培训学校教职员工预防自杀并促进心理健康：虚拟“PC CARES”校园干预项目的成效
培训学校教职员工预防自杀并促进心理健康：虚拟“PC CARES”校园干预项目的成效
Training School Staff to Prevent Suicide and Promote Mental Health: Outcomes from Virtual PC CARES at School Intervention
——《学校心理健康》第18卷第2期，2026年6月——
【摘要】自杀是阿拉斯加原住民（AN）农村地区青少年面临的持续性健康不平等问题。AN农村社区的学校教职员工需要接受培训并获得支持，以预防自杀并促进AN学生的心理健康。本研究展示了“促进关于终结自杀研究的社区对话”（PC CARES）项目的学习与行为成效；该项目以线上形式开展，包含七次、每次两小时的教职员工培训课程。PC CARES通过一系列互动研讨会汇聚各方人士，旨在培养涵盖整个预防层级的自杀预防技能。研究通过基线调查和为期一个月的后续调查，追踪了成年参与者在自杀预防方面的近期成效（包括自我效能感、“实践社群”意识）及行为成效（包括协作预防自杀与促进健康、人际支持、减少致命手段获取以及危机后干预）。研究采用混合效应模型，分析了数据完整参与者（n = 128–140）在各项指标上的前后变化；同时进行调节效应分析，考察了参与次数、项目批次、参与者角色及学校政策对成效差异的影响。2020–2021年及2021–2022年间，来自阿拉斯加西北部21所农村学校及社区的172名人员参与了PC CARES项目，平均参与场次为4至5次。结果显示，参与者在各项指标上均报告了显著的积极变化。接受过较少心理健康培训的参与者（如教师相比学校辅导员）变化最为显著；此外，在报告自杀预防政策较少的学校，参与者获得的成效更为显著。在自杀高发的阿拉斯加农村社区学校中，PC CARES进校园的项目提升了参与者的认知、协作能力及实际行动，使其能够以符合文化适宜性的方式支持AN学生的心理健康并降低自杀风险。
【关键词】青少年自杀预防；农村地区；阿拉斯加原住民；学校教职员工培训；普惠性心理健康促进
[Abstract] Suicide is a persistent health inequity for rural Alaska Native (AN) youth. School staff in rural AN communities need training and support to prevent suicide and promote mental wellbeing among AN students. This study presents learning and behavior outcomes from Promoting Community Conversations About Research to End Suicide (PC CARES), done virtually in seven monthly, 2 h sessions with school staff. PC CARES brings people together for a series of interactive workshops to gain skills to prevent suicide across the prevention spectrum. Baseline and 1 month follow-up surveys track adult participants’ proximal suicide prevention outcomes of self-efficacy, “community of practice” and behavior outcomes: working together to prevent suicide and promote health; interpersonal support; lethal means reduction and postvention. Mixed effects models tested for pre/post changes for outcomes across participants with complete data (n?=?128–140). Moderator analyses tested differential outcomes by number of sessions, cohort, participant role, and school policies. There were 172 PC CARES participants from 21 rural schools and communities in northwestern Alaska in 2020–21 and 2021–22, with average attendance between 4 and 5 sessions. Participants reported significant beneficial changes across all outcomes. Greatest changes occurred for participants with less mental health training (i.e., teachers increased more than school counselors). Greater gains happened in schools where participants reported fewer suicide prevention policies. In rural Alaskan community schools with a high prevalence of suicide, PC CARES At School increased participants’ understanding, collaborations, and actions for supporting AN student mental wellbeing and decreasing suicide risk in culturally responsive ways.
[Key words] Youth suicide prevention, Rural, Alaska Native, School staff training, Universal mental health promotion
论文原文：Lisa Wexler, Lauren White, Roberta Moto, et al. (2026). Training School Staff to Prevent Suicide and Promote Mental Health: Outcomes from Virtual PC CARES at School Intervention. School Mental Health, Volume 18, Issue 2, Pages 428–447. June 2026.
https://doi.org/10.1007/s12310-026-09857-3
（翻译兼责任编辑：MARY）
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