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基于学校的参与性艺术,用于心理社会调整和健康紧急情况中的福祉:嵌入式混合方法研究

Konstantinos Mastrothanasis^1,2, Angelos Gkontelos³, Emmanouil Pikoulis¹

¹School of Medicine, National and Kapodistrian University of Athens, 11527 Athens, Greece.

Healthcare (Basel, Switzerland)

|November 13, 2025

概括

基于远程戏剧的干预改善了小学学生在COVID-19大流行期间的心理社会调整和福祉. 这种以艺术为基础的方法增强了情绪表达和课堂凝聚力,证明了其在危机支持方面的有效性.

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.
基于艺术的干预措施.

背景情况:

COVID-19 疫情对学生的心理社会福祉和心理健康产生了负面影响.
在危机期间,学校需要可持续的支持策略.
基于戏剧的干预提供了灵活的,参与式的方法来增强性和情绪表达.

研究的目的:

评估一个大规模的,短期的,远程戏剧干预对一级学生在疫情期间的心理社会调整的影响.
评估对社会,学校和情感能力以及行为困难的影响.

主要方法:

嵌入式混合方法设计与前后测量.
在希腊,共有239名教师和719名学生 (年龄为9-13岁).
使用标准化工具来分析心理社会功能,并分析定量/质量数据.

主要成果:

定量数据显示,心理社会适应和幸福感有所改善.
可靠变化指数显示了个人水平的显著改善.
定性数据显示,同行协作,情感表达和课堂凝聚力得到了增强.

结论:

戏剧等以艺术为基础的干预措施可以在公共卫生紧急情况期间有效地促进学校社区的福祉.
该干预措施在限制性条件下被证明是可适应和可扩展的.
调查结果支持应用心理学在危机中为有效的学校健康干预提供支持.

关键词:

创意健康创意健康受危机影响的受危机影响的人.混合方法 - 混合方法参与式艺术参与式艺术恢复力恢复力幸福感就是幸福感.

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