Developing the universal unified prevention program for diverse disorders for school-aged children
Developing the universal unified prevention program for diverse disorders for school-aged children
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DOI：
10.1186/s13034-019-0303-2
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发表时间：
2019-11-13
影响因子：
5.6
通讯作者：
Kamio, Yoko
中科院分区：
文献类型：
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作者：
Ishikawa, Shin-ichi;Kishida, Kohei;Kamio, Yoko
儿童和青少年时期的心理问题非常普遍，经常合并症，并造成严重的社会负担。以学校为基础的普遍预防方法是解决这些问题的一个途径。本研究的第一个目的是发展一种新的、跨诊断的认知-行为普遍预防计划：多种疾病普遍统一预防计划（Up2-D2）。本研究的第二个目的是检验Up2-D2的可接受性和保真度。方法参加为期1天工作坊的课堂教师将Up2-D2作为其常规课程的一部分独立实施。为了评估Up2-D2的可接受性，213名9-12岁的儿童（111名男孩和102名女孩）在完成第1-12课后完成了关于他们的享受、理解、获得、适用性和自我效能感的问卷调查。为了保真度，研究助理独立评估随机选择和分配的音频文件（27.3%）。结果初步评估表明，本课程内容清晰，令人愉快，适合学生学习。此外，自我效能感在12个疗程中表现出逐渐增加的趋势。考虑到教师培训的时间长度，两所学校观察到的总保真度是足够的（76.2%）。结论本研究的结果支持了Up2-D2在课堂教师实施该计划时在现实学校环境中是可行的理论。基于以用户为中心设计的实施科学，我们讨论了目前使用普遍预防来解决学校心理健康问题的研究和实际问题。
Background Psychological problems during childhood and adolescence are highly prevalent, frequently comorbid, and incur severe social burden. A school-based universal prevention approach is one avenue to address these issues. Objective The first aim of this study was the development of a novel, transdiagnostic cognitive-behavioral universal prevention program: The Universal Unified Prevention Program for Diverse Disorders (Up2-D2). The second aim of this study was to examine the acceptability and fidelity of the Up2-D2. Methods Classroom teachers who attended a 1-day workshop implemented the Up2-D2 independently as a part of their regular curricula. To assess the acceptability of the Up2-D2, 213 children (111 boys and 102 girls) aged 9-12 years completed questionnaires about their enjoyment, comprehension, attainment, applicability, and self-efficacy after completing Lessons 1-12. For fidelity, research assistants independently evaluated audio files that were randomly selected and assigned (27.3%). Results Our preliminary evaluation revealed the program was highly enjoyable, clear, and applicable for students. In addition, self-efficacy demonstrated a trend of gradually increasing over the 12 sessions. The total fidelity observed in the two schools was sufficient (76.2%), given the length of the teacher training. Conclusions The results of this study supported the theory that the Up2-D2 could be feasible in real-world school settings when classroom teachers implement the program. We discussed current research and practical issues of using universal prevention to address mental health problems in school, based on implementation science for user-centered design.