在三个亚洲国家对学校精神健康素养的比较研究
Fumiko Shibuya1,2, Masahide Usami3, Marian Danille Santillan4
1Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, 1076 Kiyuna, Ginowan, Okinawa, 901-2725, Japan. fumiko.shibuya79@gmail.com.
Tropical medicine and health
|June 23, 2025
概括
这项研究比较了菲律宾,印度尼西亚和日本的学校心理健康素养政策. 调查结果显示,教学课程和政策框架的整合方式多样化,教育工作者需要改善危机支持培训.
科学领域:
- 比较教育政策比较教育政策
- 全球心理健康倡议全球精神健康倡议
- 基于学校的健康计划
背景情况:
- 心理健康素养对于早期识别和管理儿童心理健康障碍至关重要.
- 有限的研究存在于亚洲国家的学校心理健康素养计划的实施.
- 本研究通过比较菲律宾,印度尼西亚和日本的政策方法来弥补这一差距.
研究的目的:
- 为了比较基于政策和课程的方法,在菲律宾,印度尼西亚和日本的学校心理健康素养.
- 分析心理健康素养在三国教育框架中的整合情况.
- 在实施学校心理健康教育方面确定共同的挑战和成功的策略.
主要方法:
- 政策 (2000-2023) 和课程 (1-12年级) 的分析,使用演性内容分析.
- 政策三角框架的应用和政策分析的审查点.
- 根据心理健康素养的定义评估了课程,并考虑了社会文化背景.
主要成果:
- 心理健康素养被整合到各种科目中:日本 (健康/体育教育),菲律宾 (健康,价值观,指导),印度尼西亚 (宗教教育).
- 菲律宾和印度尼西亚有政策支持心理健康教育;日本缺乏核心政策,但有课程指南.
- 发现的一个重大挑战是缺乏"急救技能"来支持学生在心理健康危机.
结论:
- 学校心理健康素养教育在菲律宾,印度尼西亚和日本部分实施,课程的全面性和政策对齐性各不相同.
- 教师和学校工作人员需要加强培训,以支持患有心理健康问题的学生和管理紧急情况.
- 建议包括系统的政策监测和为文化适应战略的国际合作.
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