Jayawardene Wasantha, Erbe Ryan, Lohrmann David, Torabi Mohammad
School of Public Health, Indiana University, 1025 E 7th Street, Bloomington, IN 47405.
J Sch Health. 2017 Feb;87(2):133-141. doi: 10.1111/josh.12475.
School-based treatment and counseling services (TCSs) can integrate mind-body techniques (MBTs) to improve children's health, wellness, and academic performance. We aimed to describe the effect of school-based TCS on MBT-use among students experiencing difficulties with concentration, emotions, behaviors, and getting along (DCEBG).
National Health Interview Survey data were utilized (N = 1225; N = 1835). Logistic regression examined associations between TCS-type and MBT-use, while propensity score matching controlled for confounders in the prematch sample.
Compared with children without DCEBG, MBT-use was higher among children with DCEBG, but it decreased from 2007 (9.7%) to 2012 (5.1%). Receipt of school-based TCS increased from 2007 (11.3%) to 2012 (33.9%). Receipt of school-only TCS, compared with nonschool-only TCS, was associated with lower MBT-use (OR = 0.20; OR = 0.54). After matching, this difference remained for 2007 (t = -2.77; t = -2.00), but not 2012 (t = -2.53; t = -0.88). School-only TCS-use increased with family activity limitations; in 2012, it decreased with higher parental education. Mind-body techniques-use was higher in girls and associated with higher parental education and family activity limitations.
While the relative increase of MBT integration by school-based TCS is commendable and further encouraged, school mental health practitioners should account for the differential effects of family-level factors on TCS-choice and MBT-use.
以学校为基础的治疗与咨询服务（TCS）可以整合身心技巧（MBT），以改善儿童的健康、幸福感和学业成绩。我们旨在描述以学校为基础的TCS对在注意力、情绪、行为及人际关系方面存在困难（DCEBG）的学生使用MBT的影响。
利用了国家健康访谈调查数据（N = 1225；N = 1835）。逻辑回归分析了TCS类型与MBT使用之间的关联，而倾向得分匹配则控制了匹配前样本中的混杂因素。
与没有DCEBG的儿童相比，有DCEBG的儿童中MBT的使用率更高，但从2007年（9.7%）到2012年（5.1%）有所下降。接受以学校为基础的TCS从2007年（11.3%）增加到2012年（33.9%）。与非仅基于学校的TCS相比，仅接受学校TCS与较低的MBT使用率相关（OR = 0.20；OR = 0.54）。匹配后，2007年这种差异仍然存在（t = -2.77；t = -2.00），但2012年不存在（t = -2.53；t = -0.88）。仅学校TCS的使用随着家庭活动限制的增加而增加；在2012年，随着父母教育程度的提高而减少。身心技巧的使用在女孩中更高，并且与更高的父母教育程度和家庭活动限制相关。
虽然以学校为基础的TCS对MBT整合的相对增加值得称赞并应进一步鼓励，但学校心理健康从业者应考虑家庭层面因素对TCS选择和MBT使用的不同影响。
