Given the increased access to mental health services that schools provide, there has been a growing consensus among mental health professionals for the delivery of services for youth in schools. Building the capacity of schools to provide evidence-based socio-emotional supports across a continuum of care has been prioritized in recent decades. However, despite policy changes to implement more mental health services in schools, these services still remain widely underutilized by adolescents experiencing mental health problems. Understanding the factors impacting students’ decisions to seek help or use resources provided in a school setting is crucial for actually increasing utilization of care. Yet, little is known about the role of stigma in students’ underutilization of school mental health services. The current study examined stigma about mental health and services in schools through a qualitative analysis of 15 school personnel and student interviews at three high schools in South Carolina. Thematic analysis of interviews indicated that students have a negative outlook of mental health services because of fear of being stereotyped or embarrassed as a result of receiving school counseling. Data from this exploratory study directly contribute to the field of education by providing a model for professionals to implement strategies to eliminate the stigma that causes underutilization of school mental health services.

中文翻译：

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对有关青少年使用学校心理健康服务的耻辱感的主要知情人访谈的定性分析

鉴于学校越来越多地获得心理健康服务，精神卫生专业人员之间就在学校为青年提供服务的共识日益增加。近几十年来，建设学校在整个照护过程中提供循证的社会情感支持的能力已成为当务之急。然而，尽管为了在学校中实施更多的精神卫生服务而进行了政策调整，但这些服务仍被患有精神卫生问题的青少年广泛利用。了解影响学生决定寻求帮助或使用学校环境中提供的资源的因素，对于实际增加护理的利用至关重要。然而，关于耻辱在学生对学校心理健康服务的利用不足中的作用知之甚少。本研究通过对南卡罗来纳州三所高中的15名学校工作人员和学生访谈的定性分析，检查了有关学校心理健康和服务的污名。访谈的主题分析表明，学生对心理健康服务的看法是负面的，因为担心由于接受学校咨询而被定型或尴尬。这项探索性研究的数据通过为专业人员提供了实施策略来消除造成学校心理健康服务利用不足的污名化的模型，从而直接为教育领域做出了贡献。访谈的主题分析表明，学生对心理健康服务的看法是负面的，因为他们害怕由于接受学校咨询而被定型或尴尬。这项探索性研究的数据通过为专业人员提供了实施策略来消除造成学校心理健康服务利用不足的污名化的模型，从而直接为教育领域做出了贡献。访谈的主题分析表明，学生对心理健康服务的看法是负面的，因为他们害怕由于接受学校咨询而被定型或尴尬。这项探索性研究的数据通过为专业人员提供了实施策略来消除造成学校心理健康服务利用不足的污名化的模型，从而直接为教育领域做出了贡献。