دانلود مقاله استفاده از مشاوره بهداشت روانی در تسهیل شایستگی کودکان پیش دبستانی
چکیده
مقدمه
تحقیق در مورد ECMHC
روش ها
نتایج
بحث
نتیجه گیری
منابع
Abstract
Introduction
Research on ECMHC
Methods
Results
Discussion
Conclusion
References
چکیده
مشاوره بهداشت روانی در اوایل دوران کودکی (ECMHC) یک مداخله ظرفیت‌سازی است که هدف آن ارتقای کیفیت محیط‌های عاطفی کودکان خردسال به منظور ارتقای سلامت اجتماعی، عاطفی و رفتاری کودکان است. در این مطالعه، اثرات ECMHC بر پیامدهای اجتماعی-عاطفی و تحصیلی اولیه کودکان در طول یک سال تحصیلی در 20 کلاس درس (15 مداخله و 5 مقایسه) با 38 معلم (29 مداخله و 8 مقایسه) و 390 کودک مورد ارزیابی قرار گرفت. (282 مداخله و 108 مقایسه؛ Mage = 46.71 ماهه) در 3 مدرسه. مشاهدات، رتبه‌بندی معلمان و ارزیابی مستقیم برای ارزیابی مهارت‌های اجتماعی-عاطفی و نتایج تحصیلی اولیه کودکان استفاده شد. یک مدل سه سطحی که لانه‌سازی کودکان را در کلاس‌های درس در مدارس به حساب می‌آورد، نشان داد که کودکان در مدارس مداخله رفتار کلاسی مثبت‌تری داشتند، چالش‌های اجتماعی-عاطفی کمتر مشاهده‌شده و پیشرفت تحصیلی بالاتری در ریاضی، سواد و نوشتن در پایان سال تحصیلی داشتند. سال تحصیلی. یافته‌های ما نشان می‌دهد که این مدل ECMHC روشی مؤثر برای گسترش تخصص متخصصان سلامت روان و بهبود نتایج اجتماعی، عاطفی و تحصیلی برای کودکان در محیط مدرسه است. این امر به ویژه برای جوامع به حاشیه رانده شده و دارای منابع کم اهمیت است که اغلب با سطوح بالاتری از ناملایمات و نیازهای بهداشت روانی با منابع کمتر در دسترس در نتیجه عوامل ساختاری از جمله نژادپرستی و سرمایه‌گذاری ناکافی در بودجه عمومی مواجه هستند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Early childhood mental health consultation (ECMHC) is a capacity-building intervention that aims to enhance the quality of young children’s affective environments in order to promote children’s social, emotional, and behavioral health. In this study, the effects of ECMHC on children’s social–emotional and early academic outcomes over the course of one academic year were evaluated in 20 classrooms (15 intervention and 5 comparison) with 38 teachers (29 intervention and 8 comparison), and 390 children (282 intervention and 108 comparison; Mage = 46.71 months old) across 3 schools. Observations, teacher ratings, and direct assessment were used to evaluate children’s social–emotional skills and early academic outcomes. A three-level model that accounted for the nesting of children within classrooms within schools found that children in intervention schools had more positive classroom behavior, fewer observed social–emotional challenges, and higher academic achievement in math, literacy, and writing at the end of the school year. Our findings suggest that this model of ECMHC is an effective way to spread out the expertise of mental health professionals and improve the social, emotional, and academic outcomes for children in the school setting. This is particularly important for marginalized and under-resourced communities who often face higher levels of adversity and mental health needs with fewer available resources as a result of structural factors including racism and underinvestment of public funds.
Introduction
Young children who exhibit social–emotional and behavioral difculties are at risk for school readiness delays and poor achievement that persists into elementary school (Blair & Raver, 2012, 2015). Exposure to high levels of adversity, which is often confounded with living in under-resourced and marginalized communities, places children at greater risk for these problems (Blair & Raver, 2015). Children who are perceived to display elevated levels of problem behavior in early care and education (ECE) settings are also at greater risk of being suspended or expelled, and these practices are disproportionately applied to children of color (Gilliam, 2005; Gillaim & Shahar, 2006; US DOE OCR, 2016). Even if ECE programs have policies that prohibit expulsion, social–emotional competence and the capacity for self-regulation help children beneft from their educational experiences and predict future academic and life success (Graziano, et al., 2007; McClelland et al., 2006).
Conclusion
Although ECMHC is growing in popularity across the country, there are very few studies that have evaluated ECMHC with a comparison group and only one other study that has looked at the efects of ECMHC on children’s school readiness. This study is a well-designed and much-needed evaluation of ECMHC that provides support for the efcacy of ECMCH on children’s school readiness outcomes including social–emotional skills as well as academic achievement. With an increasing number of children spending time in early childhood education settings and not enough mental health resources to go around, our fndings suggest that this model of ECMHC is an efective way to spread out the expertise of mental health professionals and build the capacity of the adults in children’s schools. This is particularly important for marginalized and underserved communities that face critical structural factors including racism and divestment and as a result have higher levels of adversity and need but fewer available resources.