循证心理健康服务在小学实施的促进与阻碍因素

目的 探索实施学校循证心理健康服务的促进与阻碍因素，为推动中国学校循证心理健康服务发展提供实践经验。方法 在为河南省10所小学提供循证心理健康服务后，对4名教育局领导、8名学校管理者、7名任课教师、7名服务实施者进行半结构式访谈。采用主题分析法对访谈资料进行类属分析。结果 实施学校循证心理健康服务面临着宏观层面、学校层面、个体层面多重因素的影响。共提炼出8个促进因素和9个阻碍因素，其中教师职称评价体系“排斥”心理健康服务、服务与学校教学存在时间冲突、心理健康服务污名化、感知到的服务效果与期望不匹配等因素的影响尤为突出。结论 循证心理健康服务在中国学校实施是可行的，实施过程中需要充分考虑宏观、学校、个人多层面的因素，推动中国的循证心理健康服务从理论和数据走向实践。

Barriers and facilitators to implementing evidence-based mental health practice in primary schools

  Objective  To explore the facilitators and barriers of the implementation of evidence-based mental health practice, in order to provide practical experience for promoting the development of evidence-based mental health services in primary schools in China.  Methods  Semi-structured interviews were conducted with 4 education bureau managers, 8 school administrators, 7 classroom teachers, and 7 treatment providers after providing evidence-based practice in 10 primary schools in Henan Province, China.Data was analyzed using thematic analysis.  Results  Evidence-based practice in primary schools faced multiple factors at the macro level, school level, and individual level.A total of 8 facilitators and 9 barriers were extracted.Among these factors, some factors were particularly striking.These included the"exclusion"of teacher title evaluation system, time conflict between practice and school schedule, stigmatization of mental health and mismatch between perceived effectiveness of services and expectations.  Conclusion  Evidence-based mental health practice is feasible in Chinese schools.The implementation process needs to take full account of macro, school and individual multi-level factors to move evidence-based mental health services from theory and data to practice in China.