循证心理健康服务在小学实施的促进与阻碍因素

李佳; 孔雅靖; 高丽茹; 唐信峰; 屈智勇

doi:10.16835/j.cnki.1000-9817.2023.01.019

循证心理健康服务在小学实施的促进与阻碍因素

doi: 10.16835/j.cnki.1000-9817.2023.01.019

李佳^{1, 2},
孔雅靖^{1, 2},
高丽茹^{1, 2},
唐信峰³,
屈智勇^{1, 2, ,}

1.
北京师范大学社会发展与公共政策学院, 北京 100875
2.
北京师范大学行为健康研究中心
3.
中国人民大学心理学系

详细信息

作者简介:
李佳(1994-), 女, 湖北十堰人, 在读博士, 主要研究方向为儿童青少年社会工作、心理健康干预

通讯作者:
屈智勇, E-mail: qzy@bnu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: B844.1 G444 R179
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- 文章访问数: 389
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- PDF下载量: 41
- 被引次数: 0
出版历程
- 收稿日期: 2022-05-16
- 修回日期: 2022-09-04
- 网络出版日期: 2023-02-06
- 刊出日期: 2023-01-25

Barriers and facilitators to implementing evidence-based mental health practice in primary schools

LI Jia^{1, 2},
KONG Yajing^{1, 2},
GAO Liru^{1, 2},
TANG Xinfeng³,
QU Zhiyong^{1, 2
, ,}

1.
School of Social Development and Public Policy, Beijing Normal University, Beijing(100875), China

摘要

摘要: 目的探索实施学校循证心理健康服务的促进与阻碍因素, 为推动中国学校循证心理健康服务发展提供实践经验。方法在为河南省10所小学提供循证心理健康服务后, 对4名教育局领导、8名学校管理者、7名任课教师、7名服务实施者进行半结构式访谈。采用主题分析法对访谈资料进行类属分析。结果实施学校循证心理健康服务面临着宏观层面、学校层面、个体层面多重因素的影响。共提炼出8个促进因素和9个阻碍因素, 其中教师职称评价体系"排斥"心理健康服务、服务与学校教学存在时间冲突、心理健康服务污名化、感知到的服务效果与期望不匹配等因素的影响尤为突出。结论循证心理健康服务在中国学校实施是可行的, 实施过程中需要充分考虑宏观、学校、个人多层面的因素, 推动中国的循证心理健康服务从理论和数据走向实践。
- 循证医学 /
- 精神卫生 /
- 卫生服务 /
- 中小学生卫生保健服务
Abstract: Objective To explore the facilitators and barriers of the implementation of evidence-based mental health practice, in order to provide practical experience for promoting the development of evidence-based mental health services in primary schools in China. Methods Semi-structured interviews were conducted with 4 education bureau managers, 8 school administrators, 7 classroom teachers, and 7 treatment providers after providing evidence-based practice in 10 primary schools in Henan Province, China.Data was analyzed using thematic analysis. Results Evidence-based practice in primary schools faced multiple factors at the macro level, school level, and individual level.A total of 8 facilitators and 9 barriers were extracted.Among these factors, some factors were particularly striking.These included the"exclusion"of teacher title evaluation system, time conflict between practice and school schedule, stigmatization of mental health and mismatch between perceived effectiveness of services and expectations. Conclusion Evidence-based mental health practice is feasible in Chinese schools.The implementation process needs to take full account of macro, school and individual multi-level factors to move evidence-based mental health services from theory and data to practice in China.
- Evidence-based medicine /
- Mental health /
- Health services /
- School health services
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 循证心理健康服务在学校实施的促进与阻碍因素

Table 1. Facilitators and barriers to evidence-based mental health practice in schools

类别	层次	因素	提及人数(受访者类型)	次数
促进因素	宏观层面	教育部门提供行政支持	12(1A;4M;7F)	17
	学校层面	学校有心理健康服务需求	15(4A;4M;4T;3F)	32
		服务与学校发展理念契合	6(3M;3F)	10
		提前制定服务时间规划	6(2M;4F)	10
		学校提供沟通协调保障	5(1T;4F)	9
	个体层面	认为服务具有可接受性	13(1A;3M;3T;6F)	33
		与学校教师建立互惠关系	9(4M;2T;3F)	11
		服务介绍人的人情纽带	8(4M;4F)	9
阻碍因素	宏观层面	服务缺乏政策支撑	14(1A;6M;5T;2F)	17
		教师职称评价体系“排斥”心理健康服务	10(1A;3M;3T;3F)	20
		缺少心理健康服务的专项经费	13(4A;6M;1T;2F)	17
	学校层面	重学习轻心理的观念占主导	13(5M;5T;3F)	19
		学校心理健康服务需求感知不强	14(3M;5T;6F)	22
		服务与学校教学存在时间冲突	13(5M;3T;5F)	23
		心理健康服务污名化	14(1A;4M;2T;7F)	22
		学校缺少不受干扰的服务场地	5(5F)	6
	个体层面	服务感知效果与期望不匹配	10(1A;3M;5T;1F)	20
注： A为教育局领导，M为学校管理者，T为教师，F为服务实施者。

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