实施策略的共同设计和开发:加强澳大利亚学校的PAX良好行为游戏
Rachel Baffsky1, Rebecca Ivers2, Patricia Cullen2
1School of Population Health, University of New South Wales, Sydney, Samuels Building, F25, Samuel Terry Ave, Kensington, NSW, Australia. r.baffsky@unsw.edu.au.
Journal of prevention (2022)
|September 23, 2023
概括
与学校工作人员共同设计实施策略,可以提高像PAX好行为游戏这样的心理健康计划的交付. 这些由教师告知的策略被认为是小学可以接受的,即使是在COVID-19中断期间.
科学领域:
- 教育心理学教育心理学
- 实施科学 实施科学
- 公共卫生 公共卫生
背景情况:
- 有效的实施策略对于学校计划的广泛采用至关重要.
- 与教育工作者共同设计这些策略在当前的澳大利亚研究中代表性不足.
- 帕克斯良好行为游戏是一个心理健康预防计划,需要有效的交付策略.
研究的目的:
- 在新南威尔士州小学中代地共同设计PAX好行为游戏的实施策略.
- 评估学校工作人员对这些共同设计的策略的可接受性.
- 为在教育环境中共同设计实施战略提供透明的路线图.
主要方法:
- 一个三阶段的代联合设计过程,涉及29名教育工作人员.
- 第一个阶段:文献审查和利益相关者会议.
- 第二阶段:战略共同设计的重点小组.
- 第三阶段:半结构面试,以评估可接受性.
- 使用演的数据分析,框架分析.
主要成果:
- 共设计了9个实施策略,并将其编译成学校领导力工具包.
- 这些策略在2021年期间在各种学习环境 (面对面和远程) 中被学校工作人员认为是可以接受的.
- 共同设计过程确保了学校环境的相关性和实用性.
结论:
- 与学校工作人员进行代的共同设计是开发可接受的实施策略的可行和有效方法.
- 开发的工具包提供了一个实际的资源,以提高在学校的心理健康计划的交付.
- 这项研究为研究人员和从业人员提供了有价值的见解,旨在改善在教育环境中基于证据的程序实施.
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