学校参与和自杀的人际心理理论:身份群体的差异

IF 2.3 3区 心理学 Q2 PSYCHOLOGY, APPLIED
Kelly L. Wester, Carrie Wachter Morris, Emu Aragon, Christine McAllister
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引用次数: 0

摘要

自杀的人际-心理理论(IPTS)是理解自杀倾向的一个框架,但很少有人将 IPTS 与学校环境联系起来,也很少有人在不同人群中探索这一模式。在本文中,我们在一所高中进行了一项横断面评估,以了解学生参与、IPTS 和自杀行为之间的关系,从而为心理咨询专业人员提供指导,以便有针对性地开展预防和干预工作,提高有效性。共有 1081 名高中生参与了本次研究。研究发现,学生参与的某些方面与自杀行为之间的关系中,"负担感 "具有缓和作用,但学校中不同身份群体的自杀行为风险因素存在细微差别。研究结果对针对不同背景学生的最有效预防和干预措施具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School engagement and Interpersonal–Psychological Theory of Suicide: Identity groups differences

The Interpersonal–Psychological Theory of Suicide (IPTS) is a framework for understanding suicidality, yet there is little connection of IPTS to school environment, or exploration of this model within various populations. In this article, we conduct a cross-sectional assessment in a high school to understand the relationships between student engagement, IPTS, and suicidal behavior, to provide guidance for counseling professionals to target prevention and intervention efforts to increase effectiveness. A total of 1081 high school students participated in the current study. While perceived burdensomeness was found to moderate the relationship of some aspects of student engagement to suicidal behavior, nuances existed in risk factors to suicidal behavior for various identity groups within the school. Findings have implications for prevention and intervention efforts that would be most effective for students with diverse backgrounds.

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来源期刊
CiteScore
5.40
自引率
13.00%
发文量
35
期刊介绍: Journal of Counseling & Development publishes practice, theory, and research articles across 18 different specialty areas and work settings. Sections include research, assessment and diagnosis, theory and practice, and trends.
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