支持儿童的心理健康素养：对教师和家长/照顾者知识的系统回顾以及对童年心理健康问题的认识

Mental Health Literacy for Supporting Children: A Systematic Review of Teacher and Parent/Carer Knowledge and Recognition of Mental Health Problems in Childhood

<Clinical Child and Family Psychology Review> 26 (2), 2023 

【摘要】与儿童一起工作或照顾儿童的成年人的心理健康素养（MHL）水平可能会影响儿童获得心理健康问题支持的及时性和充分性。本研究的目的是系统回顾学龄儿童（5至12岁）家长和教师支持儿童心理健康素养（MHLSC，认知/知识）的文献。 使用三个数据库（MEDLINE、PsycINFO和ERIC）以及Scopus中审查的相关引文对2000年至2021年6月期间发表的定量研究进行了系统检索。要纳入其中，研究至少需要衡量“心理健康知识”或“认知度”。根据研究设计、成人群体、儿童MHP、然后是MHL结果进行综合。研究使用了AXIS评估研究质量，筛选了3322份文件，39项研究符合纳入标准。49%的研究考察了教师对多动症的了解或认识；只有五项研究报告了父母样本。综合发现了一个在定义、方法和措施上各不相同的新兴领域。很少有研究关注内化问题或父母的知识和认识。用于衡量知识/认知的方法（小插图与筛选）与不同的结果相关，并且研究的质量通常为低至中等。成年人似乎对儿童多动症有很好的认识，但他们对内化障碍的了解不太清楚。需要进一步研究来制定标准定义和经过验证的措施，以便更好地确定在支持儿童心理健康方面发挥作用的人群中MHLSC 的差距。

【关键词】儿童；早期干预；心理障碍；心理健康素养；父母；教师。

[Abstract] The level of mental health literacy (MHL) in adults who work with or care for children is likely to influence the timeliness and adequacy of support that children receive for mental health problems. The aim of this study was to systematically review the literature on mental health literacy for supporting children (MHLSC, recognition/knowledge) among parents and teachers of school aged children (5 to 12 years old). A systematic search was conducted for quantitative studies published between 2000 and June 2021 using three databases (MEDLINE, PsycINFO and ERIC) and relevant citations reviewed in Scopus. To be included, studies needed to measure at least either ‘mental health knowledge’ or ‘recognition’. Synthesis proceeded according to study design, adult population, child MHP, then MHL outcome. Study quality was assessed using AXIS. 3322 documents were screened, 39 studies met inclusion criteria. 49% of studies examined teachers’ knowledge or recognition of ADHD; only five studies reported on parent samples. Synthesis found a nascent field that was disparate in definitions, methods and measures. Little research focussed on knowledge and recognition for internalizing problems, or on parents. Methods used for measuring knowledge/recognition (vignette vs screening) were associated with different outcomes and the quality of studies was most often low to moderate. Adults appear to have good recognition of childhood ADHD but their knowledge of internalizing disorders is less clear. Further research is required to develop standard definitions and validated measures so gaps in MHLSC can be better identified across populations who have a role in supporting children with their mental health.

[Key words] Child; Early intervention; Mental disorders; Mental health literacy; Parents; Teachers.

论文原文：Catherine L. Johnson, Maxine A. Gross, Anthony F. Jorm & Laura M. Hart (2023). Mental Health Literacy for Supporting Children: A Systematic Review of Teacher and Parent/Carer Knowledge and Recognition of Mental Health Problems in Childhood. Clinical Child and Family Psychology Review， 26(2): 569-591.

 https://doi.org/10.1007/s10567-023-00426-7 

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