遗传决定论对教师精神障碍病因认知的影响

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
Mayra Antonelli-Ponti, P. Monticelli, José Aparecido da Silva
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引用次数: 1

摘要

精神障碍是个体的认知、情绪或行为状况的障碍。它们可以有多种来源,通常与表达生活的各个方面的痛苦和困难有关,包括学校教育。精神障碍伴随着社会耻辱,这可能与对遗传决定论的信仰有关,即认为精神障碍是不变的。本研究的目的是了解巴西各级教师对精神障碍病因的看法。结果表明,大多数教师认为基因在精神障碍中占主导地位或排他性,而不认为环境是其发生或缓解的潜在影响因素。这种看法接近于对基因决定论的信仰,可以证明给学生贴上精神障碍的标签以及随之而来的社会耻辱的延续是正当的。因此,建议促进这一领域的知识,包括基因与环境之间相互作用的动态知识,帮助教育工作者做好准备,并能够根据每个学生的实际情况采取行动,而不会造成不适当的刻板印象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Genetic Determinism on Teachers’ Perceptions about Etiology of Mental Disorders
Mental disorders are disorders of the cognitive, emotional or behavioral condition of an individual. They can have several origins and are usually associated with expressive anguish and difficulty in various aspects of life, including school education. Mental disorders are accompanied by social stigmas which may be linked to the belief in genetic determinism, i.e., in the perception that mental disorders are unchanging. The objective of the present study was to understand the perception of Brazilian teachers of all levels about the etiology of mental disorders. The results showed that most of the teachers studied believe in the predominance or exclusivity of genes in mental disorders, and do not consider the environment as a potential influencer of their occurrence or mitigation. This perception approaches the belief in genetic determinism and can justify the labeling of students with mental disorders and the consequent perpetuation of social stigmas. It is therefore recommended to promote knowledge in this area, including knowledge of the dynamics of interaction between genes and the environment, helping educators to prepare and to be able to act according to the reality of each student without creating inappropriate stereotypes.
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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