Journal of School Health最新文献_第9页

Parental Perception of Children's Mental Health During the Pandemic: Insights From an Italian Cross-Sectional Study 大流行病期间家长对儿童心理健康的看法：一项意大利横断面研究的启示。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-03-26 DOI: 10.1111/josh.13449

Giuseppina Lo Moro MD, Giacomo Scaioli MD, Francesco Conrado MD, Luca Lusiani MD, Sonia Pinto MD, Edoardo Rolfini MD, Fabrizio Bert MD, Roberta Siliquini MD

Background

This study explores the impact of the pandemic on children's mental health. It examined the understanding of parents regarding their children's mental condition and their ability to identify issues, 2 years post the outbreak of the COVID-19 pandemic.

Methods

Using a cross-sectional design, 507 Italian parents reported on their youngest child aged between 2 and 17, totaling 507 children. The outcomes focused on were parental perception of children's mental health deterioration, scores on the Strengths and Difficulties Questionnaire (SDQ) above the clinical cut-off, and parental under-recognition of mental health issues. Descriptive analyses and multivariable logistic regression models were executed (significance at p < .05).

Results

Parents were 88.1% women (median age 41 years, interquartile range [IQR] = 36-47). Their children were 50.3% female [median age 6 years (IQR = 4-11)]. The data revealed 21.1% of parents perceived a deterioration in their children's mental health, while 44.2% had SDQ scores above the cut-off. Parental under-recognition of mental issues was found in 20.1% of cases. Significant correlations were found between parental perception of deterioration, SDQ scores, and factors like parental mental distress and children's sleep issues.

Implications

The findings suggest that schools and verified websites can serve as critical conduits for providing parents with reliable information. By promoting early identification and intervention, such mechanisms can help ensure mental health equity for children.

Conclusions

The research highlights the effect of the pandemic on children's mental health and the issue of parental under-recognition. The results underscore the importance of public health initiatives that enhance mental health information accessibility and reliability for parents.

背景：本研究探讨了大流行病对儿童心理健康的影响。研究考察了 COVID-19 大流行爆发两年后，父母对其子女精神状况的了解以及发现问题的能力：方法：采用横断面设计，507 位意大利父母报告了他们年龄在 2 岁至 17 岁之间的最小子女的情况，共计 507 名儿童。研究结果主要包括家长对儿童心理健康恶化的看法、优势与困难问卷（SDQ）得分超过临床临界值以及家长对心理健康问题认识不足。结果显示：88.1%的家长为女性（占总人数的 88.1%）：88.1%的家长为女性（中位数年龄为 41 岁，四分位数间距 [IQR] = 36-47）。他们的子女中有 50.3% 为女性（中位数年龄为 6 岁（IQR = 4-11））。数据显示，21.1%的家长认为其子女的心理健康状况有所恶化，44.2%的家长的 SDQ 分数高于临界值。20.1%的家长对精神问题认识不足。研究发现，家长对孩子心理健康恶化的认知、SDQ 分数与家长的精神压力和孩子的睡眠问题等因素之间存在明显的相关性：研究结果表明，学校和经核实的网站可以作为向家长提供可靠信息的重要渠道。通过促进早期识别和干预，这些机制可以帮助确保儿童的心理健康公平：研究强调了大流行病对儿童心理健康的影响以及家长认识不足的问题。研究结果强调了提高家长心理健康信息可获得性和可靠性的公共卫生措施的重要性。

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引用次数: 0

“I Missed School to Take Care of Someone Else”: Middle and High School Students' Caregiving Responsibilities as a Reason for Absenteeism "我旷课是为了照顾别人"：初高中学生的照顾责任是旷课的原因之一。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-03-17 DOI: 10.1111/josh.13446

Emma Armstrong-Carter PhD, Steve Osborn MS, Olivia Smith MS, Connie Siskowski RN, PhD, Elizabeth Olson PhD

BACKGROUND

Middle and high school students who are involved in caregiving for aging, chronically ill, and/or disabled family members report more learning challenges compared to their non-caregiving peers. However, little is known about how many students miss school to take care of someone else, and which students are most likely to have this experience. Such knowledge could reveal an important, largely unrecognized reason for school absences and educational disparities.

METHODS

Our research-practice partnership surveyed middle-and-high schoolers across Rhode Island public schools in 2022.

RESULTS

Among 55,746 students (45% White non-Latinx; 21% Latinx; 45% girls), 13.80% reported they had missed school to take care of someone else, with up to 35% in some districts. Students who missed school for caregiving were disproportionately girls, non-binary, transgender, or preferred not to report gender, older youth, and from historically marginalized racial and ethnic groups, and from urban districts.

