Nonsuicidal self-injury in elementary schools: School educators' knowledge and professional development needs

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-01-13 DOI:10.1002/pits.23142

Amanda Simundic, Lisa Van Hove, Imke Baetens, Elana Bloom, Nancy Heath

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引用次数: 0

Abstract

Previous research suggests that nonsuicidal self-injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary-aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross-national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI among students. More specifically, elementary school educators' perceived reasons and supportive needs of students who engage in NSSI, as well as their own professional development needs, were explored. In total, 181 elementary school educators across Canada (n = 63) and Belgium (n = 118) were recruited through teacher association listservs and by school administrators who distributed the study information to school staff. Chi-square tests revealed that Canadian elementary school educators had more often encountered NSSI among their students than Belgian educators, although Canadian and Belgian school educators' similarly reported feeling ill-equipped to deal with NSSI among students. Thematic analyses revealed that educators believe elementary-aged students engage in NSSI because of various intrapersonal (e.g., low self-esteem) and interpersonal stressors (e.g., bullying). Moreover, the majority of educators would like professional development to more effectively respond to students. Implications for schools and future research are discussed.

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小学中的非自杀性自我伤害：学校教育工作者的知识和专业发展需求

以往的研究表明，非自杀性自残（NSSI；在没有自杀意图的情况下故意破坏身体组织）在小学年龄段的儿童中时有发生。然而，小学教育工作者在多大程度上遇到过学生的非自杀性自残行为以及他们是如何应对的，目前仍不清楚。因此，本研究调查了加拿大和比利时小学教育工作者对学生 NSSI 的了解和经验的跨国差异。更具体地说，本研究探讨了小学教育工作者对学生进行 NSSI 的原因和支持需求，以及他们自身的专业发展需求。通过教师协会列表服务器和向学校教职员工分发研究信息的学校管理人员，共招募了加拿大（n = 63）和比利时（n = 118）的 181 名小学教育工作者。卡方检验显示，加拿大小学教育工作者比比利时教育工作者更经常遇到学生中的 NSSI 问题，尽管加拿大和比利时学校教育工作者同样报告称，他们感到没有足够的能力处理学生中的 NSSI 问题。主题分析表明，教育工作者认为，小学生之所以会进行 NSSI，是因为各种人内（如自卑）和人际（如欺凌）压力。此外，大多数教育工作者希望得到专业发展，以便更有效地应对学生。本文讨论了对学校和未来研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.