"Together at school"--a school-based intervention program to promote socio-emotional skills and mental health in children: study protocol for a cluster randomized controlled trial.
"Together at school"--a school-based intervention program to promote socio-emotional skills and mental health in children: study protocol for a cluster randomized controlled trial.
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DOI：
10.1186/1471-2458-14-1042
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发表时间：
2014-10-07
影响因子：
4.5
通讯作者：
Santalahti P
中科院分区：
文献类型：
--
作者：
Björklund K;Liski A;Samposalo H;Lindblom J;Hella J;Huhtinen H;Ojala T;Alasuvanto P;Koskinen HL;Kiviruusu O;Hemminki E;Punamäki RL;Sund R;Solantaus T;Santalahti P
学校为促进儿童的心理健康提供了一个自然环境。然而，有必要更多的循证，高质量的学校干预计划相结合，其一般有效性和具体的干预方法的有效性进行准确的评估。本文的目的是提出一个集群随机对照试验的研究方案，评估“一起在学校”的干预计划。干预计划旨在通过采用全校参与的方式，促进社会情感技能和心理健康，并侧重于课堂课程，学校工作人员的工作环境和家长与教师的合作方法。评估研究采用随机分组对照试验设计（1）干预组和（2）积极对照组），检查干预对儿童社会情感技能和心理健康的影响。共有79所小学参加了基线。一个多信息设置涉及儿童自己，他们的父母和教师。主要成果是衡量使用家长和教师的评价儿童的社会情感技能和心理问题的优势和困难问卷和社会能力量表的多维度评估。儿童的次要结果包括情感理解，利他行为和执行功能（例如工作记忆，计划和抑制）。教师的次要成果包括对学校环境、教学风格和幸福感等的评级。教师和家长的次要结果包括情感自我效能、养育子女的做法和教师与家长的合作。在基线（2013年秋季）、基线后6个月以及基线后18个月从相同受试者中收集数据。本研究方案概述了一项试验，其目的是通过介绍和研究一种根据背景开发并经过仔细测试的干预计划来增加干预计划的现状，该计划是为适应国家学校系统而量身定制的。确定有效的干预元素，以促进儿童的心理健康，在早期的学年是至关重要的优化以后的发展。ClinicalTrials.gov 本文的在线版本（doi：10.1186/1471 - 2458 - 14 - 1042）包含补充材料，可供授权用户使用。
Schools provide a natural context to promote children’s mental health. However, there is a need for more evidence-based, high quality school intervention programs combined with an accurate evaluation of their general effectiveness and effectiveness of specific intervention methods. The aim of this paper is to present a study protocol of a cluster randomized controlled trial evaluating the “Together at School” intervention program. The intervention program is designed to promote social-emotional skills and mental health by utilizing whole-school approach and focuses on classroom curriculum, work environment of school staff, and parent-teacher collaboration methods. The evaluation study examines the effects of the intervention on children’s socio-emotional skills and mental health in a cluster randomized controlled trial design with 1) an intervention group and 2) an active control group. Altogether 79 primary school participated at baseline. A multi-informant setting involves the children themselves, their parents, and teachers. The primary outcomes are measured using parent and teacher ratings of children’s socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire and the Multisource Assessment of Social Competence Scale. Secondary outcomes for the children include emotional understanding, altruistic behavior, and executive functions (e.g. working memory, planning, and inhibition). Secondary outcomes for the teachers include ratings of e.g. school environment, teaching style and well-being. Secondary outcomes for both teachers and parents include e.g. emotional self-efficacy, child rearing practices, and teacher-parent collaboration. The data was collected at baseline (autumn 2013), 6 months after baseline, and will be collected also 18 months after baseline from the same participants. This study protocol outlines a trial which aims to add to the current state of intervention programs by presenting and studying a contextually developed and carefully tested intervention program which is tailored to fit a national school system. Identification of effective intervention elements to promote children’s mental health in early school years is crucial for optimal later development. ClinicalTrials.gov register: NCT02178332. The online version of this article (doi:10.1186/1471-2458-14-1042) contains supplementary material, which is available to authorized users.
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影响因子：
5.4
作者：
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通讯作者：
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