建立基于学校的能力来支持家长:挑战和经验教训
Susan M Mason1, Allison Lind1, Nancy E Sherwood1
1Division of Epidemiology and Community Health, School of Public Health, University of Minnesota, 1300 S. 2nd Street, Suite 300, Minneapolis, MN 55415, USA.
学校心理健康提供者可以支持护理人员,但计划实施面临挑战. 通过学校提供结构化的护理人员支持,有望改善儿童福利和家庭成果.
科学领域:
- 儿童和青少年心理健康
- 学校心理学 学校心理学
- 公共卫生 公共卫生
背景情况:
- 学校和护理人员对于儿童的心理健康至关重要.
- 学校心理健康提供者和护理人员之间存在有限的合作.
- 由于COVID-19学校关闭,儿童心理健康支持和护理人员负担的差距加剧了.
研究的目的:
- 探索基于激励面试的程序的可行性和可接受性.
- 培训学校精神卫生提供者,以直接支持护理人员.
- 帮助照顾者改善儿童的睡眠,应对能力和学业行为.
主要方法:
- 调查了一项基于激励面试 (MI) 的计划.
- 培训学校心理健康提供者与护理人员进行互动.
- 评估了项目满意度和感知到的帮助性.
主要成果:
- 高护理人员满意度和对儿童和家庭的感知帮助.
- 在提供者招聘方面发现了重大挑战.
- 质量数据强调,如果没有增强的实施基础设施,可行性有限.
结论:
- 通过学校提供结构化的护理人员支持具有提高儿童和家庭福祉的巨大潜力.
- 实施基础设施对于学校护理人员支持计划的成功至关重要.
- 未来的研究应该确定为有效的基于学校的心理健康干预所需的支持.
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