背景:自我伤害在青少年中很常见,是一个主要的公共卫生问题。学校工作人员可能是第一个注意到年轻人的自我伤害的成年人,并有能力提供支持或路标学生帮助。然而,学校工作人员经常报告说,他们不觉得有能力或有信心支持学生。尽管有需要,学校工作人员缺乏基于证据的自我伤害培训。基于网络的培训计划将为学校提供一种灵活且具有成本效益的方法,以增加员工知识,技能,以及如何应对自残学生的信心。
目的:本研究的主要目的是为学校教职员工共同制定一个基于证据的培训计划,以提高他们应对自残学生的技能和信心(对自残的支持性反应[SORTS])。本文介绍了与利益相关者共同制作的初始原型的设计和开发过程,以确保干预满足他们的要求。
方法:使用以用户为中心的设计和以人为本的方法,SORTS原型由(1)研究文献综述,现有准则,和政策;(2)与技术提供者和主题专家(心理健康,教育,和自我伤害);(3)与年轻人的焦点小组的发现;(4)与学校工作人员的联合制作讲习班。采用框架法进行专题分析。
结果:与专家和技术提供商的共同制作会议使我们能够制作培训内容的草稿,线框,和示例高保真用户界面设计。对焦点小组和讲习班的分析产生了四个关键主题:(1)培训计划的需求;(2)可接受性,实用性,和实施;(3)设计,内容,和导航;以及(4)调整和改进。调查结果表明,学校显然需要一个基于网络的自我伤害培训计划,提出的方案内容和设计是有用的,实用,并且可以接受。与利益相关者的协商为原型的迭代开发提供了信息。
结论:SORTS是一项基于网络的培训计划,旨在为学校工作人员提供基于研究证据并与利益相关者合作开发的自我伤害学生做出适当的反应。SORTS计划将为学校工作人员提供技能和策略,以支持性的方式应对自我伤害的学生,并鼓励学校采用全校方法进行自我伤害。需要进一步的研究来完成基于本研究反馈的干预措施开发,并评估该计划的有效性。如果发现有效,SORTS计划可以在学校和其他青年组织中实施。
BACKGROUND: Self-harm is common among adolescents and is a major public health concern. School staff may be the first adults to notice a young person\'s self-harm and are well placed to provide support or signpost students to help. However, school staff often report that they do not feel equipped or confident to support students. Despite the need, there is a lack of evidence-based training about self-harm for school staff. A web-based training program would provide schools with a flexible and cost-effective method of increasing staff knowledge, skills, and confidence in how to respond to students who self-harm.
OBJECTIVE: The main objective of this study was to coproduce an evidence-based training program for school staff to improve their skills and confidence in responding to students who self-harm (Supportive Response to Self-Harm [SORTS]). This paper describes the design and development process of an initial prototype coproduced with stakeholders to ensure that the intervention meets their requirements.
METHODS: Using a user-centered design and person-based approach, the SORTS prototype was informed by (1) a review of research literature, existing guidelines, and policies; (2)
coproduction discussions with the technical provider and subject matter experts (mental health, education, and self-harm); (3) findings from focus groups with young people; and (4)
coproduction workshops with school staff. Thematic analysis using the framework method was applied.
RESULTS: Coproduction sessions with experts and the technical provider enabled us to produce a draft of the training content, a wireframe, and example high-fidelity user interface designs. Analysis of focus groups and workshops generated four key themes: (1) need for a training program; (2) acceptability, practicality, and implementation; (3) design, content, and navigation; and (4) adaptations and improvements. The findings showed that there is a clear need for a web-based training program about self-harm in schools, and the proposed program content and design were useful, practical, and acceptable. Consultations with stakeholders informed the iterative development of the prototype.
CONCLUSIONS: SORTS is a web-based training program for school staff to appropriately respond to students who self-harm that is based on research evidence and developed in collaboration with stakeholders. The SORTS program will equip school staff with the skills and strategies to respond in a supportive way to students who self-harm and encourage schools to adopt a whole-school approach to self-harm. Further research is needed to complete the intervention development based on the feedback from this study and evaluate the program\'s effectiveness. If found to be effective, the SORTS program could be implemented in schools and other youth organizations.