促进者和障碍物,以实施基于学校的干预焦虑的实施
Gemma K Brown1,2, Jane Owens3, Cathy Richards4,5
1Child and Adolescent Mental Health Service, Royal Edinburgh Hospital, NHS Lothian, Edinburgh, UK. g.k.brown@ed.ac.uk.
Child psychiatry and human development
|November 16, 2023
概括
实施基于学校的焦虑认知行为干预措施,如让我们介绍焦虑管理 (LIAM),涉及促进者,如协作和障碍,如有限的理解. 成功的现实应用需要多方利益相关者的参与.
科学领域:
- 儿童和青少年心理学 儿童和青少年心理学
- 教育心理学教育心理学
- 心理健康实施科学 心理健康实施科学
背景情况:
- 基于学校的认知行为干预 (CBT) 显示出对儿童焦虑的有效性.
- 关于在学校实践中实施这些干预措施的研究有限.
- 了解实施促进者和障碍者对于成功的广泛采用至关重要.
研究的目的:
- 质量地探索促进者和障碍,以实施基于学校的CBT干预焦虑的干预.
- 评估实施"让我们引入焦虑管理 (LIAM) "计划的过程.
- 确定影响非专家在学校成功提供焦虑干预措施的因素.
主要方法:
- 让我们介绍焦虑管理 (LIAM) 干预措施的定性过程评估.
- 与参与实施的15个利益相关者进行了半结构化访谈.
- 使用有根据的理论和框架分析来分析采访数据.
主要成果:
- 关键的促进者包括系统性协作,从业者自我效能以及有利的学校环境.
- 确定的障碍包括干预的独家性和实施者之间缺乏系统理解.
- 这项研究培训了41名从业人员,通过LIAM干预措施达到35名儿童和青少年.
结论:
- 实施基于学校的焦虑干预措施是复杂和多方面的.
- 成功实施取决于解决已识别的障碍,并利用促进者.
- 多方利益相关者参与和系统性方法对于学校心理健康计划的有效实践应用至关重要.
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