Centre for Global Health, Zhejiang University School of Medicine, Hangzhou, China.
The Institute for Global Health, UCL, London, UK.
Appl Psychol Health Well Being. 2024 Feb;16(1):235-253. doi: 10.1111/aphw.12481. Epub 2023 Aug 4.
Programmes based on social emotional learning (SEL) have been effective in reducing psychosocial difficulties in a number of countries. In Mainland China, there has been no empirical research on the prevention of children's psychosocial difficulties using the SEL approach. This study aimed to assess whether an adapted version of the SEL programme can reduce psychosocial difficulties of primary school children in rural China. The intervention consisted of 16 weekly 90-min class sessions, conducted among 206 children aged 8-12 years (with 290 controls) in a poor rural area of Central China. Self-report questionnaires were administered at baseline, post-intervention and 5-month follow-up. The results suggested that the programme (1) can reduce children's total difficulties (measured using the Strength and Difficulties Questionnaire) at post-intervention (d = -0.18) and 5-month follow-up (d = -0.19), (2) was more effective among children experiencing verbal abuse (d = -0.21) or physical abuse (d = -0.24) from caregivers and (3) was popular among more than 90% of the participants. The programme is cheap, easy to implement and can be delivered in school hours. Therefore, it has clear potential for replicability and sustainability.
基于社会情感学习（SEL）的项目已在多个国家证明能有效减少心理社会困难。在中国内地，尚未有使用 SEL 方法预防儿童心理社会困难的实证研究。本研究旨在评估改编后的 SEL 项目能否减少中国农村小学生的心理社会困难。干预措施包括在华中贫困农村地区对 206 名 8-12 岁儿童（对照组 290 人）进行为期 16 周、每周 90 分钟的课堂教学。在基线、干预后和 5 个月随访时使用自报问卷进行评估。结果表明，该项目（1）能减少儿童在干预后的总体困难（采用困难量表评估）（d=-0.18）和 5 个月随访时的困难（d=-0.19）；（2）在经历来自照顾者的言语虐待（d=-0.21）或身体虐待（d=-0.24）的儿童中更有效；（3）超过 90%的参与者表示非常喜欢该项目。该项目价格便宜、易于实施，且能在学校时间进行教学。因此，它具有很强的可复制性和可持续性。
