西方学校心理健康教育的进展

西方学校心理健康教育呈现出目标清晰、领域广泛、依托载体多样、方法独特有效、人才培养科学、资格认证规范、组织机构发展迅速和监督管理严格等最新进展。在急剧变化和迅速发展的现代社会情境下,学生成长的环境日趋复杂,其心理素质状况越来越令人担忧,因此借鉴西方学校心理健康教育的最新发展,对于现阶段加强学校心理健康教育具有重要的现实意义。     

Promoting health literacy through the health education assessment project

BACKGROUND: The Council of Chief State School Officers' State Collaborative on Assessment and Student Standards Health Education Assessment Project (SCASS-HEAP) allows states to pool financial and human resources to develop effective ready-to-use health education assessment resources through a collaborative process. The purpose of this article is to describe the extensive ongoing development of the SCASS-HEAP and its benefits for important stakeholders in health and education. METHODS: A review of the products from the first decade of the SCASS-HEAP was undertaken. RESULTS: The SCASS-HEAP supports a comprehensive systems approach to helping educators focus effectively on the most important skills and issues in child and adolescent health and gives health education a place at the school reform table, providing visibility and credibility and promoting the essential links between health and learning. CONCLUSION: State education agencies and school districts can use SCASS-HEAP materials for assessment and, perhaps more importantly, to help teachers modify and improve instruction at the classroom level for increased student learning.     

A case against generalisation of mental health occupational therapy in Australia

Background/aim: In 2009, the World Federation of Occupational Therapists International Advisory Group on Mental Health conducted a global survey that yielded data on mental health occupational therapy practice. The Australian dataset reflected aspects of the current situation of the Australian mental health occupational therapy workforce. Of particular interest were resource availability, workforce recruitment and retention, and perception of the future of mental health occupational therapy. Methodology: Using a cross‐sectional survey design, quantitative and qualitative data were gathered electronically over a one‐month period. Manual analysis indicated themes common to mental health occupational therapists across a framework of professional areas. Results: Findings suggested that role blurring negatively affected workforce retention. Workforce recruitment and retention were complicated by resource shortages. Some Federal Government initiatives were perceived as only partially beneficial to the profession. Conclusions: Survey respondents believed that mental health occupational therapy was a potential growth area particularly where occupational therapy specific skills were retained.     

健康教育对住院患者心理健康的影响

目的 探讨护理健康教育对住院患者心理健康的影响.方法 选择接受过心理护理课程和护理健康教育课程培训的护理人员,对患者实施心理护理和护理健康教育.结果 患者在接受心理护理和健康教育培训前、后心理因子分比较(t=4.135、4.012,均P＜0.01),有显著性差异.结论 护理健康教育能有效改善患者的心理状况,对患者心理因子分的改变有显著统计学差异,患者对医院的满意度有显著性差异.     

Inpatients' perspectives of occupational therapy in acute mental health

Background:  Research into service users' views of occupational therapy in acute mental health is extremely limited. This collaborative study by the South West London and St George's Mental Health NHS Trust and the Brunel University (UK) obtained inpatients' perspectives of occupational therapy.
Methods:  Service users and occupational therapists were involved in designing a self-report questionnaire and, following training, in recruiting participants and collecting data.
Results:  Sixty-four (28.6%) inpatients responded and most had met an occupational therapist who had explained the purpose of the intervention. The most frequent group interventions were arts and crafts, relaxation, community meetings, cookery, sports and gym, with the latter two rated as the most beneficial. There was much less choice about individual goals and interventions. A highly significant and positive correlation was found between occupational therapy meeting the needs of individuals and it improving the inpatients' daily functioning and quality of their admission.
Conclusions:  Occupational therapists need to provide more individual interventions and more fully involve inpatients in deciding on individual goals. Group interventions, which are meaningful, relevant and with an occupational focus, are most beneficial. Further research examining the effectiveness of cookery and sport and gym and establishing the benefits of engaging in group and individual interventions in acute wards is warranted.     

军人心理健康教育骨干培训模式探讨

通过对军人心理健康教育骨干培训的理论和实践探索，提出了军人心理健康教育骨干培训的基本模式——“一个目标、二个关键、三个阶段、四种途径、五项内容”的整合培训模式。①一个目标：培训部队实用型心理健康教育骨干；②两个关键：理论与实际结合，院校与部队结合；③三个阶段：军人心理健康教育知识技能培训阶段、心理健康评估和干预培训阶段、心理健康教育知识技能应用实践阶段；④四种途径：理论学习、实习操作、临床见习、部队实践；⑤五项内容：心理健康的评估和心理档案建立、心理障碍的识别与诊断、军人心理健康讲座、心理健康教育报刊、个别与团体咨询。     

Staff shortages in the mental health workforce: the case of the disappearing approved social worker

Approved social worker (ASW) numbers in England and Wales were compared on the basis of two national surveys conducted in 1992 and 2002. These data were supplemented by reports published by the Employers' Organisation in the intervening years. Although raw numbers suggested a modest absolute increase over this time, rates of ASW's per 100,000 population declined by over 50%. Possible explanations for this dramatic fall are explored. The authors conclude that specific and targeted action needs to be taken by the government and public sector employers to determine the numbers of mental health social workers needed in modernised community mental health services.     

