Guo Yuqing, Rousseau Julie, Renno Patricia, Kehoe Priscilla, Daviss Monique, Flores Sara, Saunders Kathleen, Phillips Susanne, Chin Mindy, Evangelista Lorraine S
Sue & Bill Gross School of Nursing, University of California, Irvine, CA, USA.
Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles Semel Institute for Neuroscience & Human Behavior, Los Angeles, CA, USA.
J Child Adolesc Psychiatr Nurs. 2017 Aug;30(3):133-141. doi: 10.1111/jcap.12185. Epub 2018 Mar 5.
Hispanic children have greater mental health challenges but fewer received mental health services than other ethnic groups. A classroom-based Emotional Health Curriculum (EHC) was developed to address mental health disparities in an underserved Hispanic community.
A quasi-experimental design with one group pre- and post-intervention was used to test the feasibility of an 8-week EHC for one hundred 3rd and 4th grade children in a dual-immersion Spanish-English elementary school. Limited efficacy was measured by changes in depression and anxiety scores reported by children and teachers. Acceptance was evaluated by a child-reported satisfaction survey and a focus group in which the four teachers shared their experiences. Implementation was measured by participation, retention, and fidelity rates.
The child-reported depression and anxiety and teacher-reported depression were significantly decreased in at-risk children with the effect size ranging from 0.60 to 1.16 (ps < 0.05). The majority of children (89.7%) enjoyed the EHC and teachers observed that children had acquired skills to manage their emotional distress. The participation, retention, and fidelity rates were 98%, 94%, and 99.13%, respectively.
The results provide promising evidence that the EHC has the potential to improve depression and anxiety symptoms in at-risk children.
西班牙裔儿童面临更大的心理健康挑战，但与其他族裔群体相比，接受心理健康服务的人数较少。为解决一个服务不足的西班牙裔社区的心理健康差距问题，开发了一种基于课堂的情绪健康课程（EHC）。
采用一组干预前后的准实验设计，对一所西班牙语-英语双语沉浸式小学的100名三、四年级儿童测试为期8周的EHC的可行性。通过儿童和教师报告的抑郁和焦虑得分变化来衡量有限的疗效。通过儿童报告的满意度调查和一个有四位教师分享经验的焦点小组来评估接受度。通过参与率、留存率和保真率来衡量实施情况。
有风险的儿童中，儿童报告的抑郁和焦虑以及教师报告的抑郁显著降低，效应大小在0.60至1.16之间（p值<0.05）。大多数儿童（89.7%）喜欢EHC，教师观察到儿童获得了管理情绪困扰的技能。参与率、留存率和保真率分别为98%、94%和99.13%。
结果提供了有希望的证据，表明EHC有可能改善有风险儿童的抑郁和焦虑症状。
