一项针对学校正念干预措施的批判性现实主义综合方案,旨在促进学生的心理健康
Pamela Abbott1,2, Graeme Nixon1,2, Isabel Stanley1,2
1Centre for Global Development, University of Aberdeen, Aberdeen, United Kingdom.
Frontiers in public health
|January 24, 2024
概括
这篇批判性现实主义评论探讨了基于学校的正念计划如何影响学生的心理健康. 它旨在了解成功实施和改善学生福祉的关键机制和背景.
科学领域:
- 教育心理学教育心理学
- 公共卫生 公共卫生
- 正念研究研究 正念研究
背景情况:
- 基于学校的正念干预措施越来越多地实施,以提高学生和教师的福祉.
- 现有研究表明,这些干预措施对学生的福祉产生了积极的影响.
- 需要了解影响干预结果的因果机制和上下文因素.
研究的目的:
- 进行首次关于基于学校的正念干预措施及其对学生心理健康的影响的批判性现实主义审查.
- 发展一个跨学科的,对这些干预如何工作的因果关系理解.
- 识别支持或阻碍积极结果的上下文元素和机制.
主要方法:
- 采用批判性现实主义审查方法.
- 进行系统的文献审查,以提取上下文,代理,干预,机制和结果配置.
- 利用回归和回归来开发一个中等范围的理论.
主要成果:
- 审查将阐明正念干预措施影响学生心理健康的具体途径.
- 它将确定关键的上下文因素和机制,调解干预的有效性.
- 调查结果将提供关于如何优化各种学校环境的正念计划的见解.
结论:
- 这些发现将为学校正念干预的批判性现实主义评估提供信息.
- 结果将为政策制定者和利益相关者指导有效实施所需的条件.
- 传播将通过学术出版物,政策简报和公共论坛进行.
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