Roberts Caroline L, Larsh Madilyn, Symons Frank
Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA.
Institute of Child Development, University of Minnesota, Minneapolis, MN, USA.
J Intellect Dev Disabil. 2024 Dec;49(4):378-390. doi: 10.3109/13668250.2024.2370564. Epub 2024 Jul 2.
Historically, the research and treatment of self-injury has been disciplinarily siloed. As a result, the behaviour is understood and treated differently among individuals with and without intellectual and developmental disabilities. We explore the potential for an interdisciplinary research and practice agenda in self-injury.
We conducted 10 focus groups with experts in self-injury and analysed discussions that resulted from the question: "What is the role of interdisciplinarity in the study and treatment of self-injury?"
Through a reflexive thematic analysis we came up with actionable and positively-oriented themes: Interdisciplinarity at the Individual Level, Context of Needed Systems-Level Change, Highlighting Workforce Support, Strategic Use of Implementation and Dissemination Science, and The Pursuit of Integration. Each theme includes several subthemes that describe specific strategies.
An interdisciplinary approach is not only possible but worthwhile and would be particularly beneficial to supporting individuals with intellectual and developmental disabilities engaging in self-injurious behaviour.
从历史上看，自我伤害的研究和治疗在学科上一直处于孤立状态。因此，有智力和发育障碍的个体与没有这些障碍的个体对这种行为的理解和治疗方式有所不同。我们探讨了自我伤害领域跨学科研究与实践议程的潜力。
我们与自我伤害领域的专家进行了10次焦点小组讨论，并分析了围绕“跨学科性在自我伤害的研究和治疗中扮演什么角色？”这一问题展开的讨论。
通过反思性主题分析，我们得出了可付诸行动且积极导向的主题：个体层面的跨学科性、所需系统层面变革的背景、强调劳动力支持、实施与传播科学的战略运用以及对整合的追求。每个主题都包含几个描述具体策略的子主题。
跨学科方法不仅可行，而且值得一试，尤其有助于支持有智力和发育障碍且有自我伤害行为的个体。
