Nội dung được dịch bởi AI, chỉ mang tính chất tham khảo
Cái gì trong đó cho họ? Hiểu ảnh hưởng của chương trình giáo dục đồng đẳng phòng chống tự tử dựa trên ‘Đội Hỗ trợ, Đánh giá, Lắng nghe’ (SALT) đối với các giáo viên đồng đẳng
School Mental Health - 2018
Tóm tắt
Tự tử ở thanh niên là một vấn đề sức khỏe cộng đồng tại Ấn Độ, và những người trẻ tuổi trong trường học, đặc biệt là thanh thiếu niên, phải chịu áp lực tâm lý nặng nề. Các chương trình phòng ngừa, liên quan đến các giáo viên đồng đẳng (PEs), đã chứng minh là những chiến lược hữu ích để giải quyết vấn đề này, nhưng tác động của chúng đối với các PEs thì ít được hiểu biết, đặc biệt là tại Ấn Độ. Nghiên cứu định tính này nhằm khám phá những thay đổi quan sát được ở các sinh viên PE đã tham gia vào một chương trình giáo dục đồng đẳng dựa trên ‘chánh niệm’ và ‘Hỗ trợ - Đánh giá - Lắng nghe - Đội’ (SALT) nhằm giải quyết hành vi tự tử ở học sinh Ấn Độ. Một trăm mười bốn sinh viên đã được đào tạo thành PEs tại sáu trường trung học ở Pune để xác định và đáp ứng nhu cầu của những học sinh gặp khó khăn. Bằng cách lắng nghe các câu chuyện của các PEs, cha mẹ của họ, chính quyền trường học, và đội ngũ NGO liên quan, chúng tôi phản ánh về những thay đổi xã hội, cảm xúc, hành vi và nhận thức được cảm nhận ở các PEs. Các PEs thể hiện sự quan tâm gia tăng đối với những người gặp khó khăn cả bên trong và bên ngoài trường học thông qua việc cải thiện kỹ năng lắng nghe, nhận thức về bản thân, sự quan tâm và lòng đồng cảm. Hơn nữa, chương trình có tác động tích cực đến trí thông minh cảm xúc rộng rãi của họ và các PEs bày tỏ việc sở hữu cuộc sống gia tăng, thực hiện hành động và tìm kiếm sự hỗ trợ khi cần thiết. Nghiên cứu kết luận rằng các chương trình giáo dục đồng đẳng dựa trên chánh niệm và SALT là có giá trị cho các PEs. Điều này có thể được sử dụng để khuyến khích các PEs tình nguyện tham gia vào các chương trình như vậy. Các kết quả khác được thảo luận và các lĩnh vực nghiên cứu tiếp theo được gợi ý.
Từ khóa
#tự tử #giáo dục đồng đẳng #Ấn Độ #chánh niệm #SALT #sức khỏe cộng đồngTài liệu tham khảo
Aaron, R., Joseph, A., Abraham, S., Muliyil, J., George, K., Prasad, J., et al. (2004). Suicides in young people in rural southern India. The Lancet, 363(9415), 1117–1118.
Aggarwal, S., & Berk, M. (2015). Evolution of adolescent mental health in a rapidly changing socioeconomic environment: A review of mental health studies in adolescents in India over last 10 years. Asian Journal of Psychiatry. https://doi.org/10.1016/j.ajp.2014.11.007.
Allen, J. P., Philliber, S., & Hoggson, N. (1990). School-based prevention of teen-age pregnancy and school dropout: Process evaluation of the national replication of the teen outreach program. American Journajoshil of Community Psychology, 18(4), 505–524. https://doi.org/10.1007/BF00938057.
Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness (xiv). Oxford: Jossey-Bass.
Arun, P., & Chavan, B. S. (2009). Stress and suicidal ideas in adolescent students in Chandigarh. Indian Journal of Medical Sciences, 63(7), 281–287. https://doi.org/10.4103/0019-5359.55112.
Backett-Milburn, K., & Wilson, S. (2000). Understanding peer education: Insights from a process evaluation. Health Education Research, 15(1), 85–96. https://doi.org/10.1093/HER/15.1.85.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/847061.
