Children and young people's experiences of completing mental health and wellbeing measures for research: learning from two school-based pilot projects
Children and young people's experiences of completing mental health and wellbeing measures for research: learning from two school-based pilot projects
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DOI：
10.1186/s13034-020-00341-7
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发表时间：
2020-09-16
影响因子：
5.6
通讯作者：
Deighton, Jessica
中科院分区：
文献类型：
--
作者：
Demkowicz, Ola;Ashworth, Emma;Deighton, Jessica
背景近年来，人们对儿童和青少年心理健康和福祉的兴趣越来越大，同时越来越重视学校作为研究和干预的重要场所。与此同时，在对这一人群的研究中，包括在以学校为基础的研究项目中，越来越多地使用自我报告的心理健康和福祉措施。我们着手探索儿童和青少年感知和体验完成心理健康和幸福措施的方式，特别关注在学校环境中完成，以便为未来的措施和研究设计提供信息。方法：我们进行了半结构化的访谈和焦点小组与133名参与者，年龄在8-16岁，他们完成了心理健康和幸福的措施，作为学校为基础的研究计划的一部分，使用主题分析，以确定模式的经验。结果-我们确定了六个主题：反映在完成过程中的情绪;匿名的重要性;了解会发生什么;易于响应项目;需求水平;和互动的措施格式。结论我们的研究结果提供了更深入的了解儿童和青少年的看法和经验，在报告他们的心理健康和福祉。这种理解可以用于支持儿童和青少年心理健康研究中更道德和更强大的数据收集程序，无论是为了数据质量还是道德目的。我们为研究人员提供了一些实用的建议，包括在学校环境中促进这一点。
Background In recent years there has been growing interest in child and adolescent mental health and wellbeing, alongside increasing emphasis on schools as a crucial site for research and intervention. This has coincided with an increased use of self-report mental health and wellbeing measures in research with this population, including in school-based research projects. We set out to explore the way that children and young people perceive and experience completing mental health and wellbeing measures, with a specific focus on completion in a school context, in order to inform future measure and research design. Methods We conducted semi-structured interviews and focus groups with 133 participants aged 8-16 years following their completion of mental health and wellbeing measures as part of school-based research programmes, using thematic analysis to identify patterns of experience. Findings We identified six themes:Reflecting on emotions during completion; the importance of anonymity; understanding what is going to happen; ease of responding to items; level of demand; and interacting with the measure format. Conclusions Our findings offer greater insight into children and young people's perceptions and experiences in reporting on their mental health and wellbeing. Such understanding can be used to support more ethical and robust data collection procedures in child and adolescent mental health research, both for data quality and ethical purposes. We offer several practical recommendations for researchers, including facilitating this in a school context.