Citation: | LI Jia, KONG Yajing, GAO Liru, TANG Xinfeng, QU Zhiyong. Barriers and facilitators to implementing evidence-based mental health practice in primary schools[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(1): 85-89. doi: 10.16835/j.cnki.1000-9817.2023.01.019 |
[1] |
LANGLEY A K, NADEEM E, KATAOKA S H, et al. Evidence-Based mental health programs in schools: barriers and facilitators of successful implementation[J]. Sch Ment Health, 2010, 2(3): 105-113. doi: 10.1007/s12310-010-9038-1
|
[2] |
FAZEL M, HOAGWOOD K, STEPHAN S, et al. Mental health interventions in schools in high-income countries[J]. Lancet Psychiat, 2014, 1(5): 377-387. doi: 10.1016/S2215-0366(14)70312-8
|
[3] |
HOAGWOOD K E, OLIN S S, KERKER B D, et al. Empirically based school interventions targeted at academic and mental health functioning[J]. J Emot Behav Disord, 2007, 15(2): 66-92. doi: 10.1177/10634266070150020301
|
[4] |
ENNETT S T, RINGWALT C L, THORNE J, et al. A comparison of current practice in school-based substance use prevention programs with Meta-analysis findings[J]. Prev Sci, 2003, 4(1): 1-14. doi: 10.1023/A:1021777109369
|
[5] |
GOTTFREDSON D C, GOTTFREDSON G D. Quality of school-based prevention programs: results from a national survey[J]. J Res Crime Delinq, 2002, 39(1): 3-35. doi: 10.1177/002242780203900101
|
[6] |
KE X, ZHANG L, LI Z, et al. Inequality in health service utilization among migrant and local children: a cross-sectional survey of children aged 0-14 years in Shenzhen, China[J]. BMC Public Health, 2020, 20(1): 1-10. doi: 10.1186/s12889-019-7969-5
|
[7] |
陶芳标. 推进学校心理卫生服务从数据和理论走向行动[J]. 中国学校卫生, 2021, 42(1): 1-4. doi: 10.16835/j.cnki.1000-9817.2021.01.001
TAO F B. Promotion of mental health services in school from evidence, theory to action[J]. Chin J Sch Health, 2021, 42(1): 1-4. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2021.01.001
|
[8] |
CRANE M E, PHILLIPS K E, MAXWELL C A, et al. A qualitative examination of a school-based implementation of computer-assisted cognitive-behavioral therapy for child anxiety[J]. Sch Ment Health, 2021, 13(2): 347-361. doi: 10.1007/s12310-021-09424-y
|
[9] |
屈智勇, 郭帅, 张维军, 等. 实施科学对我国心理健康服务体系建设的启示[J]. 北京师范大学学报(社会科学版), 2017(2): 29-36. https://www.cnki.com.cn/Article/CJFDTOTAL-BJSF201702004.htm
QU Z Y, GUO S, ZHANG W J, et al. Implementation science: what it means for mental health service in China?[J]. J Beijing Norm Univ(Soc Sci), 2017(2): 29-36. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-BJSF201702004.htm
|
[10] |
DOMITROVICH C E, BRADSHAW C P, PODUSKA J M, et al. Maximizing the implementation quality of evidence-based preventive interventions in schools: a conceptual framework[J]. Adv Sch Ment Health Promot, 2008, 1(3): 6-28. doi: 10.1080/1754730X.2008.9715730
|
[11] |
VONA P, BAWEJA S, SANTIAGO C D, et al. A cross-site partnership to examine implementation and sustainability of a school-based trauma program[J]. Ethn Dis, 2018, 28(Suppl 2): 427-436.