Bor, W., Dean, A. J., Najman, J., & Hayatbakhsh, R. (2014). Are child and adolescent mental health problems increasing in the 21st century? A systematic review. The Australian and New Zealand Journal of Psychiatry, 48, 606–616. https://doi.org/10.1177/0004867414533834.
Campbell, I. D., & Rader, A. D. (1995). HIV counseling in developing countries: The link from individual to community counselling for support and change. British Journal of Guidance and Counselling, 23(No. 1), 33–43.
Capuzzi, D., & Gross, D. R. (Eds.). (2014). Youth at risk: A prevention resource for counselors, teachers, and parents. London: Wiley.
Carroll, L., Gilroy, P. J., & Ryan, J. (2002). Counseling transgendered, transsexual, and gender-variant clients. Journal of Counseling & Development, 80(2), 131–139.
Catanzarite, J. A., & Robinson, M. D. (2013). Peer education in campus suicide prevention. New Directions for Student Services, 2013(141), 43–53. https://doi.org/10.1002/ss.20039.
Census Data (2011). The office of the registrar general and census commissioner. New Delhi. Retrieved from http://www.censusindia.gov.in/2011census/C-series/C-13.html. Accessed 22 Sept 2016.
Chesin, M. S., & Jeglic, E. L. (2016). Factors associated with recurrent suicidal ideation among racially and ethnically diverse college students with a history of suicide attempt: The role of mindfulness. Archives of suicide research, 20(1), 29–44.
Chu, S. Y., & Norman, R. C. (2014). Report on the global immunization division research program, 2011–2013.
Church, D., De Asis, M. A., & Brooks, A. J. (2012). Brief group intervention using emotional freedom techniques for depression in college students: A randomized controlled trial. Depression Research and Treatment. https://doi.org/10.1155/2012/257172.
Community Life Competence Approach (2017). Retrieved October 20, 2017, from http://www.communitylifecompetence.org/our-approach.html
Creswell, J. W., Shope, R., Clark, P., & Green, D. O. (2006). How interpretive qualitative research extends mixed methods research. Research in the Schools, 13(1), 1–11.
Cross, W., Matthieu, M. M., Cerel, J., & Knox, K. L. (2007). Proximate outcomes of gatekeeper training for suicide prevention in the workplace. Suicide and Life-Threatening Behavior, 37(6), 659–670.
Daniel, S. S., Goldston, D. B. (2009). Interventions for suicidal youth: A review of the literature and developmental considerations. Suicide and Life-Threatening Behavior, 39(3), 252. https://doi.org/10.1521/suli.2009.39.3.252.
de Wit, E. E., Bunders-Aelen, J. G., & Regeer, B. J. (2016). Reducing stress in youth: A pilot-study on the effects of a university-based intervention program for university students in Pune, India. Journal of Educational and Developmental Psychology, 6(2), 53.
Dew, R. E., Daniel, S. S., Goldston, D. B., McCall, W. V., Kuchibhatla, M., Schleifer, C., et al. (2010). A prospective study of religion/spirituality and depressive symptoms among adolescent psychiatric patients. Journal of Affective Disorders, 120(1–3), 149–157. https://doi.org/10.1016/j.jad.2009.04.029.
Drum, D. J., Brownson, C., Denmark, A. B., & Smith, S. E. (2009). New data on the nature of suicidal crises in college students: Shifting the paradigm. Professional Psychology: Research and Practice, 40(3), 213–222. https://doi.org/10.1037/a0014465.
Ebreo, A., Feist-Price, S., Siewe, Y., & Zimmerman, R. S. (2002). Effects of peer education on the peer educators in a school-based HIV prevention program: Where should peer education research go from here? Health Education & Behavior: The Official Publication of the Society for Public Health Education, 29(4), 411–423. https://doi.org/10.1177/109019810202900402.
Eckert, T. L., Miller, D. N., Riley-Tillman, T. C., & DuPaul, G. J. (2006). Adolescent suicide prevention: Gender differences in students’ perceptions of the acceptability and intrusiveness of school-based screening programs. Journal of School Psychology, 44(4), 271–285. https://doi.org/10.1016/j.jsp.2006.05.001.
