Langley Audra, Santiago Catherine DeCarlo, Rodríguez Adriana, Zelaya Jennifer
UCLA Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Rm 67-447, Los Angeles, CA 90095, USA.
J Behav Health Serv Res. 2013 Jul;40(3):247-62. doi: 10.1007/s11414-013-9330-6.
Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community-partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement, both at the pre-implementation phase and during implementation of the program. Implications for next steps of this community-partnered approach are described.
尽管越来越多的学校提供心理健康项目，但很少有研究让学校社区参与到研究中来，以改善这些项目的成功实施情况。在这项社区合作研究中，我们与学校工作人员和家长进行了焦点小组讨论，以探讨与社区参与以及对遭受创伤的小学生进行心理健康干预的可行性相关的问题。我们开展了四个教育工作者焦点小组，共有23名参与者，以及两个家长焦点小组，其中包括9名说西班牙语的家长和7名说英语的家长。参与者讨论了该项目成功实施的促进因素和障碍。参与者确定了实施前家长教育的重要性、提高教育工作者对学生心理健康影响的认识、在干预期间保持持续沟通以及解决后勤问题。参与者描述了在项目实施前阶段和实施过程中家长和教育工作者参与的明确考量因素。本文还描述了这种社区合作方法后续步骤的意义。