CONCLUSIONS

Children's experiences caregiving for others may be an important and overlooked contributor to absenteeism and achievement gaps, especially in urban areas. We suggest school policies to better serve these students.

背景：与不需要照顾他人的同龄人相比，需要照顾年迈、长期患病和/或残疾家庭成员的初高中学生在学习上面临更多挑战。然而，对于有多少学生因照顾他人而缺课，以及哪些学生最有可能有这样的经历却知之甚少。这些知识可以揭示缺课和教育差异的一个重要原因，但这一原因在很大程度上尚未被认识到：我们的研究与实践合作伙伴在 2022 年对罗德岛州公立学校的初高中学生进行了调查：在 55,746 名学生（45% 为非拉丁裔白人；21% 为拉丁裔；45% 为女生）中，13.80% 的学生称他们曾因照顾他人而缺课，有些地区的缺课率高达 35%。因照顾他人而缺课的学生中，女生、非二元性别、变性人或不愿报告性别的学生、年龄较大的青少年、来自历史上被边缘化的种族和民族群体以及来自城市地区的学生比例偏高：儿童照顾他人的经历可能是造成旷课和成绩差距的一个重要因素，但却被忽视了，尤其是在城市地区。我们建议学校制定相关政策，为这些学生提供更好的服务。

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引用次数: 0

Untreated Allergy Among Middle School Students: Associations with Socioeconomic Adversities and Academic, Behavior, and Health Difficulties 未经治疗的中学生过敏症：与社会经济不利条件及学业、行为和健康困难的关系。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-29 DOI: 10.1111/josh.13447

Kénora Chau MD, PhD, Nearkasen Chau PhD

BACKGROUND

Many adolescents with allergy do not receive physician treatment (allergy_untreated). We explored its association with socioeconomic adversities and academic-behavior-health difficulties, which remain unaddressed.

METHODS

This cross-sectional school-based-population study compared the above factors of middle-school adolescents with allergy_untreated and those with treated allergy (allergy_treated) (mean age = 13.5 ± 1.2) from north-eastern France. Participants completed a questionnaire collecting socioeconomic adversities (nonintact family, low parents' education, insufficient family income, poor social support, suffered verbal/physical violence, and sexual abuse), low academic performance, excessive screen time, substance use, sleep difficulty, poor physical health, depressive symptoms, suicide attempt, poor quality of life, and allergy_treated/allergy_untreated.

RESULTS

Logistic regression models showed that allergy_untreated was associated with all the factors considered (sex-age-class-level-adjusted odds ratio (saclOR) reaching 3.94, p < .001) and the risk score (number of main criteria: suffered sexual abuse, excessive screen time, poor quality of life, cannabis use, low parents' education, and poor social support): saclOR 4.75, 9.23, 15.64, and 31.73 (p < .001) for risk scores 1, 2, 3, and ≥4, versus risk score = 0 (pseudo-R² = 11.1%).

CONCLUSIONS

Socioeconomic adversities and academic-behavior-health difficulties may be used to detect adolescents with allergy_untreated for care.

背景：许多患有过敏症的青少年没有接受医生治疗（allergyuntreated）。我们探讨了过敏与社会经济逆境和学业-行为-健康困难之间的关系，这些问题仍未得到解决：这项以学校为基础的横断面人群研究比较了法国东北部未接受过敏治疗和接受过敏治疗（allergytreated）的中学生（平均年龄 = 13.5 ± 1.2）的上述因素。受试者填写了一份调查问卷，收集社会经济逆境（非完整家庭、父母受教育程度低、家庭收入不足、社会支持差、遭受语言/身体暴力和性虐待）、学习成绩差、使用屏幕时间过长、使用药物、睡眠困难、身体健康状况不佳、抑郁症状、自杀未遂、生活质量差以及过敏治疗/过敏未治疗等方面的信息：逻辑回归模型显示，过敏未治疗与所有考虑因素相关（性别-年龄-等级调整后的几率比（saclOR）达到 3.94，P 2 = 11.1%）：结论：社会经济逆境和学业-行为-健康困难可用于发现未接受治疗的过敏青少年，并对其进行护理。

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引用次数: 0

School Connectedness and Suicide Among High School Youth: A Systematic Review 学校联系与高中青少年自杀：系统回顾

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-21 DOI: 10.1111/josh.13445

Cody W. Welty MSPH, Lindsay Bingham MPH, Mario Morales MA, Lynn B. Gerald MSPH, PhD, Katherine D. Ellingson PhD, Patricia L. Haynes PhD

BACKGROUND

Suicide is a leading cause of death for adolescents, and school connectedness is a potential, modifiable protective factor for suicide. We sought to examine if school connectedness protected against suicide among high school students and if potential moderators affected the relationship between school connectedness and suicide.