Elliott, D. M., & Guy, J. D. (1993). Mental health professionals versus non-mental-health professionals: Childhood trauma and adult functioning. Professional Psychology: Research and Practice, 24(1), 83.
Eskin, M. (2013). The effects of individualistic-collectivistic value orientations on non-fatal suicidal behavior and attitudes in Turkish adolescents and young adults. Scandinavian Journal of Psychology, 54(6), 493–501.
Fekkes, M., Pijpers, F., Fredriks, M., Vogels, T., & Verloove-Vanhorick, S. P. (2006). Do bullied children get ill, or do ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. Pediatrics, 117(5), 1–25.
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.
Garofalo, J., Siegel, L., & Laub, J. (1987). School-related victimizations among adolescents: An analysis of National Crime Survey (NCS) narratives. Journal of Quantitative Criminology, 3(4), 321–338.
Gilroy, P. J., Carroll, L., & Murra, J. (2002). A preliminary survey of counseling psychologists’ personal experiences with depression and treatment. Professional Psychology: Research and Practice, 33(4), 402.
Gray, M. (2011). Back to basics: A critique of the strengths perspective in social work. Families in Society: The Journal of Contemporary Social Services, 92(1), 5–11. https://doi.org/10.1606/1044-3894.4054.
Greenwood, P. W., Model, K., Rydell, C. P., & Chiesa, J. (1998). Diverting children from a life of crime: Measuring costs and benefits. Santa Monica: Rand Corporation.
Grove, S. K., Burns, N., & Gray, J. (2015). Understanding nursing research: Building an evidence-based practice (6th Edn.). Missouri, MI: Elsevier Saunders.
Guo, B., Harstall, C., Collins, S., & Dennett, L. (2006). Strategies to reduce emergency department overcrowding.
Gutierrez, P. M., Watkins, R., & Collura, D. (2004). Suicide risk screening in an urban high school. Suicide and Life-Threatening Behavior, 34(4), 421–428.
Hamilton, S. F., & Fenzel, L. M. (1988). The impact of volunteer experience on adolescent social development: Evidence of program effects. Journal of Adolescent Research, 3(1), 65–80. https://doi.org/10.1177/074355488831006.
Health Behaviour in School-aged Children (HBSC) study: international report from the 2009/2010 survey. Copenhagen, WHO Regional Office for Europe, 2012 (Health Policy for Children and Adolescents, No. 6)
Hosford, H. (2006). Tsunami accountability report (p. 74, 75). Washington DC: InterAction. Retrieved from https://pdf.usaid.gov/pdf_docs/Pnadk613.pdf. Accessed 25 Jan 2018.
Hosford, H. (2006). Tsunami accountability report 2006. Washington, DC.
Hussain, A., Kumar, A., & Husain, A. (2008). Academic stress and adjustment among high school students. Journal of the Indian Academy of Applied Psychology, 34(9), 70–73.
Ilakkuvan, V., Snyder, M. G., & Wiggins, J. (2015). Peer involvement in campus-based suicide prevention: Key considerations. Perspectives in Peer Programs, 26(1), 6–32.
Janoski, T., Musick, M., & Wilson, J. (1998). Being volunteered? The impact of social participation and pro-social attitudes on volunteering. Sociological Forum, 13(3), 495–519. https://doi.org/10.1023/A:1022131525828.
Joshi, M., Gumashta, R., Kasturwar, N. B., & Deshpande, A. V. (2012). Original article academic anxiety a growing concern among urban mid adolescent school children, 3(1), 2180–2184.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.
Kalafat, J., & Elias, M. (1994). An evaluation of a school-based suicide awareness intervention. Suicide and Life-Threatening Behavior, 24(3), 224–233.
Kerrigan, D., Sittitrai, W., Makinwa, B., Asiedu, K., Murphy, E., Hooks, C., & Stanton, D. (1999). Peer education and HIV/AIDS. Geneva: UNAIDS. Retrieved from http://www.unaids.org.
Kharsati, N., & Bhola, P. (2015). Patterns of non-suicidal self-injurious behaviours among college students in India. International Journal of Social Psychiatry, 61(1), 39–49.
