Background: Evidence reports that schools influence children and young people's health behaviours across a range of outcomes. However there remains limited understanding of the mechanisms through which institutional features may structure self-harm and suicide. This paper reports on a systematic review and meta-ethnography of qualitative research exploring how schools influence self-harm and suicide in students. Methods: Systematic searches were conducted of nineteen databases from inception to June 2015. English language, primary research studies, utilising any qualitative research design to report on the influence of primary or secondary educational settings (or international equivalents) on children and young people's self-harm and suicide were included. Two reviewers independently appraised studies against the inclusion criteria, assessed quality, and abstracted data. Data synthesis was conducted in adherence with Noblit and Hare's meta-ethnographic approach. Of 6744 unique articles identified, six articles reporting on five studies were included in the meta-ethnography. Results: Five meta-themes emerged from the studies. First, self-harm is often rendered invisible within educational settings, meaning it is not prioritised within the curriculum despite students' expressed need. Second, where self-harm transgresses institutional rules it may be treated as 'bad behaviour', meaning adequate support is denied. Third, schools' informal management strategy of escalating incidents of self-harm to external 'experts' serves to contribute to non-help seeking behaviour amongst students who desire confidential support from teachers. Fourth, anxiety and stress associated with school performance may escalate self-harm and suicide. Fifth, bullying within the school context can contribute to self-harm, whilst some young people may engage in these practices as initiation into a social group.
Objectives: This article presents two studies assessing the impact of mindfulness in prison (prisoners and staff) and non-custodial settings. Method: Study 1—prisoners ( n = 17) and staff ( n = 15) in a UK prison completed a mindfulness program; 16 individuals acted as a single time point comparison. Data were collected using self-report, computer based and physiological measurement. Study 2—men under community probation supervision were allocated to mindfulness (completed, n = 28) or TAU ( n = 27). Data were collected using self-report mindfulness measures. Results: Study 1—statistically significant (increases in mindfulness skills (η2 p = .234 to η2 p = .388), cognitive control (η2 p = .28), and heart rate variability (SDNN; η2 p = .41) along with significant decreases in stress (η2 p = .398) were found. In study 2, the mindfulness group showed non-significant improvements in mindfulness skills. Conclusion: The findings suggest brief mindfulness interventions could make an important contribution to offender rehabilitation and custodial staff wellbeing.
ResultsThe overall annual trend of the diagnosis of autism was rising steadily but the average ratio between males and females remained constant around 5:1. White children constituted the largest ethnic group at 54% Conclusion Gender difference between boys and girls with autism has not changed despite the significant change in demographics of our population over the period of 8 years, the increased level of public awareness of the condition and the improvement of professionals' ability in early detection and diagnosis of autistic spectrum disorders. Further research is required to explain this gap
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