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咨询联盟在婴幼儿心理健康咨询中的作用:儿童、教师和课堂成果。

The role of consultative alliance in infant and early childhood mental health consultation: Child, teacher, and classroom outcomes.

机构信息

Department of Psychology, The Catholic University of America, Washington, District of Columbia.

Georgetown University Center for Child and Human Development, Washington, District of Columbia.

出版信息

Infant Ment Health J. 2021 Mar;42(2):246-262. doi: 10.1002/imhj.21889. Epub 2020 Sep 5.

Abstract

Young children's social-emotional development is powerfully shaped by their early environments, which for many includes early childhood education (ECE). Infant and Early Childhood Mental Health Consultation (IECMHC) pairs teachers and infant and early childhood mental health (IECMH) consultants to promote teachers' capacity to foster positive social-emotional development in ECE. Although the outcomes of IECMHC have been well studied, little research has investigated how this model leads to changes for teachers and children. According to theory, the quality of the relationship between teachers and IECMH consultants, termed consultative alliance (CA), is a key mechanism of change. This study analyzed the role of CA on 6-month outcomes of IECMHC in a sample of 316 children, 289 teachers, and 62 IECMH consultants. Results from multilevel models suggested that stronger CA predicted greater improvements in teacher-child closeness and teacher-rated child attachment behaviors. In addition, a strong CA was related to greater improvement in classroom climate, teachers' self-efficacy, and teachers' perceptions of their jobs. This study upholds the centrality of relationship-building and parallel process in mental health consultation, and by advancing understanding of the mechanisms of change for IECMHC may provide salient implications for policy and practice.

摘要

儿童的社会情感发展在很大程度上受到其早期环境的影响,而对于许多儿童来说,早期环境包括幼儿教育(ECE)。婴儿和幼儿心理健康咨询(IECMHC)将教师和婴儿及幼儿心理健康(IECMH)顾问配对,以提高教师在 ECE 中促进积极社会情感发展的能力。尽管 IECMHC 的结果已经得到了充分的研究,但很少有研究调查这种模式如何导致教师和儿童的变化。根据理论,教师和 IECMH 顾问之间关系的质量,即咨询联盟(CA),是变革的关键机制。本研究在一个由 316 名儿童、289 名教师和 62 名 IECMH 顾问组成的样本中,分析了 CA 对 IECMHC 6 个月结果的作用。多层次模型的结果表明,更强的 CA 预示着教师与儿童的亲密程度和教师评定的儿童依恋行为会有更大的改善。此外,强大的 CA 与课堂氛围、教师的自我效能感以及教师对工作的看法的更大改善有关。本研究支持了在心理健康咨询中建立关系和并行过程的核心地位,并且通过提高对 IECMHC 变革机制的理解,可能为政策和实践提供重要启示。

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