Kleespies, P. M., Van Orden, K. A., Bongar, B., Bridgeman, D., Bufka, L. F., Galper, D. I., et al. (2011). Psychologist suicide: Incidence, impact, and suggestions for prevention, intervention, and postvention. Professional Psychology: Research and Practice, 42(3), 244.
Lamboray, J.-L. (2016). What makes us human?: The story of a shared dream—Jean-Louis Lamboray—Google books. Bloomington, IN: Balboa Press. Retrieved from https://books.google.co.in/books?hl=en&lr=&id=JbBqDQAAQBAJ&oi=fnd&pg=PT6&dq=lamboray+2016&ots=6TjpiEM0og&sig=rL94LE28NKY8KiYbL49jWAbYu48#v=onepage&q=lamboray2016&f=false. Accessed 20 Jan 2018.
Latha, K. S., & Reddy, H. (2007). Patterns of stress, coping styles and social supports among adolescents. Journal of Indian Association for Child and Adolescent Mental Health, 3, 5–9.
Lewis, T., & Manusov, V. (2009). Listening to another’s distress in everyday relationships. Communication Quarterly, 57(3), 282–301.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13–17. https://doi.org/10.3102/0013189X017002013.
Mazza, J. J. (1997). School-based suicide prevention programs: Are they effective? School Psychology Review.
Miller, D. N., Eckert, T. L., & Mazza, J. J. (2009). Suicide prevention programs in the schools: A review and public health perspective. School Psychology Review, 38(2), 168.
Morea, R., Kamasua, J. K., Zachariah, B., & Kampe, U. K. (2009). Report on the review of ACP and COMATAA re HIV/AIDS in Papua New Guinea. WHO & UNICEF. Retrieved from https://fspiblog.files.wordpress.com/2011/08/aids-comp-evaluation-png.pdf. Accessed 25 Jan 2018.
Moretti, M. M., & Peled, M. (2004). Adolescent-parent attachment: Bonds that support healthy development. Paediatrics and Child Health., 9, 551–555.
National Crime Records Bureau. (2013–2014). Accidental deaths and suicide in India. New Delhi: Government of India.
Orbach, I., & Bar-Joseph, H. (1993). The impact of a suicide prevention program for adolescents on suicidal tendencies, hopelessness, ego identity, and coping. Suicide and Life-Threatening Behavior, 23(2), 120–129.
Patel, V., Ramasundarahettige, C., Vijayakumar, L., Thakur, J. S., Gajalakshmi, V., Gururaj, G., et al. (2012). Suicide mortality in India: A nationally representative survey. The Lancet. https://doi.org/10.1016/S0140-6736(12)60606-0.
Pfeffer, C. R. (2001). Youth suicide: Prevention through risk management. Clinical Neuroscience Research, 1(5), 362–365.
Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: A global public-health challenge. The Lancet, 369(9569), 1302–1313. https://doi.org/10.1016/S0140-6736(07)60368-7.
Pearlman, D. N., Camberg, L., Wallace, L. J., Symons, P., & Finison, L. (2002). Tapping youth as agents for change: Evaluation of a peer leadership HIV/AIDS intervention. Journal of Adolescent Health, 31(1), 31–39. https://doi.org/10.1016/S1054-139X(02)00379-8.
Radhakrishnan, R., & Andrade, C. (2012). Suicide: An Indian perspective. Indian Journal of Psychiatry, 54(4), 304.
Radhakrishnan, R., Andrade, C., Thimmaiah, R., Poreddi, V., Ramu, R., Selvi, S., et al. (2016). Suicide: An Indian perspective. Indian Journal of Psychiatry, 38(6), 304–319. https://doi.org/10.4103/0253-7176.194921.
Rapp, S. D., & Sullivan, W. P. (2006). The future of strengths-based social work. Advances in social work: Special issue on the futures of social work, 6(1), 79–90.
Reynolds, W. M. (1991). A school-based procedure for the identification of adolescents at risk for suicidal behaviors. Family & Community Health: The Journal of Health Promotion & Maintenance.
Roll Back Malaria Partnership. (2009). Malaria control tools—A Midterm evaluation of the malaria community competence process in nine African countries. Retrieved from http://www.rollbackmalaria.org/files/files/toolbox/docs/rbmtoolbox/MalariaCommunityCompetence.pdf. Accessed 25 Jan 2018.
