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

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kyoko Amai
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引用次数: 2

摘要

青少年不向他人寻求帮助,隐瞒自己的问题,给教师早期发现学生心理健康问题并提供预防干预带来困难。中学教师个人访谈(n = 15;8名男性和7名女性)参与了这项研究,他们被要求报告他们为那些没有寻求帮助但被认为需要帮助的学生提供支持的经历。分析基于主题分析和轨迹均衡性模型。最终分析的26例(男11例,女15例)被分为四个问题域:家庭问题、拒绝入学、发育障碍和学校人际关系,并描述了每个问题域的互动过程。结果确定了对所有问题领域都有效的支持行为,例如环境调整,以及对特定问题领域有效的支持行为,例如支持发展未来愿景和一对一定制方法。然而,也有人指出,未经学生同意的直接干预可能会破坏学校与学生之间的联系。指出了未来在其他文化中不同教师角色的研究,以及以理论生成为目的的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
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.
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