A small-scale study investigating staff and student perceptions of the barriers to a preventative approach for adolescent self-harm in secondary schools in Wales—a grounded theory model of stigma

Parker, Rachel

doi:10.1016/j.puhe.2018.03.016

Cited by 9 publications

(16 citation statements)

References 16 publications

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“…Concealability NSSI scars tend to be recognizable as self-inflicted (Ho, Jones, & Anderson, 2018) Feelings of shame (Lesniak, 2010;Rosenrot & Lewis, 2018) Hiding/covering/removing scars 2014; Hodgson, 2004;Lesniak, 2010) Being instructed to hide/cover scars or being forced to prove NSSI (Parker, 2018) Marker for mental illness (Burke, Olino, & Alloy, 2017) Falsifying narratives (Hodgson, 2004;Lesniak, 2010) Avoiding activities (e.g., swimming; (Newton & Bale, 2012;Parker, 2018) Ongoing urges, notions of recovery (Lewis, Kenny, Whitfield, & Gomez, 2019;Wadman et al, 2017) Visible scars as triggering (Burke et al, 2017) Fear of impact to career prospects (Long, 2018) Scars do not necessarily indicate current self-injury (Chandler, 2014) "Just stop it" Judgment from others leading to continued self-injury (Long, Manktelow, & Tracey, 2015) Belief that NSSI can easily be stopped (Wadman et al, 2017) Frustration with continued self-injury (Sandy & Shaw, 2012) Being told how expensive dressings are (Newton & Bale, 2012) What the public thinks about the peril of NSSI How an individual perceives the peril of their own NSSI What an individual expects others to think about the peril of their NSSI How people are treated as a result of beliefs about the peril of NSSI Peril Conflation of NSSI and suicide…”

Section: How Concealability Influences An Individual's Expectations O...mentioning

confidence: 99%

“…Common misconceptions include that it is an attention-seeking or manipulative behavior (Lewis, Mahdy, Michal, & Arbuthnott, 2014; Lloyd, Blazely, & Phillips, 2018; Sandy, 2013; Scourfield, Roen, & McDermott, 2011), that it is circumscribed to teenagers (Hughes et al, 2017; Oldershaw, Richards, Simic, & Schmidt, 2008) or girls (Lewis et al, 2014), and that it is suicidal (Kumar, Pepe, & Steer, 2004) or superficial and transitory (Mitten, Preyde, Lewis, Vanderkooy, & Heintzman, 2016; Oldershaw et al, 2008). These misconceptions generate stereotypes about NSSI that may result in prejudice and discrimination in the form of negative judgments (Long, 2018), reduced access to services (Anonymous, 2016), or removal of autonomy (Parker, 2018). People who self-injure may internalize NSSI stereotypes, resulting in diminished self-esteem and a reluctance to seek support (Chandler, 2014; Long, 2018), despite the potential benefits of doing so (Hasking, Rees, Martin, & Quigley, 2015).…”

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confidence: 99%

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Stigma and nonsuicidal self-injury: Application of a conceptual framework.

et al. 2021

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Nonsuicidal self-injury (NSSI) is a stigmatized behavior that involves intentionally damaging one’s own body, usually by cutting or burning the skin. Despite evidence that NSSI is stigmatized, the processes underlying NSSI stigma and associated outcomes are poorly understood. Given associations between NSSI and mental illness, NSSI may incur mental illness–related stigma. Additionally, NSSI is self-inflicted, which violates societal expectations of self-preservation, resulting in stigmatization. Finally, NSSI leaves physical marks in the form of wounds and scars that are subject to stigmatization. These behavioral and physical aspects of NSSI mean that a mental illness stigma lens may not holistically capture the experience and process of NSSI stigma. Understanding the manifestation and experience of NSSI stigma is a critical step toward stigma reduction. Given the incipient nature of research in this area, we have a unique opportunity to provide a theoretically grounded foundation to stimulate future work. In this article, we draw on theoretical perspectives to demonstrate the complexity of NSSI stigma and identify possible constructs that may underlie the development and experience of NSSI stigma. We then provide a theoretically and empirically informed framework to guide future work in this area.

