当前位置: X-MOL 学术International Journal of Mental Health Promotion › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Student Perceptions of the Acceptability and Utility of Standardized and Idiographic Assessment in School Mental Health.
International Journal of Mental Health Promotion ( IF 1.086 ) Pub Date : 2016-01-01 , DOI: 10.1080/14623730.2015.1079429
Mylien T Duong 1 , Aaron R Lyon 1 , Kristy Ludwig 1 , Jessica Knaster Wasse 2 , Elizabeth McCauley 1
Affiliation  

Evidence-based assessment (EBA) comprises the use of research and theory to select methods and processes that have demonstrated reliability, validity and clinical usefulness for prescribed populations. EBA can lead to positive clinical change, and recent work has suggested that it is perceived to be useful by school mental health providers. However, virtually nothing is known about student perceptions of assessment use. Semi-structured interviews were conducted with 31 ethnically diverse middle and high school students (71% female) receiving mental health services in school-based health centers. Findings indicated that the majority of students found assessments to be useful, and perceived three primary functions of assessments: structuring the therapy session, increasing students’ self-awareness and improving communication with the provider. Barriers to acceptability were also found for a minority of respondents. Some students found the nature of standardized assessments to be confining, and others expressed that they wanted more feedback from their counselors about their responses. Idiographic assessments demonstrated especially high acceptability in this sample, with students reporting that tracking idiographic outcomes increased self-awareness, spurred problem-solving and helped them to reach behavioral goals. Implications for school mental health service improvements are discussed.

中文翻译:

学生对学校心理健康中标准化和书形评估的可接受性和实用性的看法。

循证评估(EBA)包括使用研究和理论来选择对处方人群已证明具有信度,效度和临床实用性的方法和过程。EBA可以导致积极的临床变化,最近的研究表明,学校心理健康提供者认为EBA是有用的。但是,关于学生对评估使用的看法几乎一无所知。对在校内医疗中心接受心理保健服务的31名不同种族的初中和高中学生(女性占71%)进行了半结构式访谈。调查结果表明,大多数学生认为评估是有用的,并且认为评估的三个主要功能是:组织治疗课程,增强学生的自我意识以及改善与提供者的沟通。少数受访者也发现了接受性的障碍。一些学生发现标准化评估的性质受到限制,而另一些学生则表示,他们希望他们的辅导员提供更多有关其回答的反馈。个性化评估在该样本中显示出特别高的接受度,学生报告称,跟踪个性化结果可增强自我意识,促进问题解决并帮助他们达成行为目标。讨论了对学校精神卫生服务改善的影响。个性化评估在该样本中显示出特别高的接受度,学生报告称,跟踪个性化结果可增强自我意识,促进问题解决并帮助他们达成行为目标。讨论了对学校精神卫生服务改善的影响。个性化评估在该样本中显示出特别高的接受度,学生报告称,跟踪个性化结果可增强自我意识,促进问题解决并帮助他们达成行为目标。讨论了对学校精神卫生服务改善的影响。
更新日期:2016-01-01
down
wechat
bug