基于世界卫生组织健康促进学校架构的心理行为健康服务及其健康效益：系统综述的系统综述

doi:10.3969/j.issn.1006-9771.2023.07.009

Abstract

Abstract:

Objective To review the effect of school-based psychological and behavioral health services based on the World Health Organization (WHO) health-promoting school (HPS) framework on the psychological and behavioral health of children and adolescents.

Methods Systematic reviews on school-based psychological and behavioral health services based on WHO HPS framework and the health outcome, published from 2013 to June, 2023, were searched from Medline, EBSCO, PubMed, Web of Science. A systematic review of the systematic reviews was conducted.

Results Seven articles were included, involving 261 studies, from six countries, from the journals in the fields of children's psychological health, HPS and school health, published mainly from 2013 to 2022. School-based psychological and behavioral health services involved school health education curriculum and school health services. School health education curriculum included psychological health courses and health education provided by trained teachers. School health services involved various services provided by professionals in school settings, including psychological screening, preventive interventions for psychological and behavioral health issues, clinical assessment, management services, promotion, and supportive services. The health benefits of school-based psychological and behavioral health services included relieving symptoms and incidence of anxiety and depression, alleviating the negative impact of stress, decreasing negative mood, enhancing positive attitudes and resilience, increasing happiness, improving positive psychological well-being, enhancing cognitive functions (such as sustained attention, fluid intelligence, information processing speed and executive functions), fostering correct attitudes and awareness of psychological health, helping students develop interest in learning, enhancing psychological health literacy, knowledge of psychological disorders, awareness of prevention, ability to recognize signs and symptoms, eliminating stigma related to psychological health, promoting social interaction, and improving help-seeking behaviors for psychological health issues.

Conclusion The school-based psychological and behavioral health services based on the WHO HPS framework mainly encompass school health education curriculum and school health services. The health benefits of school-based psychological and behavioral health services are reflected in psychological and behavioral health, overall psychological well-being, and quality of life, as well as social behavior and academic performance.

Key words: psychological and behavioral health, health-promoting school, mental health service, systematic review

CLC Number:

R494

WANG Shaopu, CHEN Gang. Psychological-behavioral health services and its outcome based on World Health Organization health-promoting school framework: a systematic review of systematic reviews[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(7): 800-807.

Figures/Tables 4

作者	国家	研究数/n	干预类型	比较	健康结局
Andermo等^[11](2020)	瑞典	30	学校健康教育课程心理健康课程融入身体活动的健康教育课程	年龄较大儿童干预措施效果更为明显融入体育活动的健康教育课程效果更好	心理健康与情绪健康减少焦虑提升目标实现可能性增加幸福感调节积极心理状态
Fenwick-Smith 等^[12](2018)	澳大利亚	11	学校健康教育课程心理健康课程：正念教学、认知教育生存课程学校健康服务心理健康状况临床评估；心理行为健康促进活动	未提及	心理健康与情绪健康提高目标实现度，改善心理功能降低压力情绪的负面影响减少焦虑和抑郁的症状和发生率学习、社会行为、生活质量与福祉提高学习兴趣降低风险行为提高应对日常生活逆境和负面事件的能力减少压力情况下出现的问题-发展适应能力
Machell等^[13](2017)	丹麦	16	学校健康教育课程心理健康课程：融入身体活动的认知教育课程学校健康服务心理行为健康筛查	融入身体活动的认知教育课程更能改善认知功能	心理健康与情绪健康改善认知功能 (包括持续注意力、流动智力、信息加工速度和执行功能) 学习、社会行为、生活质量与福祉提升学业成绩
Ma等^[14](2023)	英国	22	学校健康教育课程心理健康课程健康教育课程学校健康服务针对心理行为健康问题的预防性干预心理行为健康促进活动	与接受行为干预相比，接受课程干预后知识和态度显著改善与成年人相比，在减少青少年污名上，教育干预比行为干预更好	心理健康与情绪健康改善积极的态度和信念生活质量与福祉提高心理健康素养，掌握控制心理障碍的知识，提升相关意识提升识别心理障碍迹象和症状的能力提升社交行为
Wei等^[15](2013)	加拿大	27	学校健康教育课程心理健康课程：提供讲座报告健康教育课程：提供心理健康服务接受者的视频讨论学校健康服务心理行为健康服务管理心理行为支持	未提及	心理健康与情绪健康减少消极低落情绪增加积极态度学习、社会行为、生活质量与福祉增加抑郁症、心理调节等的知识改变污名化态度增加心理求助行为
Amado-Rodríguez等^[16](2022)	西班牙	15	学校健康教育课程心理健康课程健康教育课程：心理健康教育中心学校健康服务针对心理行为健康问题的预防性干预心理健康状况临床评估心理行为健康服务管理心理行为健康促进活动心理行为支持	不同人员(教师、研究人员和专家心理学家)提供干预的效果存在差异	心理健康与情绪健康抑郁情绪减少学习、社会行为、生活质量与福祉提高心理健康相关知识改善污名化态度增加心理求助行为增加心理健康自助策略和知识
Patafio等^[17](2021)	澳大利亚	140	学校健康教育课程心理健康课程健康教育课程学校健康服务心理行为健康筛查针对心理行为健康问题的预防性干预心理健康状况临床评估心理行为健康服务管理心理行为健康促进活动心理行为支持	基于学校的心理健康促进干预效果最佳以学校为基础的干预措施、解决态度/污名的方案成功率更高	心理健康与情绪健康缓解抑郁、孤独症减少焦虑树立心理健康正确认知与态度学习、社会行为、生活质量与福祉增加心理健康相关知识增加心理求助行为，采取多种心理健康和治疗措施，如看心理健康相关视频、寻求心理咨询师帮助等

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项目	纳入标准	排除标准
研究类型	报告学校学生在HPS相关干预下心理行为方面的健康效果的系统综述	其他类型研究
干预人群	5~19岁就读于小学或中学、私立或公立学校的儿童和青少年	其他群体
干预方案	心理健康相关的学校健康教育课程、学校健康服务的具体规划、措施等	干预措施与心理健康无关
干预结局	干预措施对参与学生或其他学生心理健康、生活质量与福祉的影响	没有对效果进行科学的定量或定性描述
研究语言	英文	其他语言

Psychological-behavioral health services and its outcome based on World Health Organization health-promoting school framework: a systematic review of systematic reviews

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