دانلود مقاله فرهنگ مدرسه و سلامت روان دانش آموزان
چکیده
پیش زمینه
روش
نتایج
بحث
منابع
Abstract
Background
Method
Results
Discussion
References
چکیده
زمینه
شواهد ثابتی در مورد ارتباط بین فرهنگ مدرسه و سلامت دانش‌آموزان وجود دارد. فرهنگ مدرسه مثبت با رشد مثبت کودک و نوجوان، پیشگیری از خطر موثر و تلاش‌های ارتقای سلامت، با شواهد گسترده برای تأثیر بر سلامت روان دانش‌آموز مرتبط است. مداخلاتی که بر عناصر اجتماعی-فرهنگی زندگی مدرسه تمرکز دارند و دانش‌آموزان را فعالانه در این فرآیند مشارکت می‌دهند، به طور فزاینده‌ای برای ارتقای سلامت روان دانش‌آموزان مهم هستند. این مطالعه کیفی در سه مدرسه راهنمایی انگلستان قبل از اجرای یک مطالعه اقدام پژوهی مشارکتی انجام شد که دانش‌آموزان و کارکنان را گرد هم می‌آورد تا تغییراتی را در فرهنگ مدرسه شناسایی کنند که ممکن است بر سلامت روان دانش‌آموزان تأثیر بگذارد. هدف شناسایی چگونگی مفهوم فرهنگ مدرسه توسط دانش آموزان، والدین و کارکنان در سه مدرسه متوسطه بریتانیا بود. هدف ثانویه بررسی این بود که کدام مؤلفه‌های فرهنگ مدرسه برای سلامت روان دانش‌آموزان مهم‌تر هستند.
مواد و روش ها
در سه مدرسه، 27 کارمند و هفت والدین در مصاحبه های عمیق شرکت کردند و 28 دانش آموز در چهار گروه متمرکز شرکت کردند. از روش چارچوبی تحلیل موضوعی استفاده شد.
نتایج
پاسخ دهندگان عناصری از فرهنگ مدرسه را شناسایی کردند که در چهار بعد همسو بودند. ساختار و زمینه، سازمانی و دانشگاهی، جامعه و ایمنی و پشتیبانی. شواهد محکمی از وابستگی متقابل چهار بعد در شکل دادن به فرهنگ یک مدرسه وجود داشت.
نتیجه گیری
کارکنان مدرسه که به دنبال شکل‌دهی و بهبود فرهنگ مدرسه به‌عنوان وسیله‌ای برای ارتقای سلامت روان دانش‌آموزان هستند، اگر این وابستگی متقابل اذعان شود و پیشرفت‌ها در هر چهار بعد مورد توجه قرار گیرد، ممکن است نتایج بهتری داشته باشند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Background
There is consistency of evidence on the link between school culture and student health. A positive school culture has been associated with positive child and youth development, effective risk prevention and health promotion efforts, with extensive evidence for the impact on student mental health. Interventions which focus on socio-cultural elements of school life, and which involve students actively in the process, are increasingly understood to be important for student mental health promotion. This qualitative study was undertaken in three UK secondary schools prior to the implementation of a participative action research study bringing students and staff together to identify changes to school culture that might impact student mental health. The aim was to identify how school culture is conceptualised by students, parents and staff in three UK secondary schools. A secondary aim was to explore which components of school culture were perceived to be most important for student mental health.
Methods
Across three schools, 27 staff and seven parents participated in in-depth interviews, and 28 students participated in four focus groups. The Framework Method of thematic analysis was applied.
Results
Respondents identified elements of school culture that aligned into four dimensions; structure and context, organisational and academic, community, and safety and support. There was strong evidence of the interdependence of the four dimensions in shaping the culture of a school.
Conclusions
School staff who seek to shape and improve school culture as a means of promoting student mental health may have better results if this interdependence is acknowledged, and improvements are addressed across all four dimensions.
Introduction
Schools are key settings for health promotion, and the concept of a health promoting school has been supported globally [1]. This holistic approach involves not only health education via the curriculum but also having a school environment and ethos that is conducive to health and wellbeing, and by engaging with families and the wider community, recognising the importance of this wider environment in supporting children and young people’s health. There is evidence of positive effects on physical health (including weight, physical activity and diet), and limited evidence for the impact of the health promoting school approach on student mental health [2]. This matters; approximately half of adult mental disorders begin during adolescence [3], making these early years of life a key time at which to intervene to support good mental health, and to prevent or reduce later poor mental health outcomes.
Results and analyses
Across all three schools, 27 school staff participated in an interview for the study. Staff interviewed included members of the senior leadership teams, teaching staff, learning and support assistants, pastoral support staff, and staff with particular responsibility for the Year group which was taking part in PAR in each school. The parent sample was comprised of seven parents of students in the relevant year groups across the three schools (five mothers, two fathers).
Four student focus groups were held in total; one from each of the year groups participating in PAR across the three schools. Twenty-eight students took part across the four groups; student demographics and online/in school data collection method are outlined in Table 2.