Hootman Janis, Houck Gail M, King Mary Catherine
Department of School Health Services, Multnomah Education Service District, Portland, OR, USA.
J Sch Nurs. 2002 Aug;18(4):191-5. doi: 10.1177/10598405020180040401.
Concerned with the increasing incidence of mental health problems in children and adolescents and the impact of these problems on students' school success and predisposition to self- and other-directed violence, the Multnomah Education Service District Department of School Health Services determined to become proactive by providing preventive interventions for students experiencing actual or potential mental health problems. An educational program was designed to assist school nurses in the identification of potential mental health problems. In addition, information about appropriate interventions for students at risk for aggression, violence, and other mental health pathology was presented. The program involved education on mental health assessment and intervention, as well as expert psychiatric clinical support for the development of student support groups. School nurses were then challenged to develop practice improvement projects incorporating this knowledge for a group of students in their work setting. This introductory article describes the project's general rationale and implementation process. The four articles following in this issue of The Journal of School Nursing describe the goals, implementation, and outcomes of the practice improvement projects developed for early intervention with students exhibiting attention disorders, school absenteeism, social withdrawal, and depression.
考虑到儿童和青少年心理健康问题的发病率不断上升，以及这些问题对学生学业成就和自我及他人导向暴力倾向的影响，马尔特诺马教育服务区学校健康服务部决定采取积极措施，为有实际或潜在心理健康问题的学生提供预防性干预。设计了一个教育项目，以帮助学校护士识别潜在的心理健康问题。此外，还介绍了针对有攻击、暴力和其他心理健康问题风险的学生的适当干预措施的信息。该项目包括心理健康评估和干预教育，以及为学生支持小组的发展提供专家精神病临床支持。然后，要求学校护士为其工作环境中的一组学生开展纳入这些知识的实践改进项目。这篇介绍性文章描述了该项目的总体基本原理和实施过程。本期《学校护理杂志》随后的四篇文章描述了为对表现出注意力障碍、旷课、社交退缩和抑郁的学生进行早期干预而开展的实践改进项目的目标、实施情况和结果。
