Pierret Aureliane C S, Anderson Joanna K, Ford Tamsin J, Burn Anne-Marie
Department of Psychiatry, University of Cambridge, Cambridge, UK.
School of Clinical Medicine, University of Cambridge, Cambridge, UK.
Child Adolesc Ment Health. 2022 May;27(2):161-172. doi: 10.1111/camh.12436. Epub 2020 Dec 5.
Self-harm among young people is a major public health concern, and whilst schools are well placed to identify and intervene with students who self-harm, the literature shows that school staff lack training and confidence in this area. This systematic review investigated the effectiveness, feasibility and acceptability of training interventions and support tools intended to equip school staff with skills and knowledge to adequately respond to students' disclosure of self-harm.
References for this review were identified through systematic searches of Medline, Embase, PsycINFO, Child Development & Adolescent Studies, ERIC, ASSIA and British Education Index on with search terms 'self-harm', 'training', 'school staff' and 'young people'. Thematic synthesis was used to analyse qualitative data.
We found that all eight included studies evaluated interventions/tools that were highly effective in terms of an increase in knowledge, skills and confidence of staff in responding to self-harming youth. Acceptability was good with high levels of satisfaction and perceived benefit by staff, though data on feasibility of the interventions were lacking. Limitations of the studies included a paucity of follow-up data, and lack of data relating to student outcomes and actual changes in staff practice in schools.
The findings from this review indicate that more evidence is needed to determine the effectiveness, acceptability and feasibility of interventions/tools for school staff addressing self-harm. Further studies should focus on maintaining knowledge, confidence and comfort levels over time, and determine the feasibility of interventions/tools with different staff cohorts and across school settings, as well as address outcomes for students.
青少年自残是一个重大的公共卫生问题，虽然学校有能力识别并干预自残的学生，但文献表明学校工作人员在这方面缺乏培训且信心不足。本系统评价调查了培训干预措施和支持工具的有效性、可行性和可接受性，这些措施和工具旨在使学校工作人员具备足够的技能和知识，以妥善应对学生透露的自残行为。
通过对Medline、Embase、PsycINFO、儿童发展与青少年研究、教育资源信息中心、应用社会科学索引和英国教育索引进行系统检索，使用检索词“自残”、“培训”、“学校工作人员”和“青少年”来确定本评价的参考文献。采用主题综合法分析定性数据。
我们发现，所有八项纳入研究均评估了干预措施/工具，这些措施/工具在提高工作人员应对自残青少年的知识、技能和信心方面非常有效。可接受性良好，工作人员满意度高且认为有好处，不过缺乏干预措施可行性的数据。研究的局限性包括随访数据不足，以及缺乏与学生结果和学校工作人员实际工作变化相关的数据。
本评价的结果表明，需要更多证据来确定针对学校工作人员处理自残问题的干预措施/工具的有效性、可接受性和可行性。进一步的研究应关注随着时间推移维持知识、信心和舒适度的情况，并确定干预措施/工具在不同工作人员群体和不同学校环境中的可行性，以及解决学生的结果问题。
