青少年心理健康的双重因素:比较分类方法
Kelly N Clark1, Grace Blyth1, Meagan Plant1
1Department of Psychology, Louisiana State University, United States.
Journal of school psychology
|December 7, 2024
概括
使用双因素模型识别有风险的学生需要仔细考虑. 对比分类方法揭示了显著的差异,影响了学校对青少年心理健康的评估方式.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 公共卫生 公共卫生
背景情况:
- 准确识别有风险的青少年对于学校有效的心理健康支持至关重要.
- 双因素模型通过整合主观幸福感和精神病理学,为心理健康提供了全面的观点.
- 目前使用双重因素模型对学生进行分类的方法,如本地规范的分数和隐性个人资料分析 (LPA),缺乏直接的实证比较.
研究的目的:
- 为了比较学生心理健康分类的一致性,当使用本地规范的切割分数与潜质分析 (LPA) 在双因素模型内.
- 通过这两种分类方法,检查在识别有风险的青少年方面存在共识和分歧的程度.
- 通知学校心理学家和从业人员关于学生风险评估中的潜在差异.
主要方法:
- 对404名青少年进行了主观福祉和精神病理学的调查.
- 应用了两种不同的双因素模型分类方法:局部规范的切割分数和隐性配置分析 (LPA).
- 分析了这两种方法在心理健康分类中的一致性和不一致性.
主要成果:
- 71.2%的青少年在当地规范的切割分数和LPA方法中都获得了一致的心理健康分类.
- 28.8%的青少年根据使用的方法被分为不同的心理健康组.
- 显著比例的学生经历了基于所选择的分析方法的风险分类的变化.
结论:
- 在双因素模型中选择分类方法可能会导致青少年心理健康风险评估的结果不同.
- 分类中的差异凸显了进一步研究的必要性,以验证方法,并确保准确识别需要支持的学生.
- 实践者应该意识到这些方法上的差异,以优化学校精神卫生服务的分配.
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