Shum Angie Ky, Lai Eliza Sy, Leung Wing Gi, Cheng Mabel Ns, Wong Ho Kit, So Sam Wk, Law Yik Wa, Yip Paul Sf
The Hong Kong Jockey Club Centre for Suicide Research and Prevention, The University of Hong Kong, Hong Kong, China (Hong Kong).
Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, China (Hong Kong).
J Med Internet Res. 2019 Apr 5;21(4):e12003. doi: 10.2196/12003.
In Hong Kong, with an increasing number of children experiencing mental health issues, there is a need to not only develop innovative interventions but also develop comprehensive prevention interventions so as to reduce their anxiety symptoms and enhance their emotional management and interpersonal relationships.
The aim of this study was to determine the effectiveness of The Adventures of DoReMiFa, an integration model of the cognitive-behavioral approach and positive psychology by using digital game-based and school-based mental health enhancement intervention to magnify the social and emotional health and well-being of the school children in Hong Kong aged 9 to 11 years.
A quasi-experimental design method was used to evaluate this digital game and school-based intervention. The Adventures of DoReMiFa was piloted in 4 primary schools where students were allocated to either an intervention or a control group. The participants were assessed at pre- and postintervention with a 6-month follow-up measuring their mental health knowledge, levels of anxiety symptoms, positive and negative thinking, perspective-taking, and self-esteem.
A total of 459 primary school students from 4 primary schools participated in the study. The response rate on the questionnaires answered on the Web was up to 85.1% (391/459). Compared with the control group, the intervention group was found to have significant association with improved mental health knowledge at the time immediately after the intervention (beta=.46; P=.01) and in the 6-month postintervention period (beta=.66; P<.001); for perspective-taking, the intervention group had exhibited a significant improvement 6 months after the completion of the universal program (beta=1.50; P=.03). The intervention, however, was found not to be effective in reducing the rates of anxiety symptoms and negative thinking among the participating students.
The Adventures of DoReMiFa, an integration of a digital game-based and school-based mental health enhancement intervention, was shown to be effective in elevating the knowledge of mental health and promoting perspective-taking in the primary school students of Hong Kong. Although there was insufficient evidence to support a reduction in symptoms of anxiety and negative automatic thoughts, the overall results were still encouraging in that a preventive effect was found, indicating that the program has the potential to enhance the mental well-being of schoolchildren. It also suggests that knowledge enhancement may not necessarily lead to behavior change, and more focused effort may be needed to achieve the translation. The implications and limitations of this study and suggestions for future research were also discussed.
在香港，越来越多的儿童出现心理健康问题，不仅需要开发创新的干预措施，还需要制定全面的预防干预措施，以减轻他们的焦虑症状，增强他们的情绪管理能力和人际关系。
本研究的目的是确定《哆唻咪发的冒险》的有效性，这是一种将认知行为方法与积极心理学相结合的模式，通过基于数字游戏和学校的心理健康促进干预，来提升香港9至11岁学童的社会和情感健康及幸福感。
采用准实验设计方法来评估这种基于数字游戏和学校的干预措施。《哆唻咪发的冒险》在4所小学进行了试点，学生被分配到干预组或对照组。在干预前和干预后以及6个月的随访中对参与者进行评估，测量他们的心理健康知识、焦虑症状水平、积极和消极思维、换位思考能力以及自尊水平。
来自4所小学的459名小学生参与了该研究。网络问卷的回复率高达85.1%（391/459）。与对照组相比，发现干预组在干预后即刻（β = 0.46；P = 0.01）和干预后6个月期间（β = 0.66；P < 0.001）心理健康知识有显著改善；对于换位思考能力，在通用课程完成6个月后干预组有显著改善（β = 1.50；P = 0.03）。然而，发现该干预措施在降低参与学生的焦虑症状发生率和消极思维方面无效。
《哆唻咪发的冒险》，一种基于数字游戏和学校的心理健康促进干预措施的整合，被证明在提升香港小学生的心理健康知识和促进换位思考能力方面是有效的。尽管没有足够的证据支持减轻焦虑症状和消极自动思维，但总体结果仍然令人鼓舞，因为发现了预防效果，表明该项目有潜力提升学童的心理健康。这也表明知识的增强不一定会导致行为改变，可能需要更有针对性的努力来实现这种转化。还讨论了本研究的意义和局限性以及对未来研究的建议。
