Roberts-Dobie Susan, Donatelle Rebecca J
School of Health, Physical Education and Leisure Services, University of Northern Iowa, 219 Wellness and Recreation Center, Cedar Falls, IA 50614-0241, USA.
J Sch Health. 2007 May;77(5):257-64. doi: 10.1111/j.1746-1561.2007.00201.x.
The purpose of this study was to examine the experience, knowledge, and needs of school counselors in relation to students' self-injurious behaviors.
One thousand members of the American School Counselor Association were randomly selected to receive a questionnaire on the study of self-injury. Four hundred forty-three school counselors returned usable questionnaires.
Most (81%) reported working with a self-injurer during their career, and 51% reported working with a self-injurer during the 2002-2003 school year. Findings suggest that counselors feel they are the appropriate person to work with students who self-injure but need more training to identify self-injurers and refer them to appropriate resources outside of the school. Counselors identified a number of barriers to successfully working with students who self-injure, such as lack of training, lack of cooperation with school personnel, and lack of policy on school injury.
The authors suggest a model where the school counselor acts as a liaison to ensure the coordination of education about self-injury for students, parents, and school staff and as a conduit to refer students to therapists in the community.
本研究旨在调查学校辅导员在处理学生自我伤害行为方面的经验、知识和需求。
随机选取1000名美国学校辅导员协会成员，向他们发放一份关于自我伤害研究的调查问卷。443名学校辅导员返回了有效问卷。
大多数（81%）报告称在其职业生涯中曾与自我伤害者共事，51%报告称在2002 - 2003学年与自我伤害者共事。研究结果表明，辅导员认为自己是与自我伤害学生共事的合适人选，但需要更多培训以识别自我伤害者并将他们转介到学校以外的合适资源处。辅导员指出了与自我伤害学生成功共事的一些障碍，如缺乏培训、与学校工作人员缺乏合作以及学校伤害方面缺乏政策。
作者提出了一个模式，即学校辅导员充当联络人，以确保为学生、家长和学校工作人员协调关于自我伤害的教育，并充当将学生转介给社区治疗师的渠道。
