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首页> 外文期刊>International Journal of Circumpolar Health >School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms
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School personnel and community members’ perspectives in implementing PAX good behaviour game in first nations grade 1 classrooms

机译：学校人员和社区成员的观点在第一家第1级教室实施PAX良好行为游戏

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First Nations peoples in Canada have a history of poor mental health outcomes, as the result ofcolonisation and the legacy of residential schools. The PAX Good Behaviour Game (PAX-GBG) isa school-based intervention shown to improve student behaviour, academic outcomes, andreduce suicidal thoughts and actions. This study examines the use of PAX-GBG in First NationsGrade 1 classrooms in Manitoba. Researchers collected qualitative data via interviews and focusgroups from 23 participants from Swampy Cree Tribal Council (SCTC) communities. Participantsreported both positive effects and challenges of implementing PAX-GBG in their classrooms. PAXGBGcreated a positive environment where children felt included, recognised, and empowered.Children were calmer, more on-task, and understood the behaviours that are expected of them.However, for many reasons, PAX-GBG is not being used consistently across SCTC schools.Participants described barriers in implementation due to teacher turnover, lack of on-goingtraining and support, developmental and behavioural difficulties of students, and larger communitychallenges. Participants provided suggestions on how to improve PAX-GBG to be a better fitfor these communities, including important cultural and contextual adaptations. PAX-GBG hasthe potential to improve outcomes for First Nations children, however attention must be given toimplementation within community context.
机译：加拿大的第一个国家人民历史历史，心理健康成果差，是殖民化和住宅所在的遗产。 PAX良好行为游戏（PAX-GBG）ISA学校干预显示，提高了学生行为，学术成果，和安全的自杀思想和行动。本研究探讨了Pax-GBG在Manitoba的第一个Nationsgrade 1教室中的使用。研究人员通过来自Swampy Cree部落理事会（SCTC）社区的23名与会者的访谈和聚焦组收集了定性数据。参与者在课堂上实施Pax-GBG的积极影响和挑战。 paxgbgcreated一个积极的环境，孩子们感到包括，认可和赋予。少女更平静，更多的任务，并理解他们预期的行为。然而，由于许多原因，Pax-GBG不会持续跨过SCTC学校使用.Participants描述了由于教师营业额而实施的障碍，缺乏对学生的过度训练和支持，发展和行为困难以及更大的社区壁。参与者提供了有关如何改进PAX-GBG的建议，以便更适合这些社区，包括重要的文化和语境适应。 Pax-GBG有可能改善First Nations儿童的结果，然而，必须在社区背景下给予占用。

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