Journal of School Health最新文献_第10页

School Safety and Mental Health Awareness: Recommendations from K-12 Texas Public School Teachers 学校安全与心理健康意识：德克萨斯州公立学校 K-12 年级教师的建议。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-30 DOI: 10.1111/josh.13425

Susanne R. Gaal, Matthew B. Fuller

Background

Mass school shootings have created fear in the American public. The results of this fear have been the hardening of schools, lockdowns, and active shooter drills, yet the mass shootings have not ended. The goal of this study was to analyze the mental health awareness of K-12 public schools teachers in Texas with a goal to identify the connections between mental health awareness and school safety.

Methods

Data were used from an archival database of K-12 teacher responses in the 2020 Texas Educators' Needs Assessment Regarding School Safety and Victims Services to assess the current state of student mental health concerns and the connection of these concerns to school safety. This needs assessment included one mixed methods survey that was collected from Texas K-12 educators and Texas educators working in higher education in 2020. The original study included 25,161 usable responses (6.1%). For the purpose of this study, only K-12 teacher responses were used in the analysis. The K-12 teacher participants (n = 19,888) included the following institutional levels: (a) special setting, 2,919 (14.7%); (b) elementary school, 6,813 (34.3%); (c) middle/intermediate school, 4,189 (21.1%); (d) high school, 5,864 (29.5%); and (e) district level, 103 (0.5%). A total of 8,053 participant's qualitative responses and 10 of the original quantitative survey questions from the archival data were used to identify all findings in the study.

Results

Collected qualitative and quantitative participant responses' outlined a need to improve student mental health by strengthening the focus on supporting all stakeholders (e.g., teachers, parents, counselors, and students) in mental health awareness and education. Participant comments focused on the lack of training, counselor support, and community support regarding the mental health needs of their students.

Conclusion

Recommendations to improve student mental health that were developed from this study identified key goals in school counselor role and responsibility to student mental health, increased involvement of community agencies, and improvement to in-school mental health counseling. Final recommendations of this study were focused on the need to improve student mental health if stakeholders want to develop a positive school environment. The failure to build an environment that is focused on student mental health will continue to affect the goal to improve overall school safety.

背景：大规模校园枪击事件给美国公众造成了恐惧。这种恐惧的结果是学校的硬化、封锁和主动枪手演习，但大规模枪击事件并未终止。本研究的目的是分析德克萨斯州 K-12 公立学校教师的心理健康意识，从而找出心理健康意识与学校安全之间的联系：研究数据来自 K-12 教师对 2020 年德克萨斯州教育工作者关于学校安全和受害者服务需求评估的回复档案数据库，用于评估学生心理健康问题的现状以及这些问题与学校安全之间的联系。该需求评估包括一项混合方法调查，调查对象是 2020 年德克萨斯州 K-12 教育工作者和在高等教育机构工作的德克萨斯州教育工作者。原始研究包括 25,161 份可用回复（6.1%）。在本研究中，仅使用 K-12 教师的回复进行分析。K-12 教师参与者（n = 19,888）包括以下机构级别：(a) 特殊环境，2,919 人（14.7%）；(b) 小学，6,813 人（34.3%）；(c) 初中/中学，4,189 人（21.1%）；(d) 高中，5,864 人（29.5%）；(e) 县级，103 人（0.5%）。本研究共使用了 8,053 份参与者的定性回答和档案数据中的 10 个原始定量调查问题，以确定所有研究结果：收集到的定性和定量参与者回复概述了通过加强对所有利益相关者（如教师、家长、辅导员和学生）在心理健康意识和教育方面的支持来改善学生心理健康的必要性。参与者的意见主要集中在缺乏对学生心理健康需求的培训、辅导员支持和社区支持等方面：结论：本研究提出的改善学生心理健康的建议，确定了学校辅导员在学生心理健康方面的角色和责任、增加社区机构的参与以及改善校内心理健康辅导的关键目标。本研究的最终建议主要集中在，如果利益相关者想要建立一个积极的学校环境，就必须改善学生的心理健康。如果不能建立一个关注学生心理健康的环境，那么改善学校整体安全的目标将继续受到影响。

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引用次数: 0

Body Dissatisfaction and Health Risk Behaviors Among Middle School Girls 初中女生的身体不满意度和健康风险行为。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-29 DOI: 10.1111/josh.13440

Kelly Perniciaro RMHCI, Michele J. Moore PhD, Robert J. Zeglin PhD, Kassie R. Terrell PhD

BACKGROUND

Previous studies demonstrate a relationship between body dissatisfaction and substance use and suicidal ideation among older adolescent girls and young women while less documentation exists for early adolescence. This study explored the relationship between reported weight loss attempts and substance use history and suicidal thoughts among younger female adolescents.

