Deliberate self-harm in adolescence: a challenge for schools

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

“…Two prominent reactions were shock and anxiety at students' ability to hide wounds, the extent of the damage they inflicted on themselves and the failure of some students to understand the full implications of self-harm. Those with less experience were more likely to experience shock and panic and least able to manage the self-harm which is in keeping with other research (Berger et al 2014a;Best 2006;Roberts-Dobie & Donatelle, 2007). It was clear that worry and anxiety were also keenly felt by participants who doubted their own ability to manage the situation and this worry impacted on their life outside school.…”

“…Best (2006) notes that the stress and anxiety teachers feel when dealing with an incident of student self-harm raises questions about the impact this kind of work has on their mental health. It was clear in this present study that the worry and anxiety around student self-harm was not limited to the school setting and instead permeated their home life.…”

“…Teachers unanimously believed that professional supervision was vital as a debriefing resource to help reduce the emotional burden of responding to students who self-harm. Indeed, Best (2006) suggests that supervision similar to that provided to CAMHS staff be provided to teachers which can help them deal with the emotional impact of a student's self-harm. This is particularly relevant in the light of findings from this study and others which suggest that participants' feelings around an incident of self-harm can impact negatively on their personal life leaving them to feel 'emotionally drained' (Berger, Hasking & Reupert, 2014b).…”

“…While there is a general paucity of research focusing on self-harm in the school setting, this paucity is even more acute when it comes to qualitative research and research located within the United Kingdom (UK) or Ireland. In one of the only published qualitative studies on this issue, Best (2006) reported that teachers' awareness of self-harm in the UK was 'patchy' and they often responded to student self-harm in an emotional way. This emotional response to self-harm was also identified by primary school staff in the only other located qualitative study on this issue (Simm, Roen & Daiches, 2010).…”

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

“…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.…”