Effects on coping skills and anxiety of a universal school- based mental health intervention delivered in Scottish primary schools
Effects on coping skills and anxiety of a universal school- based mental health intervention delivered in Scottish primary schools
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DOI：
10.1177/0143034312469157
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发表时间：
2014-02-01
影响因子：
2.3
通讯作者：
Durkin, Kevin
中科院分区：
文献类型：
--
作者：
Collins, Sabrina;Woolfson, Lisa Marks;Durkin, Kevin
焦虑症在儿童中很常见，可能预示着抑郁、社交或学业困难的风险。这项研究评估了在小学实施的普遍心理健康促进干预措施的效果。 317 名 9 至 10 岁的孩子按班级随机分配到干预条件（心理学家主导或教师主导）或比较条件。在干预前后以及六个月的随访中测量应对和焦虑。干预后和随访中发现焦虑显着减少，应对能力得到改善。教师主导的干预组和心理学家主导的干预组之间没有显着差异。结果表明，由教师提供的普及学校计划可以对焦虑和应对产生积极影响。
Anxiety disorders are common in children and may signal risk of depression, social, or academic difficulties. This study evaluated the effects of a universal mental health promotion intervention delivered in primary schools. Three hundred and seventeen 9- to 10-year-olds were randomly allocated by class group to intervention conditions (psychologist-led or teacher-led), or a comparison condition. Coping and anxiety were measured pre- and post-intervention and at six-month follow-up. Significant anxiety reduction and improved coping were found post-intervention and at follow-up. There were no significant differences between the teacher- and psychologist-led intervention groups. Results indicated that a universal school programme delivered by teachers can have positive effects on anxiety and coping.