METHODS

Participants (n = 1656) were middle school female students who participated in the 2019 Youth Behaviors Risk Survey. Participants were coded as “Trying to lose weight” and “Not trying to lose weight.” Two hierarchal multiple binary logistic regressions were conducted, 1 for each of the dependent variables: (1) substance use history and (2) suicidality.

RESULTS

Fifty-seven percent of the participants were trying to lose weight, 40% reported suicidal thoughts and 45% reported substance use history. Trying to lose weight was a significant predictor for both substance use (p < .01) and suicidality (p < .001).

CONCLUSIONS

Body dissatisfaction and its association with risky health behaviors highlight the need for prevention education at earlier ages while reinforcing the need for availability of school counselors.

背景：以往的研究表明，在年龄较大的青春期少女和年轻女性中，身体不满意与药物使用和自杀想法之间存在关系，而关于青春期早期的研究文献较少。本研究探讨了低龄女性青少年所报告的减肥尝试与药物使用史和自杀想法之间的关系：参与者（n = 1656）为参加 2019 年青少年行为风险调查的初中女生。参与者被编码为 "尝试减肥 "和 "未尝试减肥"。对因变量：（1）药物使用史和（2）自杀倾向，分别进行了两次分层多元二元逻辑回归：结果：57%的参与者试图减肥，40%的参与者有自杀倾向，45%的参与者有药物使用史。试图减肥是使用药物的一个重要预测因素（p 结论）：对身体的不满意及其与危险健康行为的关联凸显了在较低年龄段开展预防教育的必要性，同时也加强了学校辅导员的必要性。

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引用次数: 0

Adverse Childhood Experience-Related Conditions and Substance Use in Adolescents: A Secondary Analysis of Cross-Sectional Survey Data 与童年不良经历相关的状况与青少年药物使用：对横断面调查数据的二次分析。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-28 DOI: 10.1111/josh.13429

Wasantha Jayawardene MD, PhD, David Lohrmann PhD, Jon Agley PhD, Mikyoung Jun PhD, Ruth Gassman PhD

BACKGROUND

Adverse childhood experiences (ACEs) cluster within children. In addition to standardized ACE measures, there exist “ACE-related” measures that are either directly or indirectly related to the standardized ACE constructs. This study aimed to identify ACE-related latent classes of adolescents and describe past-month substance use in each class by sex and race/ethnicity.

METHODS

Data from the 2018 Indiana Youth Survey (N = 70,703), which is a repeated self-administered, cross-sectional survey, were used. Latent class analysis was conducted using ACE-related family (parent incarceration, insulting/yelling within family, inability to discuss personal problems) and school (hate being in school, feeling unsafe, inability to talk to teachers one-on-one) items. Dependent variable combined past 30-day use-frequency of 17 substances. Two-way analysis of variances examined ACE by sex and race/ethnicity interaction.

RESULTS

Four ACE-related classes emerged: “Family-Only” (11.2%), “School-Only” (16.5%), “Family-School” (8.0%), and “No-ACE” (64.3%). Substance use was highest in “Family-School” (mean = 0.67); lowest in “No-ACE” (mean = 0.21). Significant race/ethnicity (F = 27.06; p < .0001), ACE * sex interaction (F = 12.13; p < .0001) and ACE * race/ethnicity interaction (F = 4.57; p < .0001) effects emerged. Within each ACE-related class, substance use was lowest for Asians and highest for Hispanics.

CONCLUSIONS

Adverse childhood experience-related items cluster within children across school and family environments and clustering differs by race/ethnicity, but not by sex. Incorporating ACE-related items into school surveys enhances the ability to implement interventions that target relationships between ACEs and substance use.

