{"title":"青少年心理健康问题、教师支持与学校适应:基于轨迹均衡模型的定性分析","authors":"Kyoko Amai","doi":"10.1080/21683603.2021.1901812","DOIUrl":null,"url":null,"abstract":"ABSTRACT Adolescents who do not seek help from others, concealing their problems, make it difficult for teachers to detect students’ mental health problems early and provide preventive interventions. Individual interviews of secondary-school teachers (n = 15; 8 men and 7 women) were conducted for this study, where they were asked to report their experiences of providing support to students who did not seek help but were deemed to need it. The analysis was based on thematic analysis and the Trajectory Equifinality Model. The 26 cases (11 boys and 15 girls) included in the final analysis were categorized into four problem areas: family problems, school refusal, developmental disabilities, and interpersonal relationships at school, and the interaction processes in each problem domain were described. The results identified effective support behaviors that were common to all problem domains, such as environmental adjustment, as well as support behaviors that were effective for specific problem domains, such as support developing future vision and one-on-one tailored approach. However, it was also indicated that direct interventions without consent from the student risk breaking the connection between schools and students. Future research in other cultures with different teacher roles, and studies for the purpose of theory generation are indicated.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"510 - 526"},"PeriodicalIF":1.8000,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1901812","citationCount":"2","resultStr":"{\"title\":\"Adolescents’ mental health problems, teacher support, and school adaptation: A qualitative analysis based on the Trajectory Equifinality Model\",\"authors\":\"Kyoko Amai\",\"doi\":\"10.1080/21683603.2021.1901812\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Adolescents who do not seek help from others, concealing their problems, make it difficult for teachers to detect students’ mental health problems early and provide preventive interventions. Individual interviews of secondary-school teachers (n = 15; 8 men and 7 women) were conducted for this study, where they were asked to report their experiences of providing support to students who did not seek help but were deemed to need it. The analysis was based on thematic analysis and the Trajectory Equifinality Model. The 26 cases (11 boys and 15 girls) included in the final analysis were categorized into four problem areas: family problems, school refusal, developmental disabilities, and interpersonal relationships at school, and the interaction processes in each problem domain were described. The results identified effective support behaviors that were common to all problem domains, such as environmental adjustment, as well as support behaviors that were effective for specific problem domains, such as support developing future vision and one-on-one tailored approach. However, it was also indicated that direct interventions without consent from the student risk breaking the connection between schools and students. Future research in other cultures with different teacher roles, and studies for the purpose of theory generation are indicated.\",\"PeriodicalId\":52157,\"journal\":{\"name\":\"International Journal of School and Educational Psychology\",\"volume\":\"10 1\",\"pages\":\"510 - 526\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2021-04-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/21683603.2021.1901812\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of School and Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/21683603.2021.1901812\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1901812","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Adolescents’ mental health problems, teacher support, and school adaptation: A qualitative analysis based on the Trajectory Equifinality Model
ABSTRACT Adolescents who do not seek help from others, concealing their problems, make it difficult for teachers to detect students’ mental health problems early and provide preventive interventions. Individual interviews of secondary-school teachers (n = 15; 8 men and 7 women) were conducted for this study, where they were asked to report their experiences of providing support to students who did not seek help but were deemed to need it. The analysis was based on thematic analysis and the Trajectory Equifinality Model. The 26 cases (11 boys and 15 girls) included in the final analysis were categorized into four problem areas: family problems, school refusal, developmental disabilities, and interpersonal relationships at school, and the interaction processes in each problem domain were described. The results identified effective support behaviors that were common to all problem domains, such as environmental adjustment, as well as support behaviors that were effective for specific problem domains, such as support developing future vision and one-on-one tailored approach. However, it was also indicated that direct interventions without consent from the student risk breaking the connection between schools and students. Future research in other cultures with different teacher roles, and studies for the purpose of theory generation are indicated.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.