

[17] Maggini, C., Ampollini, P., Gariboldi, S., Cella, P. L., Peqlizza, L., & Marchesi, C. (2001). The Parma high school epidemiological survey: obsessive‐compulsive symptoms. Acta Psychiatrica Scandinavica, 103(6), 441-446.

[18] Masi, G., Millepiedi, S., Perugi, G., Pfanner, C., Berloffa, S., Pari, C., & Akiskal, H. S. (2010). A naturalistic exploratory study of the impact of demographic, phenotypic and comorbid features in pediatric obsessive-compulsive disorder. Psychopathology, 43(2), 69-78.

[19] Micali, N., Heyman, I., Perez, M., Hilton, K., Nakatani, E., Turner, C., & Mataix-Cols, D. (2010). Long-term outcomes of obsessive–compulsive disorder: follow-up of 142 children and adolescents. The British Journal of Psychiatry, 197(2), 128-134.

[20] National Health and Medical Research Council (NHMRC). (2007). National Statement on Ethical Conduct in Human Research. Canberra: Australian Government.

[21] Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks. Cal.: Sage Publications, 4.

[22] Piacentini, J., Bergman, R. L., Keller, M., & McCracken, J. (2003). Functional impairment in children and adolescents with obsessive-compulsive disorder. Journal of child and adolescent psychopharmacology, 13(2, Supplement 1), 61-69.

[23] Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. sage.

[24] Sabuncuoglu, O., & Berkem, M. (2006). The Presentation Of Childhood Obsessive–Compulsive Disorder Across Home and School Settings: A Preliminary Report. School Psychology International, 27(2), 248-256.

[25] Stein, D. J., Costa, D. L., Lochner, C., Miguel, E. C., Reddy, Y. J., Shavitt, R. G., ... & Simpson, H. B. (2019). Obsessive–compulsive disorder. Nature Reviews Disease Primers, 5(1), 1-21.

[26] Tangen, R. (2014). Balancing ethics and quality in educational research—The ethical matrix method. Scandinavian Journal of Educational Research, 58(6), 678-694.

[27] Vasudev, R. G. N., Yallappa, S. C., & Saya, G. K. (2015). Assessment of quality of life (QOL) in obsessive compulsive disorder (OCD) and dysthymic disorder (DD): a comparative study. Journal of clinical and diagnostic research: JCDR, 9(5), VC04.

[28] Velardo, S., & Elliott, S. (2018). Prioritising doctoral students' wellbeing in qualitative research. The Qualitative Report, 23(2), 311-318.

[29] Walitza, S., Melfsen, S., Jans, T., Zellmann, H., Wewetzer, C., & Warnke, A. (2011). Obsessive-compulsive disorder in children and adolescents. Deutsches Ärzteblatt International, 108(11), 173.

[30] Whoqol Group. (1998). Development of the World Health Organization WHOQOL-BREF quality of life assessment. Psychological medicine, 28(3), 551-558.