为中国农村儿童实施基于学校的社会和情感学习计划的障碍和促进者:使用实施研究综合框架进行定性研究
Linyun Fu1, Yibin Yang2, Alida Bouris3
1Crown Family School of Social Work, Policy, and Practice, The University of Chicago, Chicago, USA. fulinyun@uchicago.edu.
Administration and policy in mental health
|July 15, 2025
概括
教师主导的社会和情感学习 (SEL) 计划对面临心理健康挑战的中国农村儿童来说是有前途的. 实施得到了计划设计的支持,但受到学术压力和资金缺口的阻碍.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- 中国农村的儿童面临着独特的心理,情感和行为 (MEB) 挑战,父母的移民加剧了这种挑战.
- 对心理健康专业人员的有限访问需要替代干预策略,例如由教师领导的计划.
研究的目的:
- 质量地探索影响积极成长课程 (PGC) 实施的情境决定因素,这是一个由教师领导的社会和情感学习 (SEL) 计划在中国农村.
- 确定影响教师领导的SEL课程可接受性,适当性,可行性,忠实性和可持续性的促进者和障碍.
主要方法:
- 与15名教师和管理人员进行了深入的访谈,这些教师和管理人员在中国西南部的两个农村学校实施了PGC.
- 实施研究的综合框架指导了面试问题,并使用快速定性分析分析数据.
主要成果:
- 创新促进者 (例如,感知有效性,低复杂性) 提高了PGC的接受度和适当性.
- 有效的实施策略 (如培训,冠军) 对于忠诚度至关重要.
- 可行性和可持续性受到竞争的学术优先事项,行政负担,有限的社区购买和政府资金不足的挑战.
结论:
- 像PGC这样的教师主导的SEL课程在适当的支持和设计下是可以接受和可行的.
- 解决系统性障碍,包括学术压力和资金,对于中国农村SEL计划的可持续实施和扩展至关重要.
- 适应和辅助干预可能是必要的,以有效地支持农村学生的MEB健康和学术成功通过教师领导的举措.
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