一个全面的基于学校的心理健康模型:十年的发展过程
Wendy M Reinke1,2, Keith C Herman1,2, Aaron Thompson2
1Department of Educational, School & Counseling Psychology, University of Missouri, Columbia, MO 65211, USA.
Behavioral sciences (Basel, Switzerland)
|October 29, 2025
概括
一个全面的学校心理健康模型,包括早期识别系统 (EIS),是十多年来开发的. 该系统使用通用查来确定年轻人的心理健康需求,并指导学校的干预措施.
科学领域:
- 儿童和青少年心理学 儿童和青少年心理学
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- 研究人员和学校从业人员之间长达十年的合作已经产生了一个全面的学校心理健康模型.
- 该模型集成了使用教师和学生报告的通用查系统,以识别年轻人的心理健康风险.
- 早期识别系统 (EIS) 是作为学校的实用和有效的普遍选工具而创建的.
研究的目的:
- 描述过去十年中全面的学校心理健康模型的开发和实施情况.
- 详细介绍研究人员和学校从业人员之间的合作伙伴关系,以改进模型.
- 在美国教育部的支持下,讨论该模型适应农村学校的设置.
主要方法:
- 开发一个包含教师和学生风险报告的通用查系统 (EIS).
- 利用查数据为普遍预防,员工专业发展和有针对性的干预提供信息.
- 随着时间的推移,对学生和学校心理健康指标的纵向监测.
主要成果:
- 早期识别系统 (EIS) 提供可行且具有社会价值的普遍查数据.
- 来自EIS的数据使学校能够确定对普遍预防,员工培训和学生干预的需求.
- 该模型已经在农村学校进行了调整和实施,证明了其可扩展性.
结论:
- 综合性学校心理健康模型和EIS是确定和解决学校青年心理健康需求的有效工具.
- 持续的研究和伙伴关系对于完善和传播学校心理健康实践至关重要.
- 政策和实践的影响凸显了数据驱动方法在教育环境中支持学生福祉的重要性.
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