Addressing Self-Injury in Schools, Part 2: How School Nurses Can Help With Supporting Assessment, Ongoing Care, and Referral for Treatment

2019 ◽  
Vol 35 (2) ◽  
pp. 99-103 ◽  
Author(s):  
Elizabeth E. Lloyd-Richardson ◽  
Penelope Hasking ◽  
Stephen Lewis ◽  
Chloe Hamza ◽  
Margaret McAllister ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Case Studies ◽  
School Nurses ◽  
Body Tissue ◽  
Suicidal Intent ◽  
Brief Assessment ◽  
Self Injury ◽  
Ongoing Care ◽  
And Training

Nonsuicidal self-injury (NSSI) is defined as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned. School nurses are often a first point of contact for young people experiencing mental health challenges, and yet they often report they lack knowledge and training to provide care for persons who engage in NSSI. In the second of two parts, this article offers a strategy for brief assessment of NSSI, as well as reflection on two case studies and how to offer support, ongoing care, and referral for treatment to youth who engage in self-injury.

Addressing Self-Injury in Schools, Part 1: Understanding Nonsuicidal Self-Injury and the Importance of Respectful Curiosity in Supporting Youth Who Engage in Self-Injury

2019 ◽  
Vol 35 (2) ◽  
pp. 92-98 ◽  
Author(s):  
Elizabeth E. Lloyd-Richardson ◽  
Penelope Hasking ◽  
Stephen Lewis ◽  
Chloe Hamza ◽  
Margaret McAllister ◽  
...  
Keyword(s):  
Mental Health ◽  
School Nurses ◽  
School Nursing ◽  
