School‐based mental health professionals consistently report that they are either not prepared to support grieving students, or do not have time to integrate crisis intervention support into their hectic schedule. Given that inadequate school mental health services can increase a bereaved student's risk of developing emotional problems, it is critical that school psychologists increase their comfort in grief. This study surveyed 75 school psychologists in the Northwestern United States regarding their training and experience in grief support. A reflexive thematic analysis identified four themes related to the challenges and recommendations in grief support: lack of training, limited role of the school psychologist, lack of formalized grief response system, and lack of school and community resources. Furthermore, only 3% of participants reported taking the lead in providing grief support and 64% provide grief support fewer than five times a year. The majority (81%) reported that they had zero courses devoted to grief support during their graduate degree, with more participants (67%) obtaining grief training postdegree. Study limitations, areas for further research, and implications for schools and school psychologists are also discussed.

中文翻译：

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学校心理学家提供悲伤支持的培训和经验

学校心理健康专业人员一致表示，他们要么没有准备好支持悲伤的学生，要么没有时间将危机干预支持纳入他们繁忙的日程中。鉴于学校心理健康服务不足可能会增加失去亲人的学生出现情绪问题的风险，因此学校心理学家增加他们在悲伤中的安慰至关重要。这项研究调查了美国西北部的 75 名学校心理学家，了解他们在悲伤支持方面的培训和经验。反思性主题分析确定了与悲伤支持的挑战和建议相关的四个主题：缺乏培训、学校心理学家的作用有限、缺乏正式的悲伤应对系统以及缺乏学校和社区资源。此外，只有 3% 的参与者表示带头提供悲伤支持，而 64% 的参与者每年提供悲伤支持的次数少于五次。大多数人 (81%) 表示，他们在研究生学位期间专门开设了零课程专门用于悲伤支持，更多参与者 (67%) 获得了悲伤培训研究生学位。还讨论了研究局限性、进一步研究的领域以及对学校和学校心理学家的影响。