Roberts Caroline L, Larsh Madilyn, Symons Frank
Department of Educational Psychology, University of Minnesota.
Institute of Child Development, University of Minnesota.
J Ment Health Res Intellect Disabil. 2025;18(3):280-300. doi: 10.1080/19315864.2024.2424744. Epub 2024 Nov 4.
There is a gap between individuals with intellectual and developmental disabilities (IDD) who need treatment for self-injurious behavior (SIB) and those who receive it. One contributing factor may be a multiplicity of beliefs about the nature of SIB and its treatment.
Using reflexive thematic analysis, we interviewed and integrated two knowledge sources: the perspectives of family caregivers for individuals with SIB and IDD and the perspectives of clinicians and researchers who treat and study self-injury.
We present results from two primary belief categories: perceptions of causal variables and treatment goals.
By contextualizing the current paradigms of research and practice in self-injury as siloed depending on whether an individual does or does not have IDD, we discuss ways to deepen our understanding of the process of treatment provision for self-injurious behavior to inform efforts to close the treatment gap.
在需要针对自伤行为（SIB）进行治疗的智力和发育障碍（IDD）个体与接受治疗的个体之间存在差距。一个促成因素可能是对自伤行为的本质及其治疗存在多种观念。
我们采用反思性主题分析法，采访并整合了两个知识来源：患有自伤行为的智力和发育障碍个体的家庭照顾者的观点，以及治疗和研究自伤行为的临床医生和研究人员的观点。
我们呈现了两个主要信念类别的结果：对因果变量的认知和治疗目标。
通过将当前自伤行为的研究和实践范式置于孤立状态，即根据个体是否患有智力和发育障碍来划分，我们讨论了加深对自伤行为治疗提供过程理解的方法，以为缩小治疗差距的努力提供信息。