An equivalence analysis of provider education in youth mental health care

ObjectiveTo test for equivalence between providers with and without advanced degrees in multiple domains related to delivery of evidence‐based treatment.Data SourceProvider and client data from an effectiveness trial of Alternatives for Families: A Cognitive Behavioral Therapy (AF‐CBT) in a major metropolitan area in the United States.Study DesignWe tested for equivalence between providers (N = 182) with and without advanced degrees in treatment‐related knowledge, practices, and attitudes; job demands and stress; and training engagement and trainer‐rated competence in AF‐CBT. We also conducted exploratory analyses to test for equivalence in family clinical outcomes.Data CollectionProviders completed measures prior to randomization and at 6‐month follow‐up, after completion of training and consultation in AF‐CBT. Children and caregivers completed assessments at 0, 6, 12, and 18 months.Principal FindingsProviders without advanced degrees were largely non‐inferior to those with advanced degrees in treatment‐related knowledge, practices, and attitudes, while findings for job demands and stress were mixed. Providers without advanced degrees were non‐inferior to providers with advanced degrees in consultation attendance (B = −1.42; confidence interval (CI) = −3.01‐0.16; margin of equivalence (Δ) = 2), number of case presentations (B = 0.64; CI = −0.49‐1.76; Δ = 2), total training hours (B = −4.57; CI = −10.52‐1.37; Δ = 3), and trainer‐rated competence in AF‐CBT (B = −0.04; CI = −3.04‐2.96; Δ = 4), and they were significantly more likely to complete training (odds ratio = 0.66; CI = 0.10‐0.96; Δ = 30%). Results for clinical outcomes were largely inconclusive.ConclusionsProvider‐level outcomes for those with and without advanced degrees were generally comparable. Additional research is needed to examine equivalence in clinical outcomes. Expanding evidence‐based treatment training to individuals without advanced degrees may help to reduce workforce shortages and improve reach of evidence‐based treatments.     

微信平台健康教育干预对不孕症患者身心健康及预后的影响

目的探讨基于微信平台的健康教育干预对不孕症患者身心健康及预后的影响。方法将确诊的240例不孕症患者随机分为对照组和观察组,每组120例;对照组给予常规健康教育干预,而观察组则给予微信平台健康教育干预;比较两组患者干预1年后的生活方式、焦虑评分、抑郁评分、生活质量评分、治疗依从性评分及受孕率等指标。结果干预1年后,观察组干预后的饮食节律、饮食内容、体质认识、生活节奏等评分低于对照组(P<0.05),而观察组的运动意识得分则高于对照组(P<0.05);观察组的SAS、SDS评分下降程度均大于对照组(P<0.05);观察组的生理功能、心理功能、社会功能及情感功能评分升高程度均大于对照组(P<0.05);观察组的治疗依从性得分高于对照组(P<0.05);观察组1年后的受孕率为73.3%,高于对照组的55.8%(P<0.05)。结论不孕症患者通过微信平台健康教育干预后,可改善生活方式,减少不良情绪,提高治疗依从性和生活质量,改善患者的预后。     

Rural professionals’ perceptions of interprofessional continuing education in mental health

We describe the impact of an interprofessional education programme in mental health for professionals in six rural Canadian communities. The 10‐session programme, offered primarily via videoconference, focussed on eight domains of mental health practice. One hundred and twenty‐five professionals, representing 15 professions, attended at least some sessions, although attendance was variable. Data were collected between September 2006 and December 2007. The programme was evaluated using a mixed methods approach. Participants reported high levels of satisfaction for all topics and all aspects of the presentations: they were most satisfied with the opportunity to interact with other professionals and least satisfied with the videoconference technology. Professionals’ confidence (n = 49) with mental health interventions, issues and populations was measured pre‐ and post‐programme. There was a significant increase in confidence for seven of the eight mental health interventions and four of the six mental health issues that had been taught in the programme. Participants reported developing a more reflective mental health practice, becoming more aware of mental health issues, integrating new knowledge and skills into their work and they expressed a desire for further mental health training. They noted that interprofessional referrals, inter‐agency linkages and collaborations had increased. Conditions that appeared to underpin the programme’s success included: scheduling the programme over an extended time period, a positive relationship between the facilitator and participants, experiential learning format and community co‐ordinators as liaisons. Participants’ dissatisfaction with the videoconference technology was mitigated by the strong connection between the facilitator and participants. One challenge was designing a curriculum that met the needs of professionals with varied expertise and work demands. The programme seemed to benefit most of those professionals who had a mental health background. This programme has the potential to be of use in rural communities where professionals often do not have access to professional development in mental health.