在英国,一对一的辅导和上学:一个单一的前后研究小组
Jennifer Saxton1, Katalin Toth2, Obioha C Ukoumunne3
1Psychiatry, University of Cambridge, Cambridge, UK jcs230@cam.ac.uk.
Archives of disease in childhood
|July 29, 2024
概括
基于学校的一对一辅导减少了18.5%的学生的持续缺席. 特别是在较年轻的儿童中发现了改善,建议咨询作为提高上学率的策略.
科学领域:
- 教育心理学教育心理学
- 儿童和青少年心理健康
- 公共卫生 公共卫生
背景情况:
- 在英国,高中缺勤率对学业成绩和社会公平有负面影响.
- 心理社会因素有助于缺席,但英国有关相关干预措施的研究有限.
- 这项研究评估了学校一对一辅导对出席率的影响.
研究的目的:
- 检查基于学校的一对一辅导对学校上学的影响.
- 确定潜在的主持人,影响咨询和出席结果之间的关系.
主要方法:
- 来自英国小学和中学国家心理健康提供者的例行数据的二次分析.
- 包括7405名年龄在4至19岁的学生,他们的辅导前后出席记录.
- 干预涉及2016年8月至2019年12月期间提供的学校一对一咨询.
主要成果:
- 干预并没有显著地与改善整体百分比的出席率有关.
- 观察到持续缺席的几率显著减少18.5% (OR=0.815).
- 主持人包括年龄组 (4-9岁的福利),种族和较低的父母/照顾者教育.
结论:
- 一对一的辅导显示了提高上学率的潜力,特别是在持续缺席的年轻学生中.
- 加强心理健康和学校参与/享受可能是干预的关键目标.
- 建议通过受控研究设计进一步确认.
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