{"title":"教师对学生心理健康和福祉计划的看法和经验:系统回顾。","authors":"John Goodwin, Laura Behan, Niamh O'Brien","doi":"10.2989/17280583.2023.2229876","DOIUrl":null,"url":null,"abstract":"<p><p><i>Background:</i> In schools, teachers are often tasked with implementing mental health and well-being programmes. However, little is known about teachers' views on and experiences with implementing these programmes.<i>Aim:</i> The aim of this systematic review was to explore teachers' views and experiences of mental health and well-being intervention programmes developed to promote and protect student mental health.<i>Methods:</i> A systematic review of the empirical literature was conducted using the following databases: Academic Search Complete, APA PsycArticles, APA PsycInfo, British Education Index, Education Full Text (H.W. Wilson), ERIC, Social Sciences Full Text (H.W. Wilson), and SocINDEX with Full Text.<i>Findings:</i> Seven papers met the inclusion criteria. Teachers reported several challenges to the successful implementation of mental health and well-being programmes, including a lack of time allotted in the curriculum, insufficient training, and inadequate interagency support. There was evidence of conflicting opinions regarding the role of teachers in supporting students.<i>Conclusion:</i> It is recommended that mental health and well-being are viewed as central to schools' ethos and that teachers are adequately prepared to implement programmes.</p>","PeriodicalId":45290,"journal":{"name":"Journal of Child and Adolescent Mental Health","volume":" ","pages":"55-74"},"PeriodicalIF":0.3000,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Teachers' views and experiences of student mental health and well-being programmes: A systematic review.\",\"authors\":\"John Goodwin, Laura Behan, Niamh O'Brien\",\"doi\":\"10.2989/17280583.2023.2229876\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p><i>Background:</i> In schools, teachers are often tasked with implementing mental health and well-being programmes. However, little is known about teachers' views on and experiences with implementing these programmes.<i>Aim:</i> The aim of this systematic review was to explore teachers' views and experiences of mental health and well-being intervention programmes developed to promote and protect student mental health.<i>Methods:</i> A systematic review of the empirical literature was conducted using the following databases: Academic Search Complete, APA PsycArticles, APA PsycInfo, British Education Index, Education Full Text (H.W. Wilson), ERIC, Social Sciences Full Text (H.W. Wilson), and SocINDEX with Full Text.<i>Findings:</i> Seven papers met the inclusion criteria. Teachers reported several challenges to the successful implementation of mental health and well-being programmes, including a lack of time allotted in the curriculum, insufficient training, and inadequate interagency support. There was evidence of conflicting opinions regarding the role of teachers in supporting students.<i>Conclusion:</i> It is recommended that mental health and well-being are viewed as central to schools' ethos and that teachers are adequately prepared to implement programmes.</p>\",\"PeriodicalId\":45290,\"journal\":{\"name\":\"Journal of Child and Adolescent Mental Health\",\"volume\":\" \",\"pages\":\"55-74\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2021-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Child and Adolescent Mental Health\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2989/17280583.2023.2229876\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/8/4 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Child and Adolescent Mental Health","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2989/17280583.2023.2229876","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/8/4 0:00:00","PubModel":"Epub","JCR":"Q4","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
引用次数: 1
摘要
背景:在学校，教师经常承担执行心理健康和福祉规划的任务。然而，很少有人知道教师对实施这些计划的看法和经验。目的:本系统回顾的目的是探讨教师对心理健康和福祉干预方案的看法和经验，以促进和保护学生的心理健康。方法:采用Academic Search Complete、APA PsycArticles、APA PsycInfo、British Education Index、Education Full Text (H.W. Wilson)、ERIC、Social Sciences Full Text (H.W. Wilson)和SocINDEX with Full Text数据库对实证文献进行系统回顾。结果:7篇论文符合纳入标准。教师报告了成功实施心理健康和福祉方案所面临的若干挑战，包括课程分配时间不足、培训不足和机构间支持不足。有证据表明，关于教师在支持学生方面的作用，存在相互矛盾的意见。结论:建议将心理健康和福祉视为学校精神的核心，并建议教师为实施方案做好充分准备。
Teachers' views and experiences of student mental health and well-being programmes: A systematic review.
Background: In schools, teachers are often tasked with implementing mental health and well-being programmes. However, little is known about teachers' views on and experiences with implementing these programmes.Aim: The aim of this systematic review was to explore teachers' views and experiences of mental health and well-being intervention programmes developed to promote and protect student mental health.Methods: A systematic review of the empirical literature was conducted using the following databases: Academic Search Complete, APA PsycArticles, APA PsycInfo, British Education Index, Education Full Text (H.W. Wilson), ERIC, Social Sciences Full Text (H.W. Wilson), and SocINDEX with Full Text.Findings: Seven papers met the inclusion criteria. Teachers reported several challenges to the successful implementation of mental health and well-being programmes, including a lack of time allotted in the curriculum, insufficient training, and inadequate interagency support. There was evidence of conflicting opinions regarding the role of teachers in supporting students.Conclusion: It is recommended that mental health and well-being are viewed as central to schools' ethos and that teachers are adequately prepared to implement programmes.
期刊介绍：
The Journal of Child & Adolescent Mental Health publishes papers that contribute to improving the mental health of children and adolescents, especially those in Africa. Papers from all disciplines are welcome. It covers subjects such as epidemiology, mental health prevention and promotion, psychotherapy, pharmacotherapy, policy and risk behaviour. The journal contains review articles, original research (including brief reports), clinical papers in a "Clinical perspectives" section and book reviews. The Journal is published in association with the South African Association for Child and Adolescent Psychiatry and Allied Professions (SAACAPAP).
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