Table_1_Teachers' Knowledge and Stigmatizing Attitudes Associated With Obsessive-Compulsive Disorder: Effectiveness of a Brief Educational Intervention.DOCX

Because children and adolescents are vulnerable to developing obsessive-compulsive disorder (OCD), classroom teachers play an important role in the early identification and intervention in students with OCD. The present study aims to explore the recognition of OCD, general knowledge about this disorder, implications in the classroom, and stigmatizing attitudes among teachers, as well as the effectiveness of a brief educational intervention about OCD. Participants (n = 95; mean age = 43. 29 years old; 64.3% female) were primary and secondary school teachers who were randomly assigned to an experimental group or a control group. All of them completed a set of self-report questionnaires, read an educational fact sheet (either about OCD in the experimental group or about a healthy diet in the control group), and again completed the questionnaires. Results show that prior to the intervention, most of the teachers identified the contamination and order OCD symptoms described in a vignette as specific to OCD (82.1%) and would recommend talking about the problem (98.9%) and seeking help (94.7%). However, only a few (36.8%) knew about the most effective OCD treatments or identified compulsions as a main OCD symptom (33%). Moreover, only about half of the teachers correctly identified OCD's possible interference in classroom routines, such as delays to achieve perfection or concentration problems, and strategies for dealing with OCD, such as continuing with the class rhythm. Stigma levels were from low to moderate. After the brief educational intervention, participants in the experimental group increased their knowledge about OCD, improved their strategies for managing a student with OCD symptoms, and had fewer stigmatizing attitudes associated with pity (p < 0.05). These changes were not observed in the control group. We can conclude that this brief and easy-to-administer intervention is an effective educational intervention to significantly improve teachers' knowledge and attitudes, at least in the short-term. These results are especially relevant because OCD is associated with high interference and long delays in seeking treatment, and teachers have a unique opportunity to help with prevention, early identification, and recommending an adequate intervention for OCD.

由于儿童与青少年群体极易罹患强迫症（Obsessive-Compulsive Disorder, OCD），课堂教师在强迫症学生的早期识别与干预工作中扮演着至关重要的角色。本研究旨在探讨教师群体对强迫症的认知水平、该病症的通用知识、课堂场景中的应对启示，以及其对强迫症的污名化态度，同时评估一项简短的强迫症教育干预方案的有效性。本研究共招募95名中小学教师作为被试（平均年龄43.29岁，女性占比64.3%），采用随机分配原则将其分为实验组与对照组。所有被试均完成一套自陈式问卷，随后分别阅读教育科普资料：实验组阅读强迫症相关科普材料，对照组阅读健康饮食相关内容，之后再次完成相同问卷。研究结果显示，干预前多数教师能够识别情境案例中描述的污染类与强迫秩序类强迫症症状为强迫症特异性症状（占比82.1%），且98.9%的教师表示会建议学生谈论自身的症状问题，94.7%的教师建议学生寻求专业帮助。然而仅有少数教师（36.8%）了解强迫症最有效的治疗方案，仅33%的教师能够将强迫行为识别为强迫症的核心症状。此外，仅有约半数教师能够正确认识强迫症可能对课堂常规造成的干扰，例如为追求完美而延误进度或注意力障碍，以及应对强迫症的有效策略，例如维持课堂教学节奏。教师群体的污名化程度处于低至中等水平。在接受简短教育干预后，实验组教师的强迫症相关知识水平显著提升，应对有强迫症症状学生的策略得到优化，且与怜悯相关的污名化态度显著减少（p < 0.05）；上述变化在对照组中未被观察到。综上，这项简短且易于实施的教育干预方案可在短期内有效提升教师对强迫症的认知水平与态度表现，具备显著的应用价值。本研究结果尤为重要，因为强迫症往往伴随严重的功能损害与治疗延误，而教师群体在强迫症的预防、早期识别以及推荐恰当干预方案方面拥有独特的优势与契机。