An Educational Response to Deliberate Self‐harm: Training, Support and School–agency Links

Best, Ron

doi:10.1080/02650530500291070

Cited by 26 publications

(37 citation statements)

References 7 publications

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“…International school-based studies of adolescent self-harm suggest that it is not an uncommon phenomenon (Madge et al, 2008) and is thought to equate to approximately one in ten adolescents or 'three in an average classroom' (Best, 2005). A study of school counsellors in the US and Canada found that 92% had worked at some point with a student who had selfharmed (Duggan, Heath, Toste & Ross, 2011) and a recent survey of head teachers in the UK found that they are more concerned with pupil mental health than any other issue relating to pupil wellbeing (The Key, 2015).…”

Section: Discussionmentioning

confidence: 99%

Responding to self-harm in the school setting: the experience of guidance counsellors and teachers in Ireland

Dowling¹,

Doyle

2016

British Journal of Guidance & Counselling

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School-based studies identify that while one in ten young people engages in self-harm, only a small minority seek professional help. School counsellors and teachers are potentially the only professionals who may be aware of a young person's self-harm, however little is known about how this impacts on them and how they might be best supported to respond to distressed students. This study employed a qualitative descriptive design to explore postprimary school teachers' and guidance counsellors' (n=6) experiences of and responses to self-harm in Ireland. Findings indicated that participants react to self-harm in a highly emotional way with less experienced staff expressing more anxiety. Guidance counsellors and teachers identified the need for additional time, training, and professional support to help them respond to what is a commonly occurring phenomenon. Implications for the provision of support to students who self-harm are discussed.

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Section: Discussionmentioning

confidence: 99%

Responding to self-harm in the school setting: the experience of guidance counsellors and teachers in Ireland

Dowling¹,

Doyle

2016

British Journal of Guidance & Counselling

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“…Other literature also supports staff education (Best, 2005;Froeschle & Moyer, 2004;Onacki, 2005). Most teachers do not possess the awareness and knowledge needed to intervene in situations of SI (Carlson et al, 2005).…”

Section: Staff Education Regarding Sfmentioning

confidence: 99%

“…A link between body image issues, including eating disorders, and SI has been reported in literature (Best, 2005;Castille, Prout, Marczyk, Shmidheiser, Yoder, & Howlett, 2007;Cavanaugh, 2002;Favazza & Conterio, 1988;Gardner, 2001;Muehlenkamp, 2007;White et al, 2002;). Muehlenkamp (2007) From a review of the literature related to body image and the case illustration, it is apparent that adolescents with body image issues may exhibit self-injurious behaviors.…”

Section: Body Image Issuesmentioning

confidence: 99%

“…Most teachers do not possess the awareness and knowledge needed to intervene in situations of SI (Carlson et al, 2005). The shock, panic and anxiety among school staff identified by Best (2005Best ( , 2006a can be appropriately addressed and reduced with staff training.…”

Section: Staff Education Regarding Sfmentioning

confidence: 99%

“…Evidence of SI is often discovered at school by a staff member or a peer of a self-injurer. If SI is identified by a school staff member, the employee often reacts with panic, shock, and anxiety (Best, 2005(Best, , 2006a(Best, , 2006b. When evidence or disclosure of SI surfaces in a school, it is often perceived by the community that the school has an obligation to communicate with parents or guardians about their child's self-injurious behavior.…”

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confidence: 99%

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A manual of best practice for counsellors working with adolescents who self-injure

Polysou¹

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Self-injury (SI) is the intentional harm of oneself in order to manage emotions and provide relief from unbearable stress. Methods of self-injury include cutting, burning, hitting, and hair pulling. Many counsellors are working with adolescent self-injurers but are struggling with how best to provide therapy. The role of counsellors may vary, depending on whether they are school or community-based. This project presents a manual focusing on adolescent self-injurers and their psychotherapeutic treatment. The manual presents and interprets information that is difficult for practicing counsellors to access into a succinct document.Topics addressed are the nature of adolescent self-injuring behavior, risk factors associated with SI, strategies for working with self-injurers within the public school system, assessment of the adolescent self-injuring client, and therapeutic treatment. Working with adolescent self-injurers is a challenging undertaking and this manual offers information and strategies to aid the counsellor in providing appropriate client care.

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Self-harm and Suicide in Prisons, Schools and Emergency Departments

Doyle¹

2015

Working With Self-Harm and Suicidal Behaviour

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An Educational Response to Deliberate Self‐harm: Training, Support and School–agency Links

Cited by 26 publications

References 7 publications

Responding to self-harm in the school setting: the experience of guidance counsellors and teachers in Ireland

Responding to self-harm in the school setting: the experience of guidance counsellors and teachers in Ireland

A manual of best practice for counsellors working with adolescents who self-injure

Self-harm and Suicide in Prisons, Schools and Emergency Departments

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