精神病院和学校之间共享信息,以便更好地为自杀危机后重返校园的青少年提供支持

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Marisa E. Marraccini , Chelsea B. McGraw , Lora Henderson Smith , Cari Pittleman , Megan Griffard , Juliana L. Vanderburg , Amanda C. Tow , Telieha J. Middleton , Christina M. Cruz
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引用次数: 0

摘要

随着青少年因自杀相关危机而住院治疗的比例不断上升,改善青少年重返校园的情况也迫在眉睫。沟通与合作被认为是过渡时期持续护理的关键机制;然而,迄今为止,很少有研究确定了需要共享的关键信息,也很少有研究探讨了在重返校园期间和之后如何应对信息共享挑战的策略。本研究探讨了之前住院的青少年(19 人)、家长(19 人)、学校专业人员(19 人)和医院专业人员(19 人)对信息共享的看法,以及他们对这种沟通的促进因素和障碍的看法。应用主题分析揭示了与跨实体共享最佳信息有关的三个关键主题,包括:(a)需要考虑信息的环境相关性(即为学校支持和医院治疗提供信息);(b)考虑每个病人情况独特信息的重要性(即根据 "具体情况 "共享信息);以及(c)家庭倾向于共享最少信息但学校专业人员希望共享最多信息的双重性(即少即是多与多即是好)。关于信息共享的促进因素和障碍,出现了六个关键主题,包括:(a) 了解信息共享的风险 和益处;(b) 对医院和学校的信任;(c) 心理健康耻辱感;(d) 沟通过程;(e) 在个人、家 庭、学校和社区环境中游刃有余;(f) 隐私和需求之间的 "推拉 "关系。研究结果为与家庭合作确定在重返学校期间是否分享信息以及分享哪些信息提供了重要依据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Information sharing between psychiatric hospitals and schools to better support adolescents returning to school following a suicide-related crisis

As rates of adolescent hospitalization for suicide-related crises increase, so does the urgency for improving adolescent school reintegration. Communication and collaboration are considered key mechanisms for continuity of care during times of transition; however, to date, few studies have identified critical information to share or have explored strategies for navigating challenges to information sharing during and following school reintegration. The present study explored previously hospitalized adolescent (n = 19), parent (n = 19), school professional (n = 19), and hospital professional (n = 19) views of information sharing and their perceptions of facilitators and barriers to this communication. Applied thematic analysis revealed three key themes related to the best information to share across entities, including the (a) need to consider environmental relevance to information (i.e., informing school supports and hospital treatment), (b) importance of considering information unique to each patient's circumstance (i.e., sharing information on a “case-by-case basis”), and (c) duality between families preferring to share minimal information but school professionals desiring the maximum (i.e., less is more vs. more is better). Regarding facilitators and barriers to information sharing, six key themes emerged, including (a) understanding risks and benefits of information sharing; (b) trust in hospitals and schools; (c) mental health stigma; (d) communication processes; (e) navigating individual, family, school, and community contexts; and (f) “push and pull” between privacy and need. Findings inform key considerations for collaborating with families in determining if and what information to share during school reintegration.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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