学校心理和社会健康计划的障碍:一项定性研究
Najmeh Baghian1, Mohsen Shati2, Ali Akbari Sari3
1Health Management and Policy Research Center, Department of HealthCare Services Management, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
伊朗的Nemad项目在资源管理,计划组织和政策实施方面面临挑战,阻碍了学校的学生心理和社会健康倡议. 解决这些问题需要改善资源配置,清晰的协议和强大的监测系统,以确保计划的成功.
科学领域:
- 公共卫生 公共卫生
- 教育心理学教育心理学
- 社会政策 社会政策 社会政策
背景情况:
- 学生的福祉需要优先考虑心理和社会健康与身体健康一起发展.
- 尼马德项目于2015年在伊朗成立,以满足教育环境中的这些需求.
研究的目的:
- 探索在伊朗学校内实施Nemad项目时遇到的挑战.
- 收集利益相关者关于项目的运营困难的见解.
主要方法:
- 一项采用合同内容分析方法的定性研究.
- 与来自相关部门的21名专家进行了半结构面试.
- 数据分析涉及编码,分类和主题提取.
主要成果:
- 确定的主要挑战包括效率低下的资源管理,软弱的计划组织,以及法律/法规/政策方面的问题.
- 政策实施的障碍,结构因素和教育过程中的弱点也很重要.
- 在各个主题中,监测和评估系统的缺陷一直被报告.
结论:
- 学校的心理和社会课程目前的状态是不理想的,面临着众多的实施挑战.
- 建议包括制定服务交付流程图,优化资源配置,实施基于绩效的预算,并建立全面的监测和评估系统.
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