دانلود مقاله مقبولیت برنامه بهداشت روانی مبتنی بر مدرسه WHO در مصر
چکیده
مقدمه
طرح مطالعه
نتایج
بحث
نتیجه گیری
منابع
Abstract
Introduction
Study design
Ethical considerations
Results
Discussion
Conclusion
References
چکیده
مداخلات بهداشت روان باید مراحل حیاتی رشد، مانند دوران کودکی و نوجوانی را هدف قرار دهد. و در تنظیمات بین بخشی از جمله آموزش تعبیه شود. سازمان بهداشت جهانی، دفتر منطقه ای مدیترانه شرقی، یک برنامه بهداشت روانی مبتنی بر مدرسه (SMHP) را توسعه داده است، که تحقیقات اجرایی را برای اطلاع از مقیاس آن تشویق می کند. ما با بررسی مقبولیت SMHP توسط ذینفعان به عنوان یک فرض کلیدی برای اجرای موفق برنامه به این امر کمک می کنیم.
این مطالعه کیفی، که از ژانویه تا ژوئیه 2019 در Al Obour، مصر انجام شد، دیدگاه‌های ذینفعان در مورد پذیرش SMHP، نقش معلمان و روانشناسان مدرسه در حمایت از سلامت روان کودک، و موانع اجرای SMHP و افزایش مقیاس را بررسی می‌کند. بحث‌های گروهی متمرکز (4=n) و مصاحبه‌های عمیق فردی (7=n) با 30 ذینفع (والدین، معلمان، روانشناسان و مدیران مرکز پشتیبانی) انجام شد. داده ها بر اساس چارچوب نظری مقبولیت به صورت موضوعی تحلیل شدند.
نتایج ما نشان می دهد که SMHP برای معلمان، روانشناسان، والدین و سایر متخصصان آموزش بسیار قابل قبول است. یافته‌های کلیدی نشان می‌دهد که SMHP با ارزش‌های معلمان و روانشناسان مدرسه مطابقت دارد و اهمیت همکاری بین این سهامداران را برای اثربخشی برنامه برجسته می‌کند. ویژگی‌های برنامه مانند یک مرکز مبتنی بر جامعه و احترام به حریم خصوصی و محرمانگی برای کاهش هزینه‌های فرصت والدین و تأثیرگذاری بر نگرش‌های عاطفی آنها، که منجر به افزایش تعامل می‌شود، شناسایی می‌شوند. عواملی مانند بار معلم نیاز به کاوش و استراتژی های بیشتری برای رسیدگی به آنها به عنوان موانع بالقوه اجرای موفق SMHP دارند. این مطالعه کیفی بینش‌های مهمی را از چند ذینفع در مورد پذیرش مداخله بهداشت روان مبتنی بر مدرسه به دست می‌دهد و از افزایش مقیاس SMHP در مصر و منطقه پشتیبانی می‌کند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Mental health interventions should target critical developmental stages, such as childhood and adolescence; and be embedded into cross-sectoral settings including education. The World Health Organization, Eastern Mediterranean Regional office has developed a school-based mental health program (SMHP), encouraging implementation research to inform its scale-up. We contribute to this by exploring stakeholder acceptability of the SMHP as a key assumption underpinning successful program implementation.
This qualitative study, conducted January to July 2019 in Al Obour, Egypt, explores stakeholder views of SMHP acceptability, the roles of teachers and school psychologists in supporting child mental health, and barriers to SMHP implementation and scale-up. Focus group discussions (n = 4) and individual in-depth interviews (n = 7) were conducted with 30 stakeholders (parents, teachers, psychologists, and support centre managers). Data were analysed thematically against the theoretical framework of acceptability.
Our results indicate that the SMHP is highly acceptable to teachers, psychologists, parents, and other education professionals. Key findings indicate the SMHP fits with teachers' and school psychologists' values, and highlight the importance of collaboration among these stakeholders for program effectiveness. Program features such as a community-based centre and respect for privacy and confidentiality are recognised to reduce parents’ opportunity costs, and influence their affective attitudes, leading to increased engagement. Factors such as teacher burden require additional exploration and strategies to address them as potential impediments to successful SMHP implementation. This qualitative study yields important insights from multiple stakeholders into the acceptability of a school-based mental health intervention, providing support for scale-up of the SMHP in Egypt and the Region.
Introduction
Evidence shows that half of lifetime mental health disorders have their onset by childhood and adolescence (Costello et al., 2003; Jones, 2013; Kessler et al., 2005, 2007). It is recommended to target mental health prevention and promotion interventions at critical developmental stages, such as childhood and adolescence; and to embed mental health interventions into cross-sectoral settings, including education (Patel et al., 2018). Delivering programs in school settings, where most children are present, offers opportunities for mental health promotion, access to low-intensity evidence-based care, and referral into specialised services (Fazel et al., 2014; Lyon et al., 2016). Schools are viewed as not only a vehicle for academic achievement and intellectual development, but also for building children's mental well-being (Rahman et al., 2019a) through early identification and intervention to students displaying early signs of behavioural and emotional problems (Barrett & Turner, 2001). Whilst the relationship between stigma and school-based mental health care is complex, there are indications from high-income settings that appropriately designed and implemented services can help to reduce mental health stigma (Gronholm et al., 2018) and increase mental health awareness among school professionals, students and their parents (Kutcher et al., 2009). Studies demonstrate that school professionals benefit from structured programs to support student mental health (Kutcher et al., 2013; Mansour et al., 2002). Recognising this context, child mental health has been identified as a priority in the World Health Organization (WHO) Eastern Mediterranean Regional Framework for Mental Health (Gater & Saeed, 2015) which specifies the WHOs Comprehensive Mental Health Action Plan 2013–2020 (WHO Resolution WHA66/8) to the Eastern Mediterranean Region (EMR). This prioritisation includes the development, implementation and conduct of research to scale-up evidence-based child mental health programs (Gater & Saeed, 2015).
Conclusion
This qualitative study has yielded important insights into the acceptability of a school-based mental health intervention from the perspective of multiple stakeholder groups. It provides support for continued delivery and scale-up of the SMHP in the Egyptian setting and other LMICs, identifying specific factors such as teacher burden and opportunity costs that require additional exploration and strategies to address as potential impediments to successful intervention implementation at local levels. Efforts to integrate mental health promotion, intervention, and specialist referral have been highlighted as particularly important to school-aged children and teachers experiencing the negative mental health impacts of Covid-19 (Hamoda et al., 2021), and we recommend the SMHP as one such intervention appropriate to Egypt and potentially other EMR and LMIC settings.