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首页> 外文期刊>School Mental Health >The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England
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The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England

机译：学校成员和邮政系统的作用作为英格兰小学生社会情绪健康概况的预测因素

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A dual approach to mental health in schools has been widely defended, where the assessment of psychological distress and the examination of strengths/well-being are two separate continua. In line with a well-being approach, school belonging has been referenced as an important indicator of mental health in children. This study explored the predictive role of school sense of belonging alongside other demographic variables (gender, main language spoken at home, and socio-economic status of postcode) on the socio-emotional health profiles of primary school children in England. Children (N=522) were recruited from three primary schools in Greater London. A survey including measures of school belonging and socio-emotional health was administered to all children. Results showed that it is possible to identify groups of students at primary school level based on socio-emotional health ratings on gratitude, zest, optimism, and perseverance. School sense of membership, as measured by the psychological sense of school membership primary (PSSM-P), was the best predictor of group membership and, together with socio-economic status, explains 37% of the variance in socio-emotional health profiles. Belonging starts affecting well-being and socio-emotional health as early as in primary school, hence the importance of universal screening and early preventive actions to promote well-being in this age range. The study provides evidence supporting the use of the abbreviated (PSSM-P) in predicting socio-emotional health profiles, with potential to complement distress-based measures.
机译：学校的心理健康的双重方法已被广泛辩护，在那里评估心理困扰和对优势/福祉的审查是两个独立的连续核武器。符合良好的方法，学校归属被称为儿童心理健康的重要指标。本研究探讨了学校意识与其他人口变量（家庭，主要语言，邮政编码的社会经济地位）对英格兰小学生的社会情感健康概况的预测作用。儿童（n = 522）是从大伦敦的三所小学招募的。对所有儿童进行了一项调查，包括学校归属和社会情绪健康的措施。结果表明，有可能根据社会情绪健康评级识别小学一级的学生组，感谢，热情，乐观，持久性。学校的成员感官，由学校会员的心理学意义（PSSM-P）衡量，是集团成员国的最佳预测因子，以及社会经济地位，解释了社会情绪健康概况的37％的差异。归属于在小学中尽早影响福祉和社会情绪健康，因此普遍筛查和早期预防措施促进这个龄范围的重要性。该研究提供了支持使用缩写（PSSM-P）预测社会情绪健康概况的证据，具有补充基于痛苦的措施。

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