为基于普遍接受和承诺治疗的学校幸福干预增加实施支持：一项集群随机对照试验

IF 3.4 3区心理学 Q1 PSYCHOLOGY, CLINICAL

Journal of Contextual Behavioral Science Pub Date : 2025-03-12 DOI:10.1016/j.jcbs.2025.100886

Atiyya Nisar , Richard C. Watkins , Duncan Gillard , Corinna F. Grindle , Paul A. Thompson , Jane Pegram , Richard P. Hastings

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引用次数: 0

摘要

执行支助是学校福利方案取得成功的关键因素。评估与不提供支持相比，为提供普遍接受和承诺治疗的福祉课程（“连接PSHE”）的员工提供额外的实施支持对儿童福祉的影响。招募20所学校并随机分配，以提供额外支持的Connect PSHE (n = 10；n = 323名儿童)或将PSHE与标准支架连接(n = 10；N = 422名儿童)。采用双臂、平行组随机（学校为组）对照试验设计。额外的实施支持对测试后的主要幸福感测量（我和我的感受量表）没有影响（β = 0.22, 95% CI [-0.59, 1.03], p = 0.59）。在优势和困难问卷的两个分量表的附加支持臂中观察到微小的改善。总的来说，两个试验组都与儿童幸福感的改善有关。Connect PSHE是一个很有前途的福利计划，适合在进一步的研究中进行测试。

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Adding implementation support to a universal Acceptance and Commitment Therapy-based school well-being intervention: A cluster-randomised controlled trial

Implementation support is a key factor in the success of school-based well-being programmes. To assess the impact on children's well-being of providing additional implementation support for staff delivering a universal Acceptance and Commitment Therapy informed well-being curriculum (‘Connect PSHE’) compared to delivery without support. Twenty schools were recruited and randomised to deliver Connect PSHE with additional support (n = 10; n = 323 children) or Connect PSHE with the standard support (n = 10; n = 422 children). A two-arm, parallel-group cluster-randomised (schools as clusters) controlled trial design was utilised. Additional implementation support had no impact on the primary well-being measure (Me and My Feelings scale) at post-test (β = 0.22, 95 % CI [-0.59, 1.03], p = 0.59). Small improvements were observed in the additional support arm for two subscales of the Strengths and Difficulties Questionnaire. Overall, both trial arms were associated with improvements in children's well-being. Connect PSHE is a promising well-being programme suitable for testing in additional research.

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来源期刊

Journal of Contextual Behavioral Science PSYCHOLOGY, CLINICAL-

CiteScore

8.50

自引率

18.00%

发文量

审稿时长

61 days

期刊介绍： The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS). Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition.