How Do Young People Understand Their Own Self-Harm? A Meta-synthesis of Adolescents’ Subjective Experience of Self-Harm

Stänicke, Line Indrevoll; Haavind, Hanne; Gullestad, Siri Erika

doi:10.1007/s40894-018-0080-9

Cited by 38 publications

(40 citation statements)

References 129 publications

(178 reference statements)

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“…Oversiktsartikler om selvskadingens funksjon fokuserer i stor grad på voksne pasienter og ekskluderer ofte kvalitative studier basert på et lavt antall personer (3,5). I epidemiologiske studier er spørreskjemaene hovedsakelig utviklet med utgangspunkt i voksne pasienter, og mange teorier utviklet om selvskade tar også utgangspunkt i forfatterens beskrivelse av voksne pasientens opplevelse (5).…”

Section: Kvalitative Studier Og Metasynteserunclassified

“…Målet er å utvikle begreper i syntetisert form. I samarbeid med to andre forskere foretok undertegnede en analyse av 20 kvalitative studier av unges erfaring av egen selvskade (5). Primaerfunn (dvs.…”

Section: Kvalitative Studier Og Metasynteserunclassified

“…Likevel viser metasyntesen at ungdommer opplever at selvskading er nødvendig for å uttrykke følelser og frustrasjon som ikke kan vises eksplisitt, eller for å dele med andre vanskelige opplevelser som det er umulig eller ulovlig å sette ord på. For ungdommene kan det synes å vaere en konflikt mellom på den ene siden et grunnleggende behov for å utvikle måter å uttrykke og bearbeide erfaringer på og på den andre siden et relasjonelt behov for å få omsorg og trygghet og bli ivaretatt (5). Det kan vaere helt umulig å uttrykke vanskelige erfaringer direkte med ord og følelser fordi de føler at de må beskytte andre sentrale personer i livene deres.…”

Section: Selvskading Som Et Forsøk På Kommunikasjonunclassified

“…Svingninger i følelser, impulsivitet, grenseutprøvning og risikoatferd er ikke uvanlig. I forskningslitteraturen drøftes likevel i liten grad atferden i lys av psykologiske utfordringer som økt selvfølelse, løsrivelse mot relasjonell gjensidighet, identitetsforming og autonomi (5).…”

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Hva sier ungdom selv om hvorfor de skader seg?

Stänicke¹

2019

Tidsskriftet

Self Cite

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Section: Kvalitative Studier Og Metasynteserunclassified

Section: Selvskading Som Et Forsøk På Kommunikasjonunclassified

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Hva sier ungdom selv om hvorfor de skader seg?

Stänicke¹

2019

Tidsskriftet

Self Cite

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“…Overall, the evidence suggests the function of self-harm is largely affect regulation [ 29 ], but it is likely that self-harm serves several functions concurrently [ 30 ]. Self-reports from young people offer a range of reasons such as attempting to control, escape from, or avoid difficult and overwhelming feelings and emotional pain, expressing anger, feeling ‘something’ (e.g., if feeling numb or dissociated), self-punishment, or communicating a need for help [ 31 , 32 ]. Self-harm and impulsivity, along with feelings of emptiness worsen prognoses after 12 months [ 33 ].…”

Section: Introductionmentioning

confidence: 99%

A whole of school intervention for personality disorder and self-harm in youth: a pilot study of changes in teachers’ attitudes, knowledge and skills

Townsend

Gray

Lancaster

et al. 2018

bord personal disord emot dysregul

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BackgroundThe school environment offers an ideal opportunity for early identification and intervention for youth with self-harm and complex mental health issues, such as borderline personality disorder (BPD). Yet, class teachers often report minimal knowledge, feeling ill-equipped to respond, and experience high levels of stress when exposed to such challenges. Research is required to understand how training and development activities led by school counsellors may enhance teacher attitudes, confidence and knowledge of self-harm and complex mental health issues, such as BPD. We aimed to explore the extent that a whole of school initiative might enhance capacity for early identification and intervention.Method18 secondary schools implemented a manualised program, Project Air Strategy for Schools. N = 400 class teachers (71.3% female, mean age 42 years) across city and rural locations were evaluated before and after program implementation on attitudes, knowledge and skills.ResultsProviding class teachers with additional training on complex mental health issues and associated behaviours such as self-harm was well received. Participants reported post-program improvements in their optimism (d = .35), confidence (d = .63), knowledge (d = .73) and skills (d = 0.67) in working with young people with complex mental health issues, such as BPD.ConclusionsProviding school counsellor led structured approaches, to help class teachers identify and respond to youth in distress, closed identified gaps. Results indicated improvements in class teachers’ knowledge and attitudes towards self-harm and BPD. The intervention also improved the capacity of schools to plan and implement strategies to reduce the impact of mental health problems on the young person and their peers. A stay-at-school psychological care approach was fostered by enhancing partnerships between class teachers and school counsellors.

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The significance of a sense of being in control for young people who received counselling for self‐harm

Clamp

Jones

Limmer

2023

Couns and Psychother Res

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This article is an extract from a larger piece of research, "What outcome goals do young people aged 16 to 20 years who self-harm have for therapy and what in therapy helped or hindered them in achieving these goals?" The research presented here aims to highlight the importance of a sense of control being afforded to young people who self-harm and the importance of giving young people a voice about their treatment, derived from the data analysis of the research.

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How Do Young People Understand Their Own Self-Harm? A Meta-synthesis of Adolescents’ Subjective Experience of Self-Harm

Cited by 38 publications

References 129 publications

Hva sier ungdom selv om hvorfor de skader seg?

Hva sier ungdom selv om hvorfor de skader seg?

A whole of school intervention for personality disorder and self-harm in youth: a pilot study of changes in teachers’ attitudes, knowledge and skills

The significance of a sense of being in control for young people who received counselling for self‐harm

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