DECIPHer, School of Social Sciences, Cardiff University, 1-3 Museum Place, Cardiff, CF10 3BD, UK.
Public Health. 2018 Jun;159:8-13. doi: 10.1016/j.puhe.2018.03.016. Epub 2018 Apr 18.
Grounded theory analysis of secondary school staff and pupil perceptions about the barriers to preventative work for adolescent self-harm within the secondary school setting in Wales.
Qualitative and grounded theory.
Two secondary schools in Wales were purposefully sampled for variation. Four group interviews took place using qualitative research methods (Participatory Rapid Appraisal) with six school-based professionals and six students aged more than 16 years. Three pupil participants had long-term experience themselves of self-harming behaviours; all the remaining participants had encountered pupils who self-harmed. The research interviews were transcribed verbatim, generating school context-dependent information. This was analysed through the logic of abduction using the constant comparative grounded theory method because of its ability to focus on axial coding for context. The ontology that shaped this work was critical realism within a public health paradigm.
A theoretical model of stigma resulted from the grounded theory analytical process, specifically in relation to staff and student perceptions about adolescent self-harm within the institutional context. This meant that social-based behaviours in the secondary school setting centred on the topic and behaviour of adolescent self-harm were structured by stigma.
The findings of this study offer an explanation on the exclusion of adolescent self-harm from preventative work in secondary schools. The stigma model demonstrates that adolescent self-harm is excluded from the socio-cultural norms of the institutional setting. Applying the UK Equality Act (2010), this is discrimination. Further research on the institutional-level factors impacting adolescent self-harm in the secondary school context in England and Wales is now urgently needed.
对威尔士中学教职员工和学生对中学环境中青少年自残预防工作障碍的看法进行扎根理论分析。
定性和扎根理论。
威尔士的两所中学被有针对性地抽样，以获取多样性。使用定性研究方法（参与式快速评估），对 6 名学校专业人员和 6 名 16 岁以上的学生进行了 4 次小组访谈。3 名学生参与者自己有长期的自残行为经验；其余所有参与者都遇到过自残的学生。研究访谈逐字记录，生成与学校背景相关的信息。使用归纳逻辑的常规模块理论方法进行分析，因为它能够专注于上下文的轴向编码。这一工作的本体论是公共卫生范式中的批判现实主义。
扎根理论分析过程产生了一个污名化的理论模型，特别是在教职员工和学生对中学环境中青少年自残的看法方面。这意味着，在中学环境中，以社会为基础的行为围绕着青少年自残的话题和行为，受到污名化的影响。
这项研究的结果提供了对中学预防青少年自残工作被排除在外的解释。污名化模型表明，青少年自残被排除在机构环境的社会文化规范之外。根据英国《平等法》（2010 年），这是歧视。现在迫切需要在英格兰和威尔士的中学背景下对影响青少年自残的机构层面因素进行进一步研究。
Zotero 插件