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Section: How Concealability Influences An Individual's Expectations O...mentioning

confidence: 99%

mentioning

confidence: 99%

Stigma and nonsuicidal self-injury: Application of a conceptual framework.

et al. 2021

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“…6,27 However, it is important to consider that suicidal behavior is still treated as a taboo, a stigma in the school context, resulting in judgmental stances, both by teachers and by other students when observing behavior changes, which can be explained by ignorance, feeling impotence and fear, given the complexity to manage the situation safely and effectively. 12 During the speech, friendship, family, and professional help were appointed with support networks. It is emphasized that social support promotes mental health and prevents mental problems, while the lack of it contributes to the increased incidence of suicidal behavior.…”

Section: Suicidal Behavior and Prevention By Teachersmentioning

confidence: 99%

“…Thus, considering the complexity of the problem and the existence of a portion of the society under suicidal behavior risk, it is necessary, therefore, that the school may start to deal with this issue as something real, existing and present in the students' daily life, in the seek for breaking the complicity of the silence that leads to the denial or the minimization of the suicidal behavior. 12 Therefore, this study aims to analyze knowledge about suicidal behavior and prevention strategies adopted by elementary school teachers.…”

Section: Introductionmentioning

confidence: 99%

Comportamento suicida e estratégias de prevenção sob a ótica de professores

et al. 2020

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RESUMO Objetivo Analisar conhecimentos sobre comportamento suicida e estratégias de prevenção adotadas por professores do ensino fundamental. Método Estudo qualitativo, apoiado na pesquisa-ação, realizado em escola pública do município de Teresina, Piauí, Brasil. Participaram nove professores de ensino fundamental. Realizaram-se três encontros, uma reunião de negociação e dois seminários temáticos. Os discursos foram submetidos à análise temática. Resultados O conhecimento dos professores acerca do comportamento suicida envolveu identificação dos sinais de alerta, tendo a automutilação como atitude suicida mais recorrente. Como estratégias apontaram a necessidade de prevenção por meio da identificação do aluno em risco, da observação, do diálogo, do monitoramento e utilização de redes de apoio. Os desafios elencados pelos professores foram a inabilidade na identificação e associação dos sinais de alerta com o comportamento suicida, a dificuldade na abordagem do aluno em crise, a ausência de equipe de saúde mental nas escolas e de temas transversais nos currículos escolares. Conclusão e implicações para a prática Observa-se a necessidade de ações voltadas para a capacitação desses profissionais, tendo em vista sua posição privilegiada para promoção de ambientes saudáveis, bem como para prevenção e identificação dos adolescentes em risco, com manejo adequado e encaminhamento compartilhado aos serviços de saúde.

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“…This stigma has been associated with increased social isolation, deep shame, and lower likelihood of seeking help (Burke et al, 2019). In one study, stigma of NSSI was related to the exclusion of NSSI from prevention programming in secondary schools (Parker, 2018). The author concluded that this met criteria for discrimination according to the UK Equality Act of 2010, highlighting the need for improved efforts toward prevention.…”

Section: Cultural Perspectives For Managing Suicide and Nssimentioning

confidence: 99%

Managing risk and self-harm: Keeping young people safe

Westers

Plener

2019

Clin Child Psychol Psychiatry

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Suicide is the second leading cause of death among adolescents worldwide, yet adequate mental health services for children and adolescents are lacking across the globe. Likewise, youth who engage in non-suicidal self-injury (NSSI) are at heightened risk for suicide, but few pediatric settings have established protocols for screening and responding to youth who engage in NSSI and/or endorse thoughts of suicide. In this article, we highlight similarities and differences of managing suicide and NSSI across cultures, including persisting stigma associated with youth at risk for self-harm. We summarize current guidelines for screening youth at risk for suicide and NSSI across services, consider the use of online and telehealth services, and offer recommendations for a multidisciplinary approach to treating youth who engage in self-harming behaviors as well as how healthcare professionals can communicate with each other using common, non-stigmatizing language. We conclude with a discussion of future policy recommendations and areas for research.

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A small-scale study investigating staff and student perceptions of the barriers to a preventative approach for adolescent self-harm in secondary schools in Wales—a grounded theory model of stigma

Cited by 9 publications

References 16 publications

Stigma and nonsuicidal self-injury: Application of a conceptual framework.

Stigma and nonsuicidal self-injury: Application of a conceptual framework.

Comportamento suicida e estratégias de prevenção sob a ótica de professores

Managing risk and self-harm: Keeping young people safe

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