Cultural adaptation, content, and protocol of a feasibility study of school-based "Let's learn about emotions" intervention for Finnish primary school children

被引：2

作者：

Sourander, A. ^{[1
,2
,3
]}

Ishikawa, S. ^{[4
]}

Stahlberg, T. ^{[1
,2
,5
]}

Kishida, K. ^{[6
,7
]}

Mori, Y. ^{[1
,2
]}

Matsubara, K. ^{[8
]}

Zhang, X. ^{[1
,2
]}

Hida, N. ^{[9
]}

Korpilahti-Leino, T. ^{[1
,2
]}

Ristkari, T. ^{[1
,2
]}

Torii, S. ^{[1
,2
]}

Gilbert, S. ^{[1
,2
]}

Hinkka-Yli-Salomaki, S. ^{[1
,2
]}

Savolainen, H. ^{[10
]}

Narhi, V. ^{[11
]}

机构：

[1] Univ Turku, Res Ctr Child Psychiat, Turku, Finland

[2] Univ Turku, INVEST Flagship Ctr, Turku, Finland

[3] Turku Univ Hosp, Dept Child Psychiat, Turku, Finland

[4] Doshisha Univ, Fac Psychol, Kyoto, Japan

[5] Turku Univ Hosp, Dept Adolescent Psychiat, Turku, Finland

[6] Kwansei Gakuin Univ, Sch Humanities, Nishinomiya, Japan

[7] Japan Soc Promot Sci, Tokyo, Japan

[8] Doshisha Univ, Org Res Initiat & Dev, Kyoto, Japan

[9] Doshisha Univ, Ctr Wing Empirically Supported Treatments, Kyoto, Japan

[10] Univ Eastern Finland, Sch Educ Sci & Psychol, Kuopio, Finland

[11] Univ Jyvaskyla, Dept Educ, Jyvaskyla, Finland

来源：

FRONTIERS IN PSYCHIATRY | 2024年 / 14卷

基金：

芬兰科学院;

关键词：

school-based interventions; early interventions; socio-emotional skills; cultural adaptation; cognitive behavioral therapy; study protocol; DIFFICULTIES QUESTIONNAIRE; STRENGTHS; PROGRAMS; BEHAVIOR; RISK; METAANALYSIS; 8-YEAR-OLD;

D O I：

10.3389/fpsyt.2023.1334282

中图分类号：

R749 [精神病学];

学科分类号：

100205 ;

摘要：

Introduction: Emotional awareness and emotion regulation are crucial for cognitive and socio-emotional development in children. School-based interventions on socio-emotional skills have the potential to prevent these problems and promote well-being of children. The Japanese school-based program, Universal Unified Prevention Program for Diverse Disorders (Up2-D2), has shown preventive effects on mental health of children in Japan. The aims of this protocol paper are to describe the unique process of adapting the Up2-D2 from Eastern to Western context, and to present a feasibility study of the intervention, conducted in Finland. Methods: The cultural adaptation process started with the linguistic translation of materials, followed by the modification of language to fit the Finnish context. While the Japanese ideology was saved, some content was adapted to fit Finnish school children. Further modifications were made based on feedback from pupils and teachers. The Finnish version of the program was named "Let's learn about emotions" and consisted of 12 sessions and targeted 8- to 12-year-old pupils. A teacher education plan was established to assist Finnish teachers with the intervention, including a workshop, teachers' manual, brief introductory videos, and online support sessions. A feasibility study involving 512 4th graders in the City of Hyvinkaa, South of Finland, was conducted. It assessed emotional and behavioral problems, classroom climate, bullying, loneliness, perception of school environment, knowledge of emotional awareness, and program acceptability. Discussion: The originality of this study underlies in the East-West adaptation of a cognitive behavioral therapy-based program. If promising feasibility findings are replicated in Finland, it could pave the way for further research on implementing such programs in diverse contexts and cultures, promoting coping skills, awareness, social skills and early prevention of child mental health problems. Ethics: The ethical board of the University of Turku gave ethics approval for this research. The educational board of the City of Hyvinkaa accepted this study.

引用

页数：9