METHODS

We searched online databases (PubMed, EMBASE, CINAHL, and PsycINFO) on December 12, 2021, for studies that examined the effects of school connectedness on suicide among high school students.

RESULTS

This systematic review identified 34 studies that examined the effects of school connectedness on adolescent suicidality. Results indicated mixed findings of school connectedness on suicidality. Among studies that assessed a suicide ideation outcome, 73.3% found that school connectedness protected against suicide. Among studies that assessed a suicide attempts outcome, 50% found that school connectedness protected against suicide. Most included studies did not control for notable variables in their final models, such as sleep, impulsivity, substance use, or depression. No studies examined moderators of school connectedness and suicide.

CONCLUSIONS

School connectedness is somewhat protective of suicidality, and more protective of suicidal ideation than suicide attempts. Researchers should examine the construct of school connectedness among modern youth to better understand school connectedness and suicide.

背景：自杀是青少年的主要死因，而学校联系是自杀的潜在、可调节的保护因素。我们试图研究学校联系是否能防止高中生自杀，以及潜在的调节因素是否会影响学校联系与自杀之间的关系：我们于 2021 年 12 月 12 日在网上数据库（PubMed、EMBASE、CINAHL 和 PsycINFO）中搜索了有关学校关联性对高中生自杀影响的研究：本系统性综述确定了 34 项研究，探讨了学校联系对青少年自杀的影响。结果显示，学校联系对自杀倾向的影响结果不一。在评估自杀意念结果的研究中，73.3%的研究发现学校联系可防止自杀。在评估自杀未遂结果的研究中，50%的研究发现学校联系可防止自杀。大多数纳入研究的最终模型都没有对睡眠、冲动、药物使用或抑郁等显著变量进行控制。没有研究探讨了学校联系与自杀的调节因素：结论：学校联系对自杀倾向有一定的保护作用，对自杀意念的保护作用大于对自杀未遂的保护作用。研究人员应研究现代青少年的学校关联性，以更好地了解学校关联性与自杀的关系。

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引用次数: 0

A Group Randomized Controlled Trial of Relationships Under Construction Sexual Risk Avoidance Education 关系构建中的性风险规避教育团体随机对照试验》。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-21 DOI: 10.1111/josh.13441

Olivia Ashley DrPH, Stephen R. Shamblen PhD, Andrew Gluck MBA, Catherine Wood BS

BACKGROUND

We analyzed data from a study to evaluate the effectiveness of the Relationships Under Construction (RUC) sexual risk avoidance education program promoting positive youth development and healthy relationships.

METHODS

Twelve schools in the Midwestern region of the United States randomized to the intervention implemented RUC in health or science classes, while control schools collected study measures and implemented the standard curriculum.

RESULTS

Post-randomization analyses revealed significant differences in grade, race/ethnicity, and prior relationship education at baseline between intervention and control students. Subsequent analyses controlled for these differences. We distributed parental notification letters to 641 students, and no parents requested that their adolescent opt out of data collection. We obtained assent and baseline computer-assisted survey interviews or paper-and-pencil instrument forms from 100% of these students. Findings suggest that RUC significantly reduced sexual activity (odds ratio = 0.56, p = .046) at 3-month follow-up, compared to those in the control group. RUC also reduced pornography viewing and improved attitudes about delayed gratification, beliefs, decision making, and negative outcome expectations.

CONCLUSIONS

Our findings suggest that RUC improves sexual attitudes, beliefs, and behaviors among this population of adolescents. Additional research is needed to assess RUC impacts among diverse populations.

