加拿大學校正向心理健康指標框架
泛加拿大學校衛生聯合聯盟(Pan-Canadian Joint Consortium for School Health,JCSH)由省、地區和聯邦政府於 2005 年成立,旨在將加拿大的兩個大型系統—教育和衛生結合起來,以改善健康、福祉,以及加拿大兒童和青少年的成就成果。該組織出版「正向心理健康工具包」,旨在促進學校環境中積極的心理健康實踐和觀點。
其中第五單元:評估綜合學校健康中,提供學校正向心理健康指標框架,節錄如下:
正向心理健康指標框架
組成一:社會與物質環境
指標 1.1:了解正向心理健康觀點和做法,以及它們與學生的社會情緒功能和學業發展的關係
指標 1.2:無障礙的空間,讓學生感到安全和受到重視
指標 1.3:創造安全和關懷學校環境的全校性措施
指標 1.4:廣用性設計的物理空間,確保所有學生都可以充分參與課堂和學校環境
指標 1.5:對與學生網路交友潛在安全問題的注意
指標 1.6:積極的學習環境,包含有社會/情緒問題的學生的需求
組成二:教育與學習
指標 2.1:學生有機會加深對多樣性的理解和欣賞
指標 2.2:在教學實踐中融入文化相關主題
指標 2.3:學生學習和練習社交技能的機會
指標 2.4:探索優勢、興趣和潛力領域,以提高學生在教育常規和人際關係中的參與度
指標 2.5:符合個人學習偏好和需求的教學方法
指標 2.6:減少控制,並以傾聽學生的觀點,支持學生自主學習的教學方法
組成三:夥伴關係與服務
指標 3.1:積極的學校與家庭互動,提供學年早期接觸與照顧者的定期溝通
指標 3.2:強化家庭與學校的合作關係,包含家庭成員參與學校改進計劃或擔任學生學習活動的志工
指標 3.3:學生有機會與社區青年服務機構的成年人一起參與增能培訓活動
指標 3.4:學校、社區和部門服務提供者的合作,確保在需要額外支持時及時提供學生及其家庭所需協助
指標 3.5:強化學生投入並參與的學校及社區合作關係
組成四:政策
指標 4.1:領導層級支持正向心理健康的觀點,並參與正向心理健康實踐的設計與實施
指標 4.2:滿足所有學生(包括特殊學生)的學習和社會需求的教育政策
指標 4.3:學校政策可針對有困難的學生提供問題導向的協助
指標 4.4:關於正向心理健康觀點和實踐的專業發展機會
指標 4.5:學校有文件記錄提供學習和/或社會情緒需求的及時評估和服務
The PMH Indicator Framework
Component I: Social and Physical Environment
Indicator 1.1: An understanding of positive mental health perspectives and practices and how they relate to students’ social-emotional functioning and academic development
Indicator 1.2: Accessible meeting places and social spaces where students feel safe and valued
Indicator 1.3: School-wide initiatives that foster the creation of safe and caring school environments
Indicator 1.4: Universally-designed physical spaces that ensure all students can participate fully as learners in the classroom and school settings
Indicator 1.5: Awareness of potential safety concerns related to students’ online social exchanges and relationships
Indicator 1.6: Positive learning environments that explicitly include the needs of students with social/emotional concerns
Component 2: Teaching and Learning
Indicator 2.1: Opportunities for students to gain enhanced understanding and appreciation of diversity
Indicator 2.2: Incorporation of culturally-relevant themes in instructional practices
Indicator 2.3: Opportunities for students to learn and practice social skills
Indicator 2.4: Exploration of areas of strength, interest and potential to enhance student engagement in educational routines and relationships
Indicator 2.5: Teaching methods that accommodate individual learning preferences and needs
Indicator 2.6: Teaching approaches that support autonomy by minimizing control, listening to and validating student perspectives
Component 3: Partnerships and Services
Indicator 3.1: Positive school-home interactions that provide early school-year contacts and regular communications with caregivers
Indicator 3.2: Collaborative home-school relationships that include family members in school improvement initiatives or as volunteers in student learning activities
Indicator 3.3: Opportunities for students to engage in mentorship learning activities with caring adults from community-based youth-serving agencies
Indicator 3.4: Collaborative approaches among school, community and departmental service providers that ensure the execution of timely responses to the needs of students and their families when additional supports are required
Indicator 3.5: School and community partnerships initiatives that emphasize active student engagement and participation
Component 4: Policy
Indicator 4.1: Leadership support and participation in the design and implementation of positive mental health perspectives and practices
Indicator 4.2: Educational policies that accommodate the learning and social needs of all students, including those with exceptionalities
Indicator 4.3: Discipline policies that restore and reconnect students to school by providing solution-focused responses to resolve areas of student difficulty or challenge
Indicator 4.4: Professional development opportunities on positive mental health perspectives and practices
Indicator 4.5: Documented school practices that support the provision of timely assessment and early response services to students with significant learning and/or social-emotional concerns
參考資料:
JCSH POSITIVE MENTAL HEALTH TOOLKIT,Module 5: Assessing Comprehensive School Health P8 The PMH Indicator Framework
https://www.wmaproducts.com/JCSH/