利用简短的体验式教学方法,在印度农村地区的青少年中提高学校心理健康意识 - - 准实验性试点研究
Velprashanth Venkatesan1, Barath Ramanathan1, Souganya Vijayan1
1Department of Psychiatry, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India.
Asian journal of psychiatry
|February 3, 2026
概括
经验式学习显著减少了印度农村青少年女孩的心理健康耻辱. 简短的参与性会议比传统的教学方法更有效地改善了态度,并鼓励寻求帮助的行为.
科学领域:
- 公共卫生 公共卫生
- 青少年心理学 青少年心理学
- 教育干预教育干预
背景情况:
- 印度的学校心理健康计划经常使用教学方法,这些方法在减少污名方面效果不佳.
- 这项试点研究解决了在资源有限的农村环境中需要有效的,减少耻辱感的心理健康干预措施的需求.
研究的目的:
- 评估短期经验方法与教学方法在改变青少年对心理健康态度方面的有效性.
- 评估在印度农村学校实施体验性心理健康模块的可行性.
主要方法:
- 一个准实验性设计,比较两个小时的教学课程和两个小时的体验课程在两个印度农村学校.
- 在会议前后使用10项利克特问卷测量态度变化.
- 威尔科克森签名等级测试被用来进行集团内部分析会议前和之后的态度得分.
主要成果:
- 经验教学导致青少年女孩的态度发生了显著的积极变化,特别是关于"不公平对待"和"害怕寻求帮助".
- 与经验方法相比,教学课程导致的态度变化最小.
- 只有参加体验性课程的女孩才观察到改善.
结论:
- 简短的体验性心理健康模块是教学方法的可行和优越替代方案,可以减少农村青少年女孩的耻辱感.
- 将参与性活动纳入学校心理健康课程中对于促进积极的行为变化和减少心理健康耻辱至关重要.
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