西班牙阿拉贡的学校教师的心理健康知识和课堂经验
José Manuel Granada-López1,2,3, Enrique Ramón-Arbués3,4, Emmanuel Echániz-Serrano1,3
1Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain.
教师经常在课堂上遇到儿童和青少年精神障碍,但缺乏培训. 他们希望在症状识别,护理资源和自我护理方面接受培训,以支持学生并管理自己的心理健康.
科学领域:
- 儿童和青少年心理健康 儿童和青少年心理健康
- 教育心理学教育心理学
- 教师培训 培训教师培训
背景情况:
- 精神障碍通常在儿童时期出现,但可能直到晚年才被诊断出来.
- 学校是观察和支持儿童心理健康的关键环境.
- 教师在学龄儿童的日常生活和互动中发挥着至关重要的作用.
研究的目的:
- 调查学校教师对儿童和青少年精神障碍的经验.
- 确定教师的具体心理健康培训需求.
- 探索培训提供方法和内容的偏好.
主要方法:
- 进行了一项描述性的横截面研究.
- 这项研究涉及西班牙阿拉贡的幼儿小学和中学学士学位学校的教师.
- 在685名教师的方便样本中进行了在线调查.
主要成果:
- 超过一半的教师报告说,他们在课堂上遇到了ADHD,焦虑,行为障碍和自闭症等疾病.
- 确定了对症状识别和获得护理资源的重大培训需求.
- 80%的教师没有接受过先前的心理健康培训,他们更喜欢面对面或混合学习.
结论:
- 阿拉贡的教师认识到,在识别和管理儿童和青少年精神障碍方面,培训的必要性至关重要.
- 实施早期识别和转诊协议可以促进心理健康的学校环境.
- 培训应包括教师自我照顾和心理健康意识,以解决他们自己的福祉.
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