在低收入和中等收入国家开发基于学校的心理健康实施科学能力的混合方法需求评估:越南作为一个案例例子
Bahr Weiss1, Hoang-Minh Dang2, Giang Le2
1Department of Psychology and Human Development, Peabody College of Education and Human Development, Vanderbilt University.
School psychology (Washington, D.C.)
|October 26, 2023
概括
本研究评估了越南学校心理健康 (SBMH) 的实施科学 (IS) 需求. 调查结果显示IS的理解有限,但兴趣很高,利益相关者参与被认为是SBMH发展的关键障碍.
科学领域:
- 全球心理健康全球心理健康
- 实施科学 实施科学
- 公共卫生政策 公共卫生政策
背景情况:
- 低收入和中等收入国家 (LMIC) 拥有世界上大多数年轻人.
- 基于学校的心理健康 (SBMH) 服务在LMIC中至关重要,因为心理健康基础设施有限.
- 在LMIC中开发SBMH受到不足的实施科学 (IS) 能力阻碍,无法解决当地障碍.
研究的目的:
- 为越南的SBMH进行IS需求评估,这是东南亚的LMIC.
- 在越南SBMH背景下,确定IS开发和基于证据的干预 (EBI) 使用的障碍和解决方案.
- 为有效的IS能力建设策略提供信息,以支持SBMH在类似的环境中.
主要方法:
- 一项混合方法研究,涉及75名越南精神卫生专业人员在SBMH相关领域.
- 参与者是根据IS的经验或兴趣来选择的.
- 进行了需求评估,包括IS的描述,兴趣和实用性的评估,并确定EBI使用的障碍.
主要成果:
- 专业人士对IS的正式理解和经验有限.
- 对IS培训的兴趣很高,在越南开发SBMH的平均实用性评分为4.7/5 .
- 有限的利益相关者参与,而不是财务限制,成为SBMH使用EBI的主要障碍.
结论:
- 需要建立IS能力,以加强SBMH在越南的业务.
- 有针对性的IS培训可以促进更好地理解和应用IS原则.
- 解决利益相关者的参与对于在越南等LMIC环境中成功实施SBMH干预至关重要.
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