Scott, W. R. (2008). Approaching adulthood: The maturing of institutional theory. Theory and society, 37(5), 427.
Seiffge-Krenke, I., Aunola, K., & Nurmi, J. E. (2009). Changes in stress perception and coping during adolescence: The role of situational and personal factors. Child Development, 80(1), 259–279.
Selman, R. L., & Haste, H. (2014). Adolescents’ perspectives on China’s social problems. In Competition and compassion in Chinese secondary education (pp. 117–138). New York: Palgrave Macmillan.
Shaffer, D., & Craft, L. (1999). Methods of adolescent suicide prevention. The Journal of Clinical Psychiatry.
Shneidman, E. S. (1998). Further reflections on suicide and psychache. Suicide and Life-Threatening Behavior, 28(3), 245–250.
Strange, V., Forrest, S., Oakley, A., & RIPPLE Study Team. Randomized Intervention of PuPil-Led sex Education, T. R. S. (2002). Peer-led sex education–characteristics of peer educators and their perceptions of the impact on them of participation in a peer education programme. Health Education Research, 17(3), 327–337. https://doi.org/10.1093/HER/17.3.327.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks: Sage Publications.
Taub, D. J., & Robertson, J. (Eds.). (2013). Preventing college student suicide: New directions for student services, number 141. London: Wiley.
Tingey, L., Cwik, M. F., Rosenstock, S., Goklish, N., Larzelere-Hinton, F., Lee, A., et al. (2016). Risk and protective factors for heavy binge alcohol use among American Indian adolescents utilizing emergency health services. The American Journal of Drug and Alcohol Abuse, 42(6), 715–725. https://doi.org/10.1080/00952990.2016.1181762.
Topping, K., & Whiteley, M. (1993). Sex differences in the effectiveness of peer tutoring. School Psychology International, 14(1), 57–67.
Tung, N. S., Sandhu, D., & Singh, B. (2010). Adolescent health-risk behaviours, emotional autonomy and identity formation. 4(2).
UNODC. (2006). Module on peer education. Retrieved from https://www.unodc.org/pdf/youthnet/action/message/escap_peers_01.pdf. Accessed 25 Jan 2018.
Vazquez, E. G. (1990). Effects of peer tutoring on the social acceptance of students rated as not socially accepted in the classroom. Diss Abst Int 52-03, sec. A, 857.
Vijayakumar, L. (2004). Altruistic suicide in India. Archives of Suicide Research: Official Journal of the International Academy for Suicide Research, 8, 73–80. https://doi.org/10.1080/13811110490243804.
Watzlawick, P., Weakland, J. H., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York: Norton.
Weare, K. (2015). What works in promoting social and emotional well-being and responding to mental health problems in schools?. London: Advice for Schools and Framework Document.
Webb, E. J., Campbell, D. T., Schwartz, R. D., & Sechrest, L. (1966). Unobtrusive measures—Nonreactive research in the social sciences. Chicago, IL: Rand McNally & Co. Retrieved from https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=48508.
World Health Organization, W. (2012). Child and adolescent mental health policies and plans. Mental Health Policy and Service Guidance Package, 1, 1–64. Retrieved from http://www.who.int/mental_health/policy/Ch ildado_mh_module.pdf.
Wyman, P. A., Brown, C. H., Inman, J., Cross, W., Schmeelk-Cone, K., Guo, J., et al. (2008). Randomized trial of a gatekeeper program for suicide prevention: 1-year impact on secondary school staff. Journal of Consulting and Clinical Psychology, 76(1), 104–115. https://doi.org/10.1037/0022-006X.76.1.104.
Wyman, P. A., Brown, C. H., LoMurray, M., Schmeelk-Cone, K., Petrova, M., Yu, Q., et al. (2010). An outcome evaluation of the sources of strength suicide prevention program delivered by adolescent peer leaders in high schools. American Journal of Public Health, 100(9), 1653–1661. https://doi.org/10.2105/AJPH.2009.190025.
Zhao, X., Selman, R. L., & Haste, H. (2015). Academic stress in Chinese schools and a proposed preventive intervention program. Cogent Education, 2(1), 1000477.