Systematic Review of Early Childhood Mental Health Consultation: Implications for Improving Preschool Discipline Disproportionality

ABSTRACT

Early childhood mental health consultation (ECMHC) is a framework that continues to expand as students’ social-emotional needs emerge at younger ages. The present systematic review examines the extant literature surrounding the use of ECMHC and behavioral consultation in addressing mental health concerns and challenging behaviors in preschool students. Findings associated with this systematic review suggest that ECMHC could be a promising practice for targeting internalizing and externalizing behavioral concerns in prekindergarten students across a variety of settings. However, more research is needed in the areas of mental health/behavioral consultation and disciplinary disproportionality, as well as on the impact of such practices on preschool children of color. Implications for school psychologists are discussed, as are disciplinary practices when providing ECMHC and behavioral consultation services with students of diverse racial, ethnic, and cultural backgrounds.     

理工类研究生心理健康教育工作机制和心理危机干预机制的建构

与文史等专业的研究生相比,理工科研究生的心理健康问题突出表现为精神抑郁、社交心理障碍、学习倦怠、性别心理障碍。目前研究生心理健康教育工作总体上表现为计划性、系统性欠缺,方法单薄,专业人员配备不足,预防能力薄弱,应急处理的理论和经验缺乏等。本文基于上述这些因素,提出构建能从多层次、多方位促进研究生心理健康的三大保障体系;构建高校、院系、学生三级贯彻并落实研究生心理健康教育的工作体制;建立研究生心理问题筛查、干预、控制、跟踪一体化的工作机制,以应对心理危机。     

Mothers' Sensitivity and Book-reading Interactions with First Graders

Research Findings: The present longitudinal study investigated whether a range of social–emotional difficulties in early childhood predict the development of depressive symptoms in middle childhood. Participants were 56 children and their teachers. Teachers' reports of internalizing and externalizing behaviors were obtained during preschool, and children's displays of negative affect were observed through classroom videotapes in preschool. Children's self-reports of depressive symptoms were collected approximately three and a half years later. Teachers' ratings of social problems and atypical behaviors were positively associated with later depressive symptoms. Teachers' ratings of rule breaking and observed negative affect in preschool were stronger predictors of later depressive symptoms in girls than in boys. Findings point to social non-conformity as an important feature in the developmental course of depressive symptoms. Results lend support to a developmental psychopathology framework, showing change over time across types of social–emotional difficulties in gender-specific directions. Practice or Policy: Findings underscore the role that preschool teachers and classroom observation could play in identifying early risk for depressive symptoms. Results suggest the possible utility of early screening programs for at-risk preschool-aged children. Moreover, results could inform school-based intervention or prevention programs targeting internalizing symptoms, an under-recognized area of children's mental health.     

大学生创造性社会问题解决的结构及其与心理健康的关系

以分层取样的方式选取541名大学生,采用社会性问题（故事）情境和SCL-90,考察了创造性的社会问题解决的结构及其与心理健康的关系。结果表明,（1）大学生创造性的社会问题解决策略的独创性、流畅性、变通性、适当性、有效性具有良好的内部一致性,通过探索性因素分析可抽取发散思维能力和适宜性两个主因素,累积解释率为89.68%;（2）创造性的社会问题解决与心理健康不存在显著相关;（3）计算机专业在SCL-90上属低分组的学生的发散思维能力显著高于高分组,管理专业学生问题解决总体上显著高于艺术和计算机专业。专业类型在创造性问题解决与心理健康之间具有调节作用,特定专业（如管理专业）的训练更可能改善创造性社会问题解决的策略（包括适宜性和发散思维能力）。     

学前教育专业学生心理自助能力培养策略

心理健康问题已成为近年来困扰高校学生的常见问题,对学前教育专业学生而言,心理健康不仅制约自身综合素质的发展,从业后还直接影响学前儿童群体心理健康。通过培养学前教育专业学生心理自助能力,能够有效帮助其避免或克服可能出现的心理健康问题。在剖析当前学前教育专业学生常见心理健康问题及其表现的基础上,分别从学校、教师、家长及学生自身提出了学前教育专业学生心理自助能力的培养策略。     

The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study

Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between ‘attainment gaps’ and personal development, moving towards an educational approach with greater complementarity of these aims.     

我国大学生心理健康教育模式的定位与构建——基于心理自助理念的探讨

我国大学生心理健康教育工作历经30年的发展,已走向了专业化、规范化的道路,但尚存一些发展中的问题。优化现有的高校心理教育模式,应定位于心理自助理念,构建大学生心理健康教育的心理自助模式。更加注重和突出大学生在心理教育中的主体地位,助其建立良好的心理自助系统。使大学生在日常的学习生活中学会首先依靠自己的力量,运用专业的心理自助方法,展开心理自助与助人,成为维护自我心理健康的主人,实现高校心理健康教育的最终目标。     

Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales

Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3–6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor.     

Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales

Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3-6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor.     

Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems

The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.     

在幼儿园教师教育中运用基于问题的学习模式

基于问题的学习是指学生利用知识和技能解决一系列实际问题,从而达到建构知识的目的。在幼儿园教师教育中运用基于问题的学习模式,可以借鉴香港大学教育学院的经验,重点是借助网络平台授课,为学前教育专业学生提供丰富的网络资源及网络学习工具;为学生创设劣构问题,促使其持续思考;坚持以学生为中心,组织学生小组协作;注重评价与反思。     

论大学生心理健康教育课程建设的理论和方法

大学生的心理健康教育已经越来越引起人们的广泛关注.总的说来,在大学生中,心理健康或基本健康的占大多数.但是,这几年在大学生中出现心理健康问题的比例在上升,形势还是比较严峻的,因此很多高校都普遍意识到了大学生心理健康教育课的必要性和重要性,都增设了这门课程.心理健康教育体系应当如何构建,包含哪些内容正是我们要探讨的重点.     

