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Estudio sobre las necesidades de cursos de salud mental para estudiantes de secundaria basado en entrevistas

Chaochao Lu¹, Ying Zhou², Xiaoyu Chen³

¹Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China.

|January 8, 2026

Resumen

Los currículos de salud mental para escuelas secundarias en China deben secuenciarse según el desarrollo, abordando las necesidades cambiantes de los estudiantes de adaptación, comunicación y regulación emocional. Los métodos interactivos y el personal capacitado son clave para programas eficaces basados en la escuela.

Área de la Ciencia:

Psicología Educativa
Salud Mental del Adolescente
Desarrollo Curricular

Sus antecedentes:

Los adolescentes de secundaria enfrentan crecientes desafíos socioemocionales y académicos.
Los currículos eficaces de salud mental escolar requieren la comprensión de las necesidades específicas de estudiantes, padres y maestros.
Los enfoques apropiados para el desarrollo son cruciales para los estudiantes de secundaria chinos.

Objetivo del estudio:

Identificar las necesidades convergentes y específicas de cada grado para diseñar currículos eficaces de salud mental escolar en China.
Informar el desarrollo de un programa de salud mental basado en la escuela y secuenciado según el desarrollo.

Principales métodos:

Diseño de métodos mixtos que incorporan entrevistas semiestructuradas (n=18) y un cuestionario autodesarrollado.
Cuestionario administrado a estudiantes (n=1510), padres (n=1337) y maestros (n=200) en ocho escuelas secundarias diversas.
El análisis estadístico incluyó la tasa de penetración, la cuota normalizada, las pruebas chi-cuadrado y las pruebas de proporciones por pares ajustadas por Bonferroni.

Principales resultados:

Las prioridades clave entre las partes interesadas incluyeron la orientación académica, las habilidades interpersonales, la educación para la vida y el manejo de las emociones.
Los estudiantes de primer grado se centraron en la transición y la adaptación.
Los estudiantes de segundo y tercer grado mostraron un mayor enfoque en el estrés y la regulación emocional.
Se prefirieron métodos de enseñanza interactivos (juegos de rol, escenarios) e instructores calificados.

Conclusiones:

Se apoya un currículo de salud mental basado en la escuela y secuenciado según el desarrollo, que integra módulos universales y diferenciados por grado.
Las recomendaciones incluyen pedagogía interactiva, personal capacitado y colaboración escuela-familia-comunidad con vías de derivación.
Las limitaciones incluyen una muestra de una sola provincia y un instrumento autodesarrollado; la investigación futura debe evaluar los impactos interregionales.

Palabras clave:

Adolescentes Diseño curricular Necesidades educativas Salud mental Alianza escuela-médico

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