定义生活技能在学校的健康促进:一个范围审查
Adeline Darlington-Bernard1, Corélie Salque1, Julien Masson2
1Laboratory Health Systemic Process (P2S) UR4129, University Claude Bernard Lyon 1, University of Lyon, Lyon, France.
Frontiers in public health
|January 3, 2024
概括
学校的生命技能教育缺乏统一的定义,尽管它在促进健康方面很重要. 这次审查发现了不同的术语,没有达成共识,突出了需要更清晰的概念理解.
科学领域:
- 促进健康 促进健康
- 教育心理学教育心理学
- 青少年发展 青少年发展
背景情况:
- 40多年来,生活技能教育一直是儿童和青少年健康促进的组成部分.
- 学校被认为是提供生活技能教育的战略环境.
- 最近的政策重点是青少年生活技能发展,这增加了研究的势头.
研究的目的:
- 在英语和法语文献中确定现有的生活技能定义.
- 确定是否存在"生活技能"的概念和共识定义.
- 如果可能的话,提出协商一致的定义.
主要方法:
- 采用了一个范围审查方法.
- 在5个数据库中,有3位独立审核员对数据库进行了搜索.
- 纳入标准集中在关于在学校促进健康的全文英语/法语出版物上,针对学生,并定义生活技能.
主要成果:
- 总共包括55个出版物 (48个英语,7个法语).
- 对于生活技能,使用了多种多样的术语,在学校健康促进中具有不同的目的和分类法.
- 在文献中没有发现"生活技能"的共识性概念定义.
结论:
- 生活技能的概念定义存在,但缺乏共识.
- 生活技能的跨学科性质有助于术语的多样性和评估中的挑战.
- 由于不同领域的研究观点多样化,达成共识的定义受到阻碍.
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