高校体育教师与大学生心理健康教育

对我国高等学校现行体制下学生心理健康预防中的弊端、有效性以及长期观察的可行性提出质疑。在分析高校对学生心理健康预防现状的基础上,着重对高校体育教学在学生心理健康教育中所能发挥的积极作用进行了阐述,并认为高校体育教师在充分利用课程教学对学生进行心理健康教育的同时,还需要与班辅导员、学校心理健康指导中心进行及时沟通与协作,积极参与和推进学校"三合一"式的心理健康教育力量的发展,从而达到有效预防和干预学生心理健康问题的目的。     

试论中小学生心理素质的形成

目前有关“学生心理素质”和“心理健康教育”的认识 ,已经成为教育领域的热门话题和新潮思想。那么 ,如何认识和理解中小学生心理健康、人的心理与社会发展是一种什么关系、个体心理素质是怎样发展和提高的等问题则是首先应该面对的问题。     

高职学生心理健康现状调查及教育模式研究

对浙江省四所高职院校428名学生进行心理健康状况调查(男生：216名，女生：212名)，该次调查采用SCL-90量表作为测量工具。结果显示：具有不同程度的心理问题的高职生占38．03％，其中具有中等严重程度心理问题的捡出串为10．75％，分布的因素项主要为强迫、精神病性、人际关系和抑郁。依据调查所得结果，提出了在高职院校实施心理健康教育的模式。     

Construction and validation of a classroom climate scale: a mixed methods approach

Students’ perceptions of their classroom climate have been found to relate significantly to students’ learning outcomes. The purpose of the present study was to construct an instrument for assessing elementary-school students’ perceptions of classroom climate, based on a previous instrument that was being used in Chile by a public national school mental health program as a tool for aiding teachers in improving classroom management, but which showed poor psychometric properties. We used a six-staged mixed-methods approach to construct relevant items and dimensions based on this measure and by adapting previously-existing scales. Item development included participatory construction of items involving program officials, focus groups with students, and a pilot study. The final version was administered to a sample of 6813 elementary-school students. Results showed adequate reliability and construct validity, convergent validity with school climate, and divergent validity with peer victimisation. When consequential validity was explored through semi-structured interviews with program officials and school administrators, we found that the instrument was being used as a tool for helping teachers to improve their school climate and management skills. We discuss the importance of constructing instruments using a mixed-methods approach.     

行动导向教学法在高职《大学生心理健康》课程中的探索与实践

如何科学构建《大学生心理健康》课程教学体系,切实做好心理健康教育工作,培养学生良好的心理素质,是高校学生思政工作主要任务之一。文章基于行动导向教学法,在高职《大学生心理健康》课程中综合运用多种教学方法,以提高学生独立解决实际心理问题的能力,促进学生身心健康发展。     

体育运动项目对大学生的心理调节作用

联合采用症状自评量表(SCL-90)对我国大学生心理健康状况进行调查,通过分析不同心理问题大学生对不同体育项目调节作用的认知状况,探索新时期大学生心理健康教育工作中与体育锻炼融合的心理干预途径和方法,研究结果表明:不同心理问题的大学生对运动项目的心理健康调节作用认知状况不同,进行心理干预时应结合运动项目自身独特的心理调节作用给予区别对待.     

The validity of the Devereux Early Childhood Assessment for culturally and linguistically diverse Head Start children

The Devereux Early Childhood Assessment (DECA) is a social-emotional assessment widely used by early childhood educational programs to inform early identification and intervention efforts. However, its construct validity is not well-established in independent samples of children from low-income backgrounds. We examined the construct validity of the teacher report of the DECA using a series of confirmatory factor analyses, exploratory factor analyses, and the Rasch partial credit model in a large sample of culturally and linguistically diverse Head Start children (N = 5,197). Findings provided some evidence for consistency in the factor structure of the three Protective Factors subscales (Initiative, Self-Control, and Attachment); however, the factor structure of the Behavioral Concerns subscale was not replicated in our sample and demonstrated poor fit to these data. Findings suggested that the 10 items of the published Behavioral Concerns subscale did not comprise a unidimensional construct, but rather, were better represented by two factors (externalizing and internalizing behavior). The use of the total Behavioral Concerns score as a screening tool to identify emotional and behavioral problems in diverse samples of preschool children from low-income backgrounds was not supported, especially for internalizing behavior. Implications for the consequential validity of the DECA for use as a screening tool in early childhood programs serving diverse populations of children and directions for future research are discussed.     

中学生心理健康状况调查与分析

采用改编自王极盛的《中国中学生心理健康量表》对河南省11所学校的1413名中学生进行心理健康状况调查,用SPSS13．0分析数据,经检验后表示量表信度和效度良好。结果发现在总均分上轻度以上检出率为44．73％,在各因子上存在中度以上问题的比例约为5％-17％,存在严重问题最多的是学习压力感、焦虑因子;在任一因子上中度以上检出率为41．97％,高中学生比例最多达49．61％;高中生与初中生在除强迫症状因子以外的其他各因子上都存在均值差异显著,其中适应不良、抑郁因子的均值差异最大;学习成绩越低。心理问题越多。