Halliday S, Mackrell K
Clinical Psychology, Psychotherapy and Counselling Unit, Leeds CMH Trust.
Br J Psychiatry. 1998 May;172:395-400. doi: 10.1192/bjp.172.5.395.
Psychological approaches to working with people with learning disabilities who self-injury have developed over the past 30 years.
The major literature is reviewed and an ecological framework is described which emphasises the importance of environmental, interpersonal and intrapersonal dynamics to understanding the multi-factorial nature of self-injury. Case examples are given.
Self-injury is seen as essentially communicative and functionally adaptive; it is the person's best attempt to deal with abusive, neglecting or traumatic environments or events.
The persistence of self-injurious behaviour once established, requires an interdisciplinary approach which addresses comprehensively the variety of factors which have contributed to the development and maintenance of self-injury.
在过去30年里，针对有自残行为的学习障碍者的心理治疗方法得到了发展。
回顾了主要文献，并描述了一个生态框架，该框架强调环境、人际和个体内部动态对理解自残行为多因素性质的重要性。给出了案例示例。
自残行为本质上被视为一种交流方式且具有功能适应性；它是个体应对虐待、忽视或创伤性环境或事件的最佳尝试。
一旦自残行为形成并持续存在，就需要一种跨学科方法，全面解决导致自残行为发生和维持的各种因素。
