一个框架为冲突地区的学校精神健康计划
Laila F Farhood1,2, Myrna A A Doumit3, Zahraa M Chamseddine3
1Hariri School of Nursing, HSON, American University of Beirut, Riad El Solh, PO Box: 11 0236, Beirut, 1107 2020, Lebanon. lf00@aub.edu.lb.
这项研究提出了一个三级模型,以促进学校的心理健康和预防精神健康障碍 (MHD),重点关注冲突地区儿童的社会和情感学习 (SEL) 和弹性.
科学领域:
- 儿童和青少年精神病学 儿童和青少年精神病学
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- 在黎巴嫩和冲突地区,学校儿童中精神健康障碍 (MHD) 的增加需要紧急,有效的计划.
- 目前的计划缺乏在这些弱势群体中促进和预防心理健康的明确策略.
研究的目的:
- 为学校推广和预防心理健康提出一个背景模型和框架.
- 引导教育工作者,研究人员和政策制定者解决冲突地区学生的心理健康需求.
主要方法:
- 开发一个三级干预模型.
- 整合社会和情感学习 (SEL) 和弹性建设策略.
- 框架将干预措施与学校环境利益相关者 (教师,家庭,社区,媒体,政策制定者) 联系起来.
主要成果:
- 拟议的模型概述了每个3个层次的具体行动.
- 干预措施旨在促进支持性的学习环境.
- 该框架涉及SEL核心能力,弹性和流行MHD的预防.
结论:
- 拟议的模型提供了一种结构化的方法,以提高学校学生的心理健康.
- 它强调了一种多层次的,包括利益相关者在内的心理健康促进和预防战略.
- 这一框架可以适应不同的学校环境,特别是在冲突地区.
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