农村六年级教师和学生对基于正念的心理健康课程的看法
Austin Folger1, Akhila Nekkanti2, Gina Williamson1
1Counseling Psychology and Human Services, University of Oregon, Eugene, OR, United States.
Frontiers in psychology
|December 18, 2023
概括
这项研究探讨了农村中学创伤感知正念计划的可行性. 调查结果显示,学生接受度很高,并表明需要对文化敏感的交付和对未来基于正念的干预措施的教师支持.
科学领域:
- 教育心理学教育心理学
- 心理健康干预 心理健康干预
- 农村教育 农村教育
背景情况:
- 基于正念的干预措施 (MBI) 显示了提高学生幸福感的前景.
- 针对农村中学环境的MBI的调整仍未得到充分探索.
- 了解可行性和可接受性对于有效实施至关重要.
研究的目的:
- 为了评估AttuneEd®课程的可行性和可接受性,一个创伤知情的MBI.
- 在农村中学环境中收集教师和学生的定性反.
- 确定影响MBI在服务不足地区成功实施的因素.
主要方法:
- 对AttuneEd®课程进行了探索性定性评估.
- 这项为期10周的课程是在P.E.期间交付给6年级学生的. 在一个农村太平洋西北地区的中学上课.
- 收集了来自3个PE的反. 教师,26名六年级教师,1名学校辅导员和160名学生通过调查和定性投入.
主要成果:
- 高中学生对正念课程的接受度评分被报告.
- 学生表示,该计划改善了他们的自我理解和对他人的同情心.
- 关键主题出现在文化考虑,教师自我效能和学生参与等方面.
结论:
- 在农村中学实施MBI需要文化敏感,创伤知情的方法.
- 教师们表示需要在提供正念内容方面得到更多支持.
- 学生对自己老师的教学偏好突出了课程采用和可持续性的关键因素.
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