Faculty of Human Sciences, University of Tsukuba, Tokyo, Japan.
Faculty of Psychology, Iryo Sosei University, Iwaki, Japan.
Clin Child Psychol Psychiatry. 2022 Jul;27(3):813-823. doi: 10.1177/13591045221094392. Epub 2022 May 20.
An underlying concern about the COVID-19 pandemic is the decline of children's mental health. The present study is aimed to investigate whether a single school-based intervention, including self-monitoring and psychoeducation for COVID-19, effectively achieved its aim to promote children's mental health. The study was conducted in a junior high school. We assigned the third grade as the intervention group, the second grade as the announcement group, and the first grade as the control group. We hypothesized that the intervention group would experience improved mental health and reduced fear of COVID-19 compared to the announcement and control groups. Interaction effects were observed only for depression, indicating a significant effect in the intervention group. These findings suggest that a single school-based intervention that includes self-monitoring and psychoeducation for COVID-19 can help improve children's mental health. It is suggested that school-based interventions that intend to raise children's awareness of COVID-19 promote their healthy development and adaptation to crises within the school.
关于 COVID-19 大流行的一个潜在问题是儿童心理健康的下降。本研究旨在探讨单一的基于学校的干预措施，包括对 COVID-19 的自我监测和心理教育，是否能有效实现促进儿童心理健康的目标。该研究在一所初中进行。我们将三年级作为干预组，二年级作为公告组，一年级作为对照组。我们假设与公告组和对照组相比，干预组的心理健康会得到改善，对 COVID-19 的恐惧会减少。仅观察到抑郁的交互作用，表明干预组有显著效果。这些发现表明，包括对 COVID-19 的自我监测和心理教育在内的单一基于学校的干预措施有助于改善儿童的心理健康。建议旨在提高儿童对 COVID-19 的认识的基于学校的干预措施，促进他们在学校内的健康发展和适应危机。
