评估学校促进和预防干预的证据基础:系列的介绍
Sushmita Shoma Ghose1, Nikhil A Patel1, Tina Marshall1
1Westat (Ghose, Marshall, George, Taylor, Karakus, Crocker, Hoey) and Substance Abuse and Mental Health Services Administration (SAMHSA) (Patel), Rockville, Maryland; Department of Psychiatry, University of Maryland, College Park (Goldman).
Psychiatric services (Washington, D.C.)
|May 13, 2024
概括
本系列回顾了以学校为基础的心理健康计划,以确定为学生提供有效的,基于证据的干预措施. 它有助于教育工作者和卫生专业人员选择促进情绪健康和预防心理健康问题的计划.
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
- 公共卫生 公共卫生
背景情况:
- 学校在青少年心理健康护理中发挥着至关重要的作用.
- 教师和学校工作人员可以促进情绪健康,预防心理健康状况.
- 识别有效的,基于证据的学校心理健康计划是具有挑战性的.
研究的目的:
- 介绍评估证据基础 (AEB) 系列的理由和方法.
- 系统地审查基于学校的K-12学生的心理健康促进和预防方法.
- 为利益相关者提供可访问,科学严格的信息.
主要方法:
- 使用了2014年AEB系列系统审查的评级标准.
- 在每次审查中都包括了普遍特征:证据水平评级,程序组件和服务不足的人群的结果.
- 审查了干预措施的成本数据.
主要成果:
- 该AEB系列综合了有关学校心理健康干预的研究.
- 确定了对不同学生群体产生积极影响的干预措施.
- 提供了一个评估计划有效性和成本的框架.
结论:
- AEB系统审查是学校精神卫生决策者的重要工具.
- 为学校的心理健康计划提供明智的资源配置.
- 通过综合研究,支持教育和行为健康领域的领导者.
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