背景：儿童的不良童年经历（ACEs）会在儿童体内聚集。除了标准化的 ACE 测量方法外，还有一些 "ACE 相关 "测量方法，它们与标准化的 ACE 结构直接或间接相关。本研究旨在确定青少年中与 ACE 相关的潜在类别，并按性别和种族/族裔描述每个类别中过去一个月的药物使用情况：研究使用了 2018 年印第安纳州青少年调查（N = 70703）的数据，该调查是一项重复的自填式横截面调查。使用与 ACE 相关的家庭（父母入狱、家庭内侮辱/谩骂、无法讨论个人问题）和学校（讨厌在学校、感觉不安全、无法与老师一对一交谈）项目进行潜类分析。因变量综合了过去 30 天内使用 17 种药物的频率。双向方差分析研究了 ACE 与性别和种族/族裔的交互作用：结果：出现了四个与 ACE 相关的类别："只有家庭"（11.2%）、"只有学校"（16.5%）、"家庭-学校"（8.0%）和 "无 ACE"（64.3%）。在 "家庭-学校 "中，药物使用率最高（平均 = 0.67）；在 "无ACE "中，药物使用率最低（平均 = 0.21）。种族/人种差异显著（F = 27.06；P 结论："种族/人种差异 "与 "童年不良经历 "之间存在显著差异：在不同学校和家庭环境中，与童年不良经历相关的项目会在儿童中聚集，聚集程度因种族/族裔而异，但与性别无关。将与 ACE 相关的项目纳入学校调查可提高针对 ACE 与药物使用之间的关系实施干预的能力。

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引用次数: 0

Reliability of the 2020 School Health Profiles Principal and Lead Health Education Teacher Questionnaires 2020 年学校健康档案》校长和健康教育主讲教师问卷的可靠性。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-26 DOI: 10.1111/josh.13426

Sherry Everett Jones PhD, MPH, JD, Nancy D. Brener PhD, Barbara Queen MS, Molly Hershey-Arista MA, William Harris MM, J. Michael Underwood PhD

Background

School Health Profiles assesses school health policies and practices among US secondary schools.

Methods

The 2020 School Health Profiles principal and teacher questionnaires were used for a test-retest reliability study. Cohen's kappa coefficients tested the agreement in dichotomous responses to each questionnaire variable at 2 time points. The aggregate prevalence estimates between time 1 and time 2 were compared for each questionnaire item via overlapping 95% confidence intervals. Chi-square tests examined whether the prevalence at time 2 differed between paper and web administration for both questionnaires.

Results

For the principal (N = 50) and teacher (N = 34) data, there were no significant differences in the prevalence of any items between time 1 and time 2. For the principal survey, the mean kappa for 191 variables was 0.49. For the teacher survey, the mean kappa for 260 variables was 0.65. Overall, 60.7% of principal and 91.1% of teacher questionnaire items had at least “moderate” reliability.

Conclusions

School Health Profiles offers education and health agencies a reliable tool to monitor school policies and practices.

背景学校健康概况》对美国中学的学校健康政策和实践进行评估：2020年学校健康概况》的校长和教师问卷被用于一项测试-再测试可靠性研究。科恩卡帕系数（Cohen's kappa coefficients）检验了两个时间点上每个问卷变量的二分法回答的一致性。通过重叠的 95% 置信区间，比较了每个问卷项目在时间 1 和时间 2 之间的总体流行率估计值。卡方检验检验了纸质问卷和网络问卷在第 2 个时间点的流行率是否存在差异：对于校长（N = 50）和教师（N = 34）的数据，任何项目的流行率在时间 1 和时间 2 之间都没有显著差异。在校长调查中，191 个变量的平均 kappa 值为 0.49。在教师调查中，260 个变量的平均卡方值为 0.65。总体而言，60.7%的校长和 91.1%的教师问卷项目至少具有 "中等 "可靠性：学校健康档案为教育和卫生机构提供了一个监测学校政策和实践的可靠工具。

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引用次数: 0

Describing High School Stakeholders' Preferences for a Return-to-School Framework Following Concussion 描述高中利益相关者对脑震荡后返校框架的偏好。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-24 DOI: 10.1111/josh.13434

Heather A. Shepherd OT, PhD, Emily Heming MSc, Nick Reed OT, PhD, Jeffrey G. Caron PhD, Keith O. Yeates PhD, Carolyn A. Emery PT, PhD

Background

Return to school supports are recommended to facilitate adolescents' re-entry to school following a concussion. However, little is known as to what school stakeholders prefer for a return-to-school process. This study sought to describe the preferences of high school students, parents, and educators for a Return-to-School Framework for adolescents following a concussion.

Methods

We conducted qualitative semi-structured, 1-on-1 or group interviews with high school students (n = 6), parents (n = 5), and educators (n = 15) from Calgary, Canada. Interviews aimed to describe participants' preferences for a Return-to-School Framework for students following a concussion. Interviews were analyzed using conventional content analysis.