背景：我们分析了一项研究的数据，该研究旨在评估 "构建中的关系（RUC）"性风险规避教育项目在促进青少年积极发展和健康人际关系方面的有效性：美国中西部地区的 12 所学校被随机分配到干预项目中，在健康课或科学课上实施 RUC，而对照学校则收集研究措施并实施标准课程：结果：随机化后的分析表明，干预学校和对照学校的学生在年级、种族/民族和之前的恋爱教育基线上存在显著差异。随后的分析控制了这些差异。我们向 641 名学生发放了家长通知书，没有家长要求其青少年退出数据收集。我们获得了这些学生 100% 的同意和基线计算机辅助调查访谈或纸笔工具表格。调查结果显示，与对照组相比，RUC 在 3 个月的随访中明显减少了性活动（几率比 = 0.56，p = .046）。RUC 还减少了色情观看，改善了对延迟满足、信念、决策和消极结果预期的态度：我们的研究结果表明，RUC 可以改善青少年的性态度、性信念和性行为。还需要进行更多的研究，以评估 RUC 对不同人群的影响。

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引用次数: 0

Inequitable Changes in School Connectedness During the Ongoing COVID-19 Pandemic in a Cohort of Canadian Adolescents 加拿大青少年群体在 COVID-19 大流行期间与学校联系的不平等变化。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-19 DOI: 10.1111/josh.13443

Karen A. Patte PhD, Mahmood R. Gohari PhD, Guy Faulkner PhD, Richard E. Bélanger MD, FRCPC, Scott T. Leatherdale PhD

BACKGROUND

We examined whether subgroups of adolescents experienced disparate changes in school connectedness—a robust predictor of multiple health outcomes—from before the COVID-19 pandemic to the first full school year following pandemic onset.

METHODS

We used 2 waves of prospective survey data from 7178 students attending 41 Canadian secondary schools that participated during the 2019-2020 (T1; pre-COVID-19 onset) and 2020-2021 (T2; ongoing pandemic) school years. Fixed effects analyses tested differences in school connectedness changes by gender, race, bullying victimization, socioeconomic position, and school learning mode.

RESULTS

Relatively greater declines in school connectedness were reported by students that identified as females, were bullied, perceived their family to be less financially comfortable than their classmates, and attended schools in lower income areas. Marginally greater school connectedness declines resulted among students attending schools that were fully online at T2 than those at schools using a blended model.

CONCLUSION

Results point to disparate school connectedness declines during the pandemic, which may exacerbate pre-existing health inequities by gender and socioeconomic position, and among bullied youth.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Effective strategies to improve school climates for equity denied groups are critical for pandemic recovery and preparedness for future related events.

背景：我们研究了从 COVID-19 大流行之前到大流行开始后的第一个完整学年期间，青少年亚群在学校联系方面是否经历了不同的变化--学校联系是多种健康结果的可靠预测指标：我们使用了两波前瞻性调查数据，这些数据来自 2019-2020 学年（T1；COVID-19 流行前）和 2020-2021 学年（T2；大流行期间）参加调查的 41 所加拿大中学的 7178 名学生。固定效应分析检验了性别、种族、欺凌受害情况、社会经济地位和学校学习模式对学校关联性变化的影响：据报告，女性、受欺凌、认为家庭经济不如同学宽裕以及就读于低收入地区学校的学生的学校联系度下降幅度相对较大。与采用混合模式的学校相比，在第二阶段完全在线的学校就读的学生的学校联系度下降幅度略大：结论：研究结果表明，在大流行病期间，学校关联性的下降程度不尽相同，这可能会加剧不同性别、社会经济地位以及受欺凌青少年之间业已存在的健康不平等：采取有效策略改善被剥夺平等权利群体的学校氛围，对于大流行病的恢复和未来相关事件的准备工作至关重要。

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引用次数: 0

Implementing Comprehensive Sex and Sexuality Education in Kindergarten—Grade 12 Schools: Guiding Practices and Examples 在幼儿园至十二年级学校实施全面性教育和性教育：指导性做法和范例。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-13 DOI: 10.1111/josh.13431

Mikaela Moore MPH, Phoebe Balascio MS, Tausha Bonner-Johnson, José Garth, Britney Brinkman PhD, Ashley V. Hill DrPH, MPH

Background

Comprehensive sex and sexuality education (CSE) is an evidence-based intervention associated with improved sexual and reproductive health outcomes. Currently, there are no standardized requirements for sex and sexuality education in the United States, despite expert recommendations.

Contributions to Theory

In the United States, a Whole School, Whole Community, Whole Child theoretical model proposed by the Centers for Disease Control, and current examples of school sex education policy is used to make recommendations for the standardization of comprehensive sexual health education in K-12 schools. This article describes the necessary components to adopt CSE equitably, and provides an example of the process implemented to improve CSE in 1 school district in Pittsburgh, PA.

