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首页> 外文期刊>International journal of play therapy >School-Based Filial Therapy in Regional and Remote New South Wales, Australia
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School-Based Filial Therapy in Regional and Remote New South Wales, Australia

机译：澳大利亚区域和远程新南威尔士州的校内孝道治疗

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School-based filial therapy (SBFT) programs are training programs for teachers, school learning-support officers, and teacher's aides (paraprofessionals) working in regional and remote primary-school settings. The program educates paraprofessionals in the therapeutic foundations and skills involved in facilitating child-centered play therapy (or, "special play sessions") with children who have mild to moderate emotional and behavioral disturbances. The program is delivered in regional or remote locations over 3 days in a didactic and experiential format. When paraprofessionals become competent with therapeutic protocols involved in facilitating special play sessions, they design program implementations in their school settings to ensure the specific needs of each community are being met, in collaboration with their local school communities. This involves the use of local resources and abilities that take into consideration the unique cultural aspects of each school and community. Where children's mental health treatment is limited by access, culture, stigma, low socioeconomic status, and/or isolation, the SBFT program provides one possible solution: prioritizing and supporting locally determined, rather than prescriptive, implementation of the program. This specific program aims to address the many barriers people living in rural communities face when they attempt to access specialist mental health care, thus potentially delivering better health outcomes. As such, this program can be adapted anywhere around the world where health-care delivery and accessibility are challenging, especially for young children.
机译：基于学校的孝道治疗（SBFT）计划是在区域和远程小学环境中工作的教师，学校学习支持人员和教师助手（ParaProfestals）的培训计划。该计划教育了副交易所在促进儿童的戏剧疗法（或“特别游戏课程”）的治疗基础和技能中，与儿童有轻度以中等情绪和行为紊乱的儿童。该计划以教学和经验格式在3天内在区域或远程位置交付。当Parafrofestals与参与促进特殊戏剧会议的治疗协议具有能力时，他们在学校环境中设计计划实施，以确保与当地学校社区合作达到每个社区的特定需求。这涉及使用当地资源和能力，以考虑每个学校和社区的独特文化方面。如果儿童的心理健康治疗受到访问，文化，耻辱，低社会经济地位和/或隔离的限制，SBFT计划提供了一种可能的解决方案：优先考虑和支持本地确定的，而不是规范性的程序。此具体计划旨在满足在农村社区的许多障碍人士，当他们试图访问专业的心理保健时，可能会提供更好的健康结果。因此，该计划可以在世界各地的任何地方调整，保健交付和可访问性挑战，特别是对于幼儿为具有挑战性。

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