Mental health interventions in schools in high-income countries
Mental health interventions in schools in high-income countries
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DOI：
10.1016/s2215-0366(14)70312-8
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发表时间：
2014-10-01
影响因子：
64.3
通讯作者：
Ford, Tamsin
中科院分区：
文献类型：
--
作者：
Fazel, Mina;Hoagwood, Kimberly;Ford, Tamsin
学校系统内的心理健康服务可以创造一个连续的综合护理，改善儿童的心理健康和教育成就。为了加强这一连续性，并实现儿童的最佳发展，可能需要重新配置教育和精神卫生系统，以帮助实施循证实践。将联合收割机课堂干预和学生干预相结合的综合战略具有很大的潜力。需要一个强有力的研究议程，重点是系统一级的实施和长期维持干预措施。将心理健康与教育相结合既有伦理上的理由，也有科学上的理由：结合使获得服务的机会民主化，如果再加上使用循证实践，可以促进儿童的健康发展。
Mental health services embedded within school systems can create a continuum of integrative care that improves both mental health and educational attainment for children. To strengthen this continuum, and for optimum child development, a reconfiguration of education and mental health systems to aid implementation of evidence-based practice might be needed. Integrative strategies that combine classroom-level and student-level interventions have much potential. A robust research agenda is needed that focuses on system-level implementation and maintenance of interventions over time. Both ethical and scientific justifications exist for integration of mental health and education: integration democratises access to services and, if coupled with use of evidence-based practices, can promote the healthy development of children.