Implications for School Health Policy, Practice, and Equity

Understanding the key components of legislation that align with recommended standards, and the process of advocating for school policy change, allows local advocacy groups and education policymakers to create and pass feasible legislation that will ensure appropriate instruction. There is additional room for improvement in states and local districts that have current CSE legislation, to adopt approaches grounded in frameworks that critically evaluate social determinants of health and amend legislation to further improve health equity.

Conclusions

Several states and local districts have passed CSE regulations, and are implementing and evaluating their efficacy, providing support and examples for other regions interested in adopting similar policies and processes. Pittsburgh Public Schools can be used as an example adapting current legislation and adopting more comprehensive language.

背景：全面的性教育和性知识教育（CSE）是一种基于证据的干预措施，可改善性健康和生殖健康结果。理论贡献：在美国，疾病控制中心提出的 "全学校、全社区、全儿童 "理论模型，以及当前学校性教育政策的实例，为 K-12 学校全面性健康教育的标准化提出了建议。本文介绍了公平采用 CSE 的必要组成部分，并举例说明了宾夕法尼亚州匹兹堡市一个学区为改善 CSE 而实施的过程：对学校卫生政策、实践和公平的启示：了解与推荐标准相一致的立法的关键要素，以及倡导学校政策变革的过程，可使地方宣传团体和教育政策制定者制定并通过可行的立法，以确保适当的教学。目前已有 CSE 立法的州和地方学区还有改进的余地，可以采用以批判性评估健康的社会决定因素的框架为基础的方法，并修订立法，以进一步提高健康公平性：一些州和地方学区已经通过了 CSE 法规，并正在实施和评估其效果，为其他有意采用类似政策和程序的地区提供了支持和范例。匹兹堡公立学校可作为一个范例，对现行法规进行调整，并采用更全面的措辞。

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引用次数: 0

Delivering Medicaid Mental Health Services and Supports in Schools: Current Landscape and Opportunities to Expand 在学校提供医疗补助心理健康服务和支持：当前形势与扩展机会》。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-06 DOI: 10.1111/josh.13427

Vinu Ilakkuvan DrPH,, Anne De Biasi MHA,

BACKGROUND

Medicaid is a key policy lever for expanding access to mental health services and supports for children in schools, especially low-income and minority children. This study examines how Medicaid finances mental health promotion and prevention (tier 1), screening and selected interventions (tier 2), and treatment (tier 3) in schools, informing policy recommendations to expand school mental health.

METHODS

Seventeen key informant interviews were conducted virtually from March to October 2022 with research, practice, and policy leaders in school mental health and Medicaid. Interview transcripts were thematically coded to inform recommendations.

RESULTS

Interview themes included that Medicaid is a key funder of mental health services, primarily in tier 3, and that braiding and blending funds is necessary to support services across all tiers in schools. Interviewees underscored the need to expand tier 2 in schools, to expand and diversify the behavioral health workforce (including via non-licensed providers, aligning school-employed provider licensure and billing requirements and building school-community referral relationships), strengthen teaming structures (including state children's cabinets, student case management, and education/Medicaid agency coordination), and leverage technical assistance and training to speed up adoption of new policies (including via guidance and templates that facilitate billing for school health services).

CONCLUSIONS

Policymakers, practitioners, and advocates can use these findings to identify policies and strategies to expand school mental health and reduce inequities.

背景：医疗补助计划是扩大在校儿童（尤其是低收入儿童和少数民族儿童）获得心理健康服务和支持的重要政策杠杆。本研究探讨了医疗补助计划（Medicaid）如何资助学校的心理健康促进和预防（第 1 层）、筛查和选定干预（第 2 层）以及治疗（第 3 层），从而为扩大学校心理健康的政策建议提供信息：从 2022 年 3 月到 10 月，我们对学校心理健康和医疗补助计划的研究、实践和政策负责人进行了 17 次关键信息提供者访谈。对访谈记录进行了主题编码，以提供相关建议：访谈主题包括：医疗补助计划是心理健康服务的主要资助者，主要是在第 3 层，而为了支持学校各层次的服务，有必要对资金进行编织和混合。受访者强调，有必要扩大学校的二级服务，扩大行为健康工作队伍并使其多样化（包括通过非执照医疗服务提供者、调整学校雇用医疗服务提供者的执照和账单要求，以及建立学校-社区转介关系），加强团队结构（包括州立儿童小屋、学生个案管理和教育/医疗补助机构协调），并利用技术援助和培训来加快新政策的采用（包括通过指导和模板来促进学校健康服务的账单）：结论：政策制定者、从业者和倡导者可以利用这些研究结果来确定政策和策略，以扩大学校心理健康和减少不公平现象。