|
[12] |
GEE B, WILSON J, CLARKE T, et al. Review: delivering mental health support within schools and colleges: a thematic synthesis of barriers and facilitators to implementation of indicated psychological interventions for adolescents[J]. Child Adoles Ment Health, 2021, 26(1): 34-46. doi: 10.1111/camh.12381
|
[13] |
FORMAN S G, OLIN S S, HOAGWOOD K E, et al. Evidence-based interventions in schools: developers' views of implementation barriers and facilitators[J]. Sch Ment Health, 2009, 1(1): 26-36. doi: 10.1007/s12310-008-9002-5
|
[14] |
ARNOLD K T, POLLACK PORTER K M, FRATTAROLI S, et al. Multilevel barriers and facilitators to sustainability of a universal trauma-informed school-based mental health intervention following an efficacy trial: a qualitative study[J]. Sch Ment Health, 2021, 13(1): 174-185. doi: 10.1007/s12310-020-09402-w
|
[15] |
DATNOW A, CASTELLANO M. Teachers' responses to success for all: how beliefs, experiences, and adaptations shape implementation[J]. Am Educ Res J, 2000, 37(3): 775-799. doi: 10.3102/00028312037003775
|
[16] |
杨文登. 循证心理健康教育视角下的心理健康教育[J]. 中南林业科技大学学报(社会科学版), 2012, 6(3): 132-135. doi: 10.3969/j.issn.1673-9272.2012.03.035
YANG W D. How to practice mental health effectively: from the horizon of evidence-based mental health[J]. J Centr South Univ Forestry Technol (Soc Sci), 2012, 6(3): 132-135. (in Chinese) doi: 10.3969/j.issn.1673-9272.2012.03.035
|
[17] |
杜亚松, 吴增强, 马珍珍. 基于学校的儿童注意缺陷多动障碍综合干预[J]. 心理科学, 2011, 34(4): 974-980. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201104037.htm
DU Y S, WU Z Q, MA Z Z. A school-based study of comprehensive intervention for children with ADHD[J]. J Psychol Sci, 2011, 34(4): 974-980. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201104037.htm
|
[18] |
COHEN J A, MANNARINO A P. Trauma-focused cognitive behavioral therapy for childhood traumatic separation[J]. Child Abuse Negl, 2019, 92(3): 179-195.
|
[19] |
BRAUN V, CLARKE V. Using thematic analysis in psychology[J]. Q Res Psychol, 2006, 3(2): 77-101. doi: 10.1191/1478088706qp063oa
|
[20] |
高丙中. 社会团体的合法性问题[J]. 中国社会科学, 2000(2): 100-109. https://www.cnki.com.cn/Article/CJFDTOTAL-ZSHK200002009.htm
GAO B Z. Problems related to the legitimization of associations in China[J]. Soc Sci China, 2000(2): 100-109. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-ZSHK200002009.htm
|
[21] |
李晓凤, 林佳鹏, 张姣. 嵌入, 建构, 自主: 学校社会工作本土路径探究: 基于深圳的十年发展历程[J]. 社会工作, 2019(2): 18-29. https://www.cnki.com.cn/Article/CJFDTOTAL-SHGO201902002.htm
LI X F, LIN J P, ZHANG J. Embedding, construction and autonomy: a study on the local path of school social work: based on the ten-year development course of Shenzhen[J]. J Soc Work, 2019(2): 18-29. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-SHGO201902002.htm
|
[22] |
江光荣, 李丹阳, 任志洪, 等. 中国国民心理健康素养的现状与特点[J]. 心理学报, 2021, 53(2): 182-198. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXB202102006.htm
JIANG G R, LI D Y, REN Z H, et al. The status quo and characteristics of Chinese mental health literacy[J]. Acta Psychol Sinica, 2021, 53(2): 182-198. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XLXB202102006.htm
|
[23] |
FAZEL M, PATEL V, THOMAS S, et al. Mental health interventions in schools in low-income and middle-income countries[J]. Lancet Psychiat, 2014, 1(5): 388-398.
|
[24] |
HUANG D, YANG L H, PESCOSOLIDO B A. Understanding the public's profile of mental health literacy in China: a nationwide study[J]. BMC Psychiatry, 2019, 19(1): 1-12.
|
[25] |
明志君, 陈祉妍. 心理健康素养: 概念, 评估, 干预与作用[J]. 心理科学进展, 2020, 28(1): 1-12. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202001001.htm
MING Z J, CHEN Z Y. Mental health literacy: concept, measurement, intervention and effect[J]. Adv Psychol Sci, 2020, 28(1): 1-12. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202001001.htm
|
[26] |
申继亮, 彭华茂. 当前学校心理健康教育的困境与出路[J]. 北京师范大学学报(社会科学版), 2002(1): 14-20. https://www.cnki.com.cn/Article/CJFDTOTAL-BJSF200201001.htm
SHEN J L, PENG H M. The current issues and trend of mental health education in primary and secondary schools[J]. J Beijing Norm Univ(Soc Sci), 2002(1): 14-20. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-BJSF200201001.htm
|