Adolescent self-harm prevention and intervention in secondary schools: a survey of staff in England and Wales
Adolescent self-harm prevention and intervention in secondary schools: a survey of staff in England and Wales
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DOI：
10.1111/camh.12308
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发表时间：
2019-09-01
影响因子：
6.1
通讯作者：
Janssens, Astrid
中科院分区：
文献类型：
--
作者：
Evans, Rhiannon;Parker, Rachel;Janssens, Astrid
青少年自残是一个主要的公共卫生问题。迄今为止，预防或干预的证据基础有限，特别是在学校环境中。为了制定有效的方法，首先必须了解学校的情况，包括现有的规定，实施的障碍，以及不同方法的可接受性。方法在英格兰和威尔士的222所中学的方便样本被邀请参加调查，与68.9%（n = 153）的响应率。一名工作人员代表每所学校完成了调查。与会者回答了有关青少年自我伤害预防和干预的现有规定、提供障碍和未来需求的问题。结果青少年自我伤害是高层管理人员和教师的重要关注点。然而，情绪健康和幸福是学校的首要健康优先事项。保健服务，如儿童和青少年心理保健服务和现场咨询是学校目前用来解决青少年自我伤害问题的主要方法，咨询被认为是最有用的规定。52%的学校接受了一些关于青少年自我伤害的工作人员培训，尽管只有22%的学校认为这种培训的充分性很高。在学校没有现有设施的情况下，受访者表示，他们希望员工培训、专业学生培训、外部演讲者、海报和集会，尽管后四种选择很少被列为最有用的方法。解决青少年自我伤害问题的主要障碍是：课程中缺乏时间;缺乏资源;缺乏工作人员培训和时间;担心鼓励青少年自我伤害。结论青少年自我伤害是学校的优先事项。干预措施可侧重于增加对教学人员的培训。
Background Adolescent self-harm is a major public health concern. To date there is a limited evidence-base for prevention or intervention, particularly within the school setting. To develop effective approaches, it is important to first understand the school context, including existing provision, barriers to implementation, and the acceptability of different approaches. Methods A convenience sample of 222 secondary schools in England and Wales were invited to participate in a survey, with a 68.9% (n = 153) response rate. One member of staff completed the survey on behalf of each school. Participants responded to questions on the existing provision of adolescent self-harm prevention and intervention, barriers to delivery, and future needs. Results Adolescent self-harm is an important concern for senior management and teachers. However, emotional health and well-being is the primary health priority for schools. Health services, such as Child and Adolescent Mental Health Services, and on-site counselling are the main approaches schools currently use to address adolescent self-harm, with counselling cited as the most useful provision. Fifty-two per cent of schools have received some staff training on adolescent self-harm, although only 22% rated the adequacy of this training as high. Where schools do not have existing provision, respondents stated that they would like staff training, specialist student training, external speakers, posters and assemblies, although the latter four options were infrequently ranked as the most useful approaches. Key barriers to addressing adolescent self-harm were: lack of time in the curriculum; lack of resources; lack of staff training and time; and fear of encouraging self-harm amongst adolescents. Conclusions Adolescent self-harm is a priority for schools. Intervention might focus on increasing the availability of training to teaching staff.