Results

We organized the data into 4 main themes: (1) purpose of the Return-to-School Framework; (2) format and operation of the Return-to-School Framework; (3) communication about a student's concussion; and (4) necessity of concussion education for students and educators.

Implications for School Health Policy, Practice, and Equity

A Return-to-School Framework following concussion should be developed in consultation with families, educators, and students and supports should be tailored to each student.

Conclusions

Participants preferred a standardized and consistent Return-to-School Framework including ongoing communication between stakeholders as well as feasible and individualized school supports.

背景：建议为青少年提供返校支持，以帮助他们在脑震荡后重返校园。然而，人们对学校利益相关者在重返学校过程中的偏好知之甚少。本研究试图描述高中学生、家长和教育工作者对青少年脑震荡后重返学校框架的偏好：我们对加拿大卡尔加里的高中生（6 人）、家长（5 人）和教育工作者（15 人）进行了半结构化、一对一或小组定性访谈。访谈旨在描述参与者对脑震荡后学生返校框架的偏好。访谈采用传统的内容分析法进行分析：我们将数据归纳为四大主题：(1) "重返校园框架 "的目的；(2) "重返校园框架 "的形式和操作；(3) 有关学生脑震荡的沟通；(4) 对学生和教育工作者进行脑震荡教育的必要性：对学校卫生政策、实践和公平的启示：在制定脑震荡后重返学校框架时，应与家庭、教育工作者和学生协商，并为每个学生提供量身定制的支持：结论：与会者倾向于制定一个标准化和一致的重返学校框架，包括利益相关者之间的持续沟通以及可行的个性化学校支持。

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引用次数: 0

The Future of School Health Education in the United States: An Ontology 美国学校健康教育的未来：本体论。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-24 DOI: 10.1111/josh.13436

Lloyd J. Kolbe PhD

BACKGROUND

As summarized in this article, the widespread implementation of modern school health education (SHE) could become one of the most effective means available to improve the well-being of people in the United States and in other nations. However, the development and evolution of SHE largely remains unorganized, underdeveloped, and neglected by health and education agencies, policymakers, and the public.

METHODS

Essential to the development of any scientific discipline, scientists today use the word ontology to refer to efforts to organize knowledge in particular domains. A useful working definition of a scientific ontology is an explicit, formal specification of a shared conceptualization—a systematic set of shared terms and an explication of their interrelationships. Nine interdependent questions are outlined to help guide the development of an initial, broad, and actionable scientific ontology for SHE.

RESULTS

Whether and how we respond to these questions arguably will determine the future of SHE research, policy, practice, and equity in the United States.

CONCLUSIONS

An initial ontology might help conceptualize, inform, and facilitate more systematic and strategic local, state, national, and international deliberations and actions to improve SHE.

背景：正如本文所总结的那样，现代学校健康教育（SHE）的广泛实施可以成为改善美国和其他国家人民福祉的最有效手段之一。然而，学校健康教育的发展和演变在很大程度上仍然缺乏组织、发展不足，并且被卫生和教育机构、政策制定者以及公众所忽视：对于任何科学学科的发展来说，本体论都是必不可少的，如今科学家们用本体论一词来指组织特定领域知识的努力。科学本体论的一个有用的工作定义是对共享概念的明确、正式的说明--一套系统的共享术语及其相互关系的阐述。本文概述了九个相互依存的问题，以帮助指导为 SHE.Results 开发一个初步的、广泛的和可操作的科学本体：我们是否以及如何回应这些问题，可以说将决定美国未来的 SHE 研究、政策、实践和公平：一个初步的本体论可能有助于将地方、州、国家和国际的讨论和行动概念化、提供信息并促进其更加系统化和战略性，以改善 SHE。

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引用次数: 0

Creating Healthy Environments for Schools: A Comprehensive Approach to Improving Nutrition in Arkansas Public Schools 为学校创造健康环境：改善阿肯色州公立学校营养状况的综合方法》。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-24 DOI: 10.1111/josh.13437

Jonathan Langner PhD, Krista Langston MBA, Ally Mrachek MS, Bonnie Faitak Med, Pamela Martin MS, Alexa Cueto BA, Jennifer L. Clampitt MS, Christopher R. Long PhD, Amy Bartow, Susan Bodey, Pearl A. McElfish PhD

BACKGROUND

Nutrition plays a vital role in children's physical and emotional health. More than half of school age children's calories are provided in the school food environment, making school interventions an opportunity to address child nutrition.

METHODS

The Creating Health Environments for Schools (CHEFS) program is designed to leverage local resources to create customized solutions that improve the nutritional content of school food and encourage children to choose healthier food. There are 8 components: (1) customizing nutrition plans, (2) modifying/replacing menu items, (3) helping procure healthier food, (4) providing equipment grants, (5) training cafeteria staff, (6) implementing environmental changes and nudges, (7) engaging students and parents, and (8) supporting sustainability. Supporting child nutrition directors is key to facilitating cooperation with schools.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Menu modifications and procurement are interrelated and depend on successfully collaborating with corporate, independent, and local food services organizations. Limited school budgets require low or no-cost solutions and staff training. Student and parent engagement are critical to facilitate culturally-appropriate solutions that increase awareness of healthy food.

CONCLUSIONS

Every school district has particular resources and constraints. CHEFs engaged stakeholders to design customized solutions and encourage healthier nutrition for school children.

背景：营养对儿童的身心健康起着至关重要的作用。学龄儿童一半以上的卡路里是在学校食品环境中摄取的，因此学校干预是解决儿童营养问题的一个机会：为学校创造健康环境（CHEFS）计划旨在利用当地资源，制定个性化解决方案，改善学校食品的营养成分，鼓励儿童选择更健康的食品。该计划由 8 个部分组成：(1）定制营养计划；（2）修改/更换菜单项目；（3）帮助采购更健康的食品；（4）提供设备补助金；（5）培训食堂员工；（6）实施环境改变和鼓励措施；（7）吸引学生和家长参与；以及（8）支持可持续性发展。支持儿童营养主任是促进与学校合作的关键：菜单修改和采购是相互关联的，有赖于与企业、独立和当地食品服务机构的成功合作。学校预算有限，需要低成本或无成本的解决方案和员工培训。学生和家长的参与对于促进文化适宜的解决方案、提高对健康食品的认识至关重要：每个校区都有特定的资源和限制。CHEFs让利益相关者参与设计定制解决方案，鼓励为学童提供更健康的营养。

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引用次数: 0

“Your Kid Has Potential, But They Need Sleep”: Teacher Perspectives on School-Based Sleep Promotion in Alberta, Canada "你的孩子很有潜力，但他们需要睡眠"：加拿大艾伯塔省教师对校本睡眠促进的看法。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-23 DOI: 10.1111/josh.13439

Pamela Mellon BSc, Genevieve Montemurro MSc, Lauren Sulz PhD, Brian Torrance MSc, Kate Storey PhD, RD

BACKGROUND

Insufficient sleep is a growing public health concern. Thirty percent of Canadian children and youth are not meeting national sleep recommendations. Inadequate sleep can negatively influence students' academics and physical and psychosocial health. Schools have been identified as ideal health promotion settings to influence children's health including their sleep behaviors. The objective of this study was to explore teachers' perspectives on sleep behaviors and their role in school-based sleep promotion.

METHODS

Nineteen elementary teachers were purposively sampled from the greater Edmonton area, Alberta, Canada. Interpretive description was used as the guiding method, and data were generated through one-on-one semi-structured interviews. Inductive descriptive thematic analysis was used to identify interview themes.

RESULTS

Three themes related to teachers' perspectives on sleep behaviors and school-based sleep promotion were identified: the importance of students' sleep, prioritizing sleep as part of teaching and learning, and a culture of healthy sleep habits.

CONCLUSIONS

This study found that teachers considered sleep to be essential for elementary students' academic success and wellbeing, and a whole school approach was necessary to support a healthy sleep culture in schools.

背景：睡眠不足是一个日益严重的公共健康问题。30%的加拿大儿童和青少年没有达到国家的睡眠建议。睡眠不足会对学生的学业、身体和心理健康产生负面影响。学校被认为是影响儿童健康（包括睡眠行为）的理想健康促进场所。本研究旨在探讨教师对睡眠行为的看法及其在校本睡眠促进中的作用：从加拿大艾伯塔省大埃德蒙顿地区有目的地抽取了 19 名小学教师。研究以解释性描述为指导方法，通过一对一的半结构化访谈获得数据。采用归纳描述性主题分析法确定访谈主题：结果：确定了三个与教师睡眠行为和校本睡眠促进相关的主题：学生睡眠的重要性、将睡眠作为教学的一部分作为优先事项以及健康睡眠习惯的文化：本研究发现，教师认为睡眠对小学生的学业成功和身心健康至关重要，因此有必要采取全校参与的方式来支持学校的健康睡眠文化。

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引用次数: 0

Participation in the US Department of Agriculture's Summer Meal Programs: 2019-2021 参与美国农业部暑期膳食计划：2019-2021 年。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-23 DOI: 10.1111/josh.13438

Kara Burkholder MPH, Brooke L. Bennett PhD, Sarah L. McKee PhD, Juliana F.W. Cohen ScD, Ran Xu PhD, Marlene B. Schwartz PhD

BACKGROUND

The US Department of Agriculture's (USDA) summer meal programs are designed to provide meals at no cost while school is out of session. In response to the COVID-19 pandemic, several regulatory waivers were enacted to facilitate meal distribution. The aim of this study was to assess the rates of meal distribution before and after these waivers were in effect.

