Murphy J Michael, Guzmán Javier, McCarthy Alyssa E, Squicciarini Ana María, George Myriam, Canenguez Katia M, Dunn Erin C, Baer Lee, Simonsohn Ariela, Smoller Jordan W, Jellinek Michael S
Psychiatry, Massachusetts General Hospital, Yawkey 6A, Boston, MA, 02114, USA,
Child Psychiatry Hum Dev. 2015 Apr;46(2):245-56. doi: 10.1007/s10578-014-0464-4.
The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes.
全球最大的校内心理健康项目“生活技能”(Habilidades para la Vida [Skills for Life (SFL)])已在智利全国范围内开展了15年。“生活技能”项目的活动包括使用标准化测评工具对小学生进行筛查,并为有心理健康问题风险的学生提供预防性工作坊。本文利用了“生活技能”项目中37397名学生的数据,这些学生在2009年上一年级,2011年上三年级,以确定一年级时的心理健康状况是否能预测随后的学业成绩,以及心理健康问题的缓解是否能预测学业成绩的改善。结果表明,心理健康是未来学业表现的一个重要预测指标,总体而言,在一年级到三年级期间心理健康状况有所改善的学生,比心理健康状况未改善或恶化的学生取得了更好的学业进步。我们的研究结果表明,像“生活技能”这样的校内心理健康项目可能有助于提高学生的学业成绩。