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引用次数: 0

The State School Mental Health Profile: Findings from 25 States 州立学校心理健康概况：来自 25 个州的研究结果。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-06 DOI: 10.1111/josh.13442

Shawn Orenstein MPH, Jordy Yarnell PhD, Elizabeth Connors PhD, Jill Bohnenkamp PhD, Sharon Hoover PhD, Nancy Lever PhD

BACKGROUND

State-level leadership and conditions are instrumental to local and regional comprehensive school mental health system (CSMHS) quality, sustainability, and growth. However, systematic documentation of state-level school mental health (SMH) policy, infrastructure, funding, and practice is limited.

METHODS

Using a multi-phase, multi-method process, we developed the State School Mental Health Profile (State Profile) to offer a comprehensive landscape of state SMH efforts. State leaders in 25 states completed the State Profile once over a 3-year data collection period. Mixed methods results are reported in 8 domains.

RESULTS

State education agencies were reportedly most involved in SMH technical assistance, advocacy, leadership, funding, and service provision, with mental health agencies reported as second most involved. Nearly half of state respondents reported having a state-level SMH director or coordinator. Policies with the greatest perceived impact require implementation of and funding for SMH services and supports. Despite leveraging multiple sources of funding, most states emphasized lack of funding as a primary barrier to establishing CSMHSs. All states reported staffing shortages.

CONCLUSION

The State Profile can assist multi-agency state leadership teams to self-assess policy, infrastructure, and resources to support CSMHSs statewide. Findings point to areas of opportunity to advance equity across resource allocation, service provision, and policy development.

背景：州一级的领导力和条件对于地方和区域性的学校心理健康综合系统（CSMHS）的质量、可持续性和发展至关重要。然而，对州级学校心理健康（SMH）政策、基础设施、资金和实践的系统性记录却很有限：方法：我们采用多阶段、多方法的程序，编制了州学校心理健康概况（州概况），以提供各州学校心理健康工作的全面情况。25 个州的州领导在 3 年的数据收集期内完成了一次州概况调查。报告了 8 个领域的混合方法结果：据报告，州教育机构在 SMH 技术援助、宣传、领导、资金和服务提供方面的参与度最高，精神卫生机构的参与度次之。近一半的州受访者报告说，他们有州一级的心理健康中心主任或协调员。认为影响最大的政策要求实施 SMH 服务和支持并为其提供资金。尽管利用了多种资金来源，但大多数州强调缺乏资金是建立 CSMHS 的主要障碍。所有州都报告了人员短缺的情况：州概况可以帮助多机构州领导团队自我评估政策、基础设施和资源，以支持全州的 CSMHS。调查结果指出了在资源分配、服务提供和政策制定方面促进公平的机会领域。

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引用次数: 0

The Psychosocial Benefits of Biblioguidance Book Clubs 书目指导读书俱乐部的社会心理益处。

IF 2.2 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-02-05 DOI: 10.1111/josh.13428

Jennifer R. Banas EdD, Julia A. Valley PhD, Amina Chaudhri PhD, Sarah Gershon MS

Background

Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach.

Methods

We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis.

Results

The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and “ways of the world,” and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.

Implications for School Health Policy, Practice, and Equity

Biblioguidance book clubs could offer an innovative pedagogical approach to advance students' psychosocial well-being and engage them as active participants in their own learning and health.

背景：学校卫生学杂志》的研究重点之一是支持青少年福祉并最大限度地发挥其潜能的教学方法。一种名为 "书目指导 "的独特观察学习形式可以作为一种教学方法：我们是一个由研究人员和教师组成的团队，与十年级健康教育专业的学生一起开展了书目指导读书会。虽然最初的重点是健康素养技能，但我们也旨在产生社会心理益处。这些益处正是当前描述性现象学研究的重点。最后的读书会反思记录了学生们获得的益处，并记录了他们的转变。我们从样本库（n = 168）中随机选取了 42 篇反思，并通过描述性文件分析对其进行了编码：结果表明，读书会带来了社会心理方面的益处。学生们认同故事和人物，深入了解他人的观点、生活经历和 "处世之道"，并在许多方面发生了转变。有些学生甚至经历了宣泄，看到了希望，得到了肯定，不再感到孤独：对学校卫生政策、实践和公平的启示：书目指导读书俱乐部可以提供一种创新的教学方法，提高学生的社会心理健康水平，使他们成为自身学习和健康的积极参与者。

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引用次数: 0