Self-reported school experience as a predictor of self-harm during adolescence: a prospective cohort study in the South West of England (ALSPAC).
Self-reported school experience as a predictor of self-harm during adolescence: a prospective cohort study in the South West of England (ALSPAC).
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DOI：
10.1016/j.jad.2014.11.003
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发表时间：
2015-03-01
影响因子：
6.6
通讯作者：
Gunnell, David
中科院分区：
文献类型：
--
作者：
Kidger, Judi;Heron, Jon;Leon, David A.;Tilling, Kate;Lewis, Glyn;Gunnell, David
学校生活的几个方面被认为与青少年自残的风险增加有关，但这些方面很少在前瞻性研究中进行调查。雅芳父母与儿童纵向研究（ALSPAC）出生队列的成员完成了14岁学校经历和16岁自残行为的邮政调查（n=3939）。使用多变量逻辑回归模型检验了学校经历（与学校联系的感觉、对学校的享受和对教师公平的看法）与随后的自我伤害之间的联系。16岁的自残与早期对学校的认知有关，特别是与他人相处不好或感觉不被他人接受（分别为or =2.43[1.76, 3.35]和or =2.69[2.16, 3.35]），不喜欢学校或课堂上做的工作（or =1.40[1.17, 1.69]和or =1.36[1.10, 1.67]），感觉老师不清楚行为或未能始终解决不当行为（or =1.59[1.20, 2.12]或=1.89[1.51,2.37]）。在控制心理健康与结果同时发生的模型中，这些关联部分减弱。糟糕的学校经历与自杀性和非自杀性自残都有关系，前者的关联略强。(i)有一些后续损失，（ii）没有测量欺凌经历，（iii）暴露和结果测量是自我报告。那些感觉与学校脱节，在学校不开心，或者觉得老师不公平的学生更有可能在未来自残。评估学生对学校的感知可能有助于识别那些有自残风险的人，他们将从预防性干预中受益。
Several aspects of school life are thought to be associated with increased risk of self-harm in adolescence, but these have rarely been investigated in prospective studies. Members of the Avon Longitudinal Study of Parents and Children (ALSPAC) birth cohort completed postal surveys of school experiences aged 14, and self-harm behaviour aged 16 (n=3939). Associations between school experiences (feeling connected to school, enjoyment of school and perception of teachers as fair) and subsequent self-harm were examined using multivariable logistic regression models. Self-harm aged 16 was associated with earlier perceptions of school, specifically not getting on well with or feeling accepted by others (OR=2.43 [1.76, 3.35] and OR=2.69 [2.16, 3.35] respectively), not liking school or the work done in class (OR=1.40 [1.17, 1.69] and OR=1.36 [1.10, 1.67]), and feeling that teachers are not clear about behaviour or fail to address misbehaviour consistently (OR=1.59 [1.20, 2.12] OR=1.89 [1.51, 2.37]). These associations were partially attenuated in models controlling for mental health concurrent with the outcome. Poor school experiences were related to both suicidal and non-suicidal self-harm, with slightly stronger associations visible for the former. (i) There was some loss to follow up, (ii) experience of bullying was not measured, and (iii) exposure and outcome measures were self-report. Students who feel unconnected to school, unhappy at school, or feel that teachers are unfair are more likely to self-harm in the future. Assessing students׳ perceptions of school may serve to identify those at risk of self-harm who would benefit from preventative interventions.
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DOI：
10.3109/10401239709147808
发表时间：
1997-12-01
期刊：
Annals of clinical psychiatry : official journal of the American Academy of Clinical Psychiatrists
影响因子：
--
作者：
Safer, D J
通讯作者：
Safer, D J
影响因子：
6.6
作者：
Mars B;Heron J;Crane C;Hawton K;Kidger J;Lewis G;Macleod J;Tilling K;Gunnell D
通讯作者：
Gunnell D
流行病学和临床研究中缺少数据的多重归因：潜力和陷阱。
DOI：
10.1136/bmj.b2393
发表时间：
2009-06-29
期刊：
BMJ (Clinical research ed.)
影响因子：
--
作者：
Sterne JA;White IR;Carlin JB;Spratt M;Royston P;Kenward MG;Wood AM;Carpenter JR
通讯作者：
Carpenter JR
影响因子：
3.4
作者：
Landstedt, Evelina;Gadin, Katja Gillander
通讯作者：
Gadin, Katja Gillander
影响因子：
10.5
作者：
Hawton, K;Zahl, D;Weatherall, R
通讯作者：
Weatherall, R