被忽视的过渡:在心理健康急诊室访问后支持学校重新融入
Lora Henderson Smith1, Amy Tran1, Natalie Hendrickson1
1University of Virginia, School of Education and Human Development.
Children and youth services review
|August 6, 2025
概括
学校需要更好的支持学生返回后紧急部门 (ED) 访问. 大多数年轻人不需要住院治疗,但学校缺乏足够的培训和资源来满足他们在ED出院后的心理健康需求.
科学领域:
- 教育心理学教育心理学
- 儿童和青少年精神病学
- 学校心理健康服务学校心理健康服务
背景情况:
- 研究往往侧重于住院精神病学过渡,忽视了从急诊室返回的学生.
- 大多数因心理健康问题访问ED的年轻人被直接送回学校,没有住院治疗.
- 这些学生可能面临延迟或缺席的后续护理,需要基于学校的支持.
研究的目的:
- 探索学校心理健康专业人员和管理人员的经验和需求.
- 了解在ED访问后返回学校的学生支持的挑战.
- 为这一群体确定改善学校精神卫生干预措施的领域.
主要方法:
- 质量研究涉及10名学校心理健康专业人员和管理人员的采访.
- 用专题分析来识别采访数据中反复出现的模式和主题.
- 专注于相关的经验和需求,以支持学生的后ED释放.
主要成果:
- 确定了三个关键主题:有限的培训专注于风险/威胁评估,不一致的过渡协议和系统问题.
- 系统性问题包括学生门诊资源的稀缺以及学校心理健康工作人员的培训不足.
- 学校专业人士报告说,当前的做法和返回ED访问的学生的需求之间存在很大的差距.
结论:
- 学校需要加强培训和资源,以便在ED访问后有效支持学生.
- 对学校心理健康专业人员进行改进的,基于证据的培训至关重要.
- 系统性改进至关重要,包括增加门诊资源和标准化过渡协议.
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