研究背景：《健康中国行动——儿童青少年心理健康行动方案（2019—2022年）》明确提出，“针对儿童青少年常见的心理行为问题与精神障碍，开展早期识别与干预研究，推广应用效果明确的心理干预技术和方法。”然而，效果明确的循证心理干预技术和方法在学校环境中的应用并不理想。探索心理健康干预在学校实施的阻碍和支持因素，对于提升项目干预效果，推动循证方法的可持续应用和发展至关重要。北京师范大学行为健康研究中心在河南省多所小学开展了儿童创伤后应激障碍的心理健康小组干预，本研究基于此项目，探索在学校环境中实施儿童循证心理干预小组的障碍与支持因素，以此对基于学校的循证干预实施提出可行性建议。

研究方法：本研究主要采用质性访谈的方法，对1位教育主管部门领导、3位学校领导、7位普通教师、1位项目管理者以及8位社会工作者进行了半结构化访谈。采用类属分析法和情境分析法分析访谈资料。

研究结果：（1）实施障碍：在宏观层面，教育主管部门没有动力督导心理健康工作，各地也缺乏强有力的制度，文化环境中存在对心理类活动的污名化偏见，经济不发达地区未来难以有经费支持项目持续实施；在学校层面，校方感知到的服务需求与项目的实施效果不大因此难以有实施动力，名望高、难以协调统一干预时间的学校进驻实施较为困难，学校内缺乏不受干扰的活动空间也会降低实施质量；在个体层面，儿童参与小组的目的性、主动性不强会降低干预效率，在中途退组问题上儿童的个人原因较多样，老师个人持有不支持的态度会极大影响其班内儿童的参与。（2）促进因素：宏观层面上有较强领导力的政府部门领导能对项目产生较大行政推动力；学校如果有重视学生全面发展的理念氛围，能做出不打扰教学秩序的时间安排、提供人员通知等帮助会促进干预实施；个体层面的促进因素体现在教师和儿童对小组的高度认可，同时干预实施者在学校合适的互动表现也会赢得一定支持。

结论与启示：在学校推动实施儿童循证心理干预小组是可行的，项目在联系进驻以及正式实施时会受到宏观层面、学校层面、个体层面以及互动层面诸多因素的影响，其中起决定性作用的是宏观层面因素。项目方在未来的推广工作中要做好校内及校外人才储备，通过这样两类人才探索新型的项目推广路径，也要积极倡导各地方出台学校心理健康服务的指导与规范制度，充分考虑各利益相关方的需求、维系合作关系，将打造对儿童心理干预项目友好的学校环境纳入项目的实施研究中。

Background: “Healthy China Action - Action Plan for the Mental Health of Children and Adolescents (2019-2022)” had suggested to “carry out early identification and intervention research and popularize effective psychological intervention techniques and methods, in terms of the common psychological and behavioral problems and mental disorders of children and adolescents”. However, the actual application results at schools were not ideal. Therefore, in order to improve the effectiveness of intervention and achieve sustainable development and application of the evidence-based psychological intervention, it is crucial to explore the obstacles and promoting factors in the implementation process of psychological health intervention groups at school. The Behavioral Health Research Center of Beijing Normal University had carried out psychological health group intervention for children with post-traumatic stress disorder in several elementary schools in Henan Province. This research explores the obstacles and promoting factors in implementing evidence-based psychological group intervention for children at school based on this project, so as to make feasible suggestions for the implementation of evidence-based psychological intervention at school.

Method: This research mainly adopts the qualitative interview method. Semi-structured interviews were conducted with one leader of the education authority, three school leaders, seven school teachers, one project manager, and eight social workers. Categorization analysis and situational analysis were employed to analyze the interview information.

Results: (1) Implementation obstacles: from the macroscopic aspects, the education authorities’ motivation of supervising the psychological health work at school and relevant local systems are deficient. There still exist stigmatization and prejudice against psychological activities in the cultural environment, and it is difficult to obtain funds to support the project in economically underdeveloped areas in the future. At the school level, the service demand and the project implementation effect perceived by the schools are not evident enough to be worth implementation. It is particularly difficult for schools with high reputations and difficulty in coordinating the intervention time to implement it. The inadequate uninterrupted activity space in the school will also undermine the quality of implementation. At the individual level, children’s lack of purpose and initiative to participate in group activities negatively affects the effect of intervention. Students dropped out of the group for a variety of personal reasons. The unsupportive attitude of the teachers has a significant effect on the participation of children in their class. (2) Promoting factors: at the macro level, the strong leadership of the leaders in government departments can generate a large administrative impetus for the project. There is a conceptual atmosphere at school that emphasizes the overall development of students, making time arrangements that do not affect the teaching orders, providing personnel notifications and other assistances will promote the implementation of the intervention. The individual-level promoting factors are reflected in the high recognition of the group by teachers and students, and the excellent interaction performance of the intervention implementers at school will also win support to some extent.

Conclusion and Enlightenment: Promoting the implementation of evidence-based psychological group intervention for children at school is proven to be feasible. The project is affected by many factors during the process of contact, stationing and formal implementation, including the macro, the school, the individual and the international aspects, among which the macro-level factor plays a vital role. In future promotion work, the project party should maintain talent reserves inside and outside the schools and explore new project promotion methods with these talents. Additionally, it shall actively call for the introduction of local guidance and systems for school psychological health services and take the interests of all parties into account. Meanwhile, the project party ought to maintain cooperative relationships and create a friendly school environment for children’s psychological intervention programs in the implementation study of the project.