Smith Lora Henderson, Hendrickson Natalie, Warren Emily, Tran Amy, Savina Elena
University of Virginia, School of Education and Human Services.
James Madison University, Department of Graduate Psychology.
School Ment Health. 2025 Mar;17(1):19-31. doi: 10.1007/s12310-024-09717-y. Epub 2024 Oct 7.
Supporting students returning to school after a mental health crisis often involves more training than many school staff members receive. With the increase in youth mental health diagnoses, there has also been an increase in the number of youth requiring psychiatric emergency department visits and hospitalizations. As such, this study employed a basic qualitative design to gather the perspectives of school staff who support students' mental health about their experiences and training needs related to supporting youth returning to school after psychiatric hospitalization. Semi-structured interviews were conducted with 10 school mental health professionals or administrators. Thematic analysis was used to analyze the data. Three themes were identified: 1) most participants received minimal formal training in graduate school on hospital to school transition, 2) most participants learned about hospital to school transition on the job, and 3) participants made recommendations and identified specific training needs. Implications for training are discussed including a need for variety (e.g., some practitioners need basic training while others need more advanced training) and different format preferences (in-person may be preferred but online asynchronous is more convenient).
支持有心理健康危机的学生重返校园通常需要比许多学校工作人员所接受的更多培训。随着青少年心理健康诊断数量的增加，需要前往精神科急诊科就诊和住院的青少年人数也有所增加。因此，本研究采用基本的定性设计，以收集支持学生心理健康的学校工作人员对他们与支持精神病住院后重返校园的青少年相关的经历和培训需求的看法。对10名学校心理健康专业人员或管理人员进行了半结构化访谈。采用主题分析法对数据进行分析。确定了三个主题：1）大多数参与者在研究生阶段接受的关于从医院到学校过渡的正规培训很少，2）大多数参与者是在工作中了解到从医院到学校的过渡，3）参与者提出了建议并确定了具体的培训需求。讨论了培训的意义，包括对多样性的需求（例如，一些从业者需要基础培训，而另一些则需要更高级的培训）以及不同的形式偏好（可能更喜欢面对面培训，但在线异步培训更方便）。