METHODS

Meal distribution patterns for 2019, 2020, and 2021 were examined through (1) a descriptive comparison of the number of participating districts, sponsors, meal sites, and meals distributed statewide, and (2) repeated measures ANOVAs to examine changes among districts in operation all years.

RESULTS

The waivers were associated with an increase in the total number of participating districts, sponsors, and meal sites; an increase in the total number of meals distributed to children during the summer months; and an increase in meal distribution among sponsors that had been in place since 2019.

Conclusion

Expanding the area eligibility criteria and enabling flexibility in meal distribution methods increased the number of meals provided. This study provides important preliminary evidence to suggest that the USDA should consider permanent regulatory changes to this program to maximize its reach.

背景：美国农业部（USDA）的暑期膳食计划旨在学校停课期间免费提供膳食。为应对 COVID-19 大流行，美国颁布了几项法规豁免，以促进膳食分配。本研究旨在评估这些豁免生效前后的配餐率：方法：通过（1）对参与地区、赞助商、供餐点和全州供餐数量的描述性比较，以及（2）重复测量方差分析，研究了 2019、2020 和 2021 年的供餐模式：结果：豁免与参与地区、赞助商和供餐点总数的增加；夏季向儿童分发的膳食总数的增加；以及自 2019 年以来赞助商之间膳食分配的增加有关：扩大地区资格标准和灵活配餐方法增加了提供的膳食数量。这项研究提供了重要的初步证据，表明美国农业部应考虑对该计划进行永久性监管改革，以最大限度地扩大其覆盖范围。

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引用次数: 0

School-Based Tele-Behavioral Health: A Scoping Review of the Literature 校本远程行为健康：文献综述。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-01-23 DOI: 10.1111/josh.13435

Nathaniel A. Sowa MD, PhD, Katie Gaffney MD, Amanda Sanders MD, Caroline Murrell MD

BACKGROUND

Telehealth utilization exploded during the COVID-19 pandemic, including within school-based health programs. School-based tele-behavioral health can help programs overcome barriers of access to care, but the current state and effectiveness of such programs are unknown.

METHODS

A scoping literature review was conducted. Studies were included if they described in-school behavioral health services delivered via telehealth for children ages 5 to 18. From the included studies, population, location, setting, intervention, telehealth modality, clinician type, and outcomes assessed were extracted.

FINDINGS

Eighteen studies met inclusion criteria. All described psychotherapy or medication management delivered by psychologists (n = 7) and/or psychiatrists (n = 11). Treatment included psychotherapy (N = 8), psychiatric consultation (N = 7), medication management (N = 4), crisis stabilization (N = 1), and caregiver education (N = 1). Eight studies provide qualitative or quantitative outcomes, with 4 examining clinical effectiveness.

CONCLUSIONS

Despite limited findings in the literature, school-based tele-behavioral health is feasible, effective, and acceptable for delivery of behavioral health care to children and adolescents.

背景：在 COVID-19 大流行期间，远程保健的使用率呈爆炸式增长，包括在以学校为基础的保健计划中。校本远程行为健康可帮助项目克服获得医疗服务的障碍，但此类项目的现状和有效性尚不清楚：方法：对文献进行了范围界定。如果研究描述了通过远程医疗为 5 至 18 岁儿童提供校内行为健康服务，则将其纳入研究范围。研究结果：18 项研究符合纳入标准：18项研究符合纳入标准。所有研究都描述了由心理学家（7 项）和/或精神科医生（11 项）提供的心理治疗或药物管理。治疗方法包括心理治疗（8 项）、精神科咨询（7 项）、药物管理（4 项）、危机稳定（1 项）和照顾者教育（1 项）。八项研究提供了定性或定量结果，其中四项研究考察了临床效果：尽管文献研究结果有限，但校本远程行为健康在为儿童和青少年提供行为健康护理方面是可行、有效和可接受的。

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