学校心理健康的跨学科合作:一个范围审查
Martina Bateson1, Marilyn Casley1, Jennifer Cartmel1
1School of Allied Health, Sport and Social Work, Griffith University, Nathan, Queensland, Australia.
Journal of interprofessional care
|February 24, 2026
概括
在学校整合心理健康服务可以促进学生的福祉和学术成功. 有效合作的关键推动因素包括明确的角色,适当的培训,以及解决教育和心理健康实践之间的差距.
科学领域:
- 教育教育教育教育教育教育.
- 心理健康 心理健康
- 公共卫生 公共卫生
背景情况:
- 将心理健康和福祉服务整合到学校中被认为具有提高学生社会情感福祉,学习参与度和整体教育成果的潜力.
- 越来越多的研究探讨了教育实践和心理健康支持系统的交叉点.
研究的目的:
- 系统地审查和综合现有的证据,在教育环境中整合心理健康和福祉服务.
- 确定影响教育和心理健康专业人员之间跨学科合作的关键因素.
主要方法:
- 采用了全面的范围审查方法,包括对同行评审和灰色文献进行系统的搜索和选.
- 确定了56个相关来源,并使用描述性和定性综合分析数据,包括内容分析.
主要成果:
- 审查发现了多种影响跨学科合作的因素,促进者和障碍者往往相互联系.
- 关键主题包括专业间的关系,教师和管理人员的角色,教育和心理健康部门之间的分歧,资源,角色明确性,培训需求以及联合工作的支持性结构的必要性.
结论:
- 在学校有效整合心理健康服务需要解决系统和关系因素,以促进成功的跨学科合作.
- 这些发现为在不断变化的学校精神健康和福祉支持领域中为实践,政策制定和未来研究方向提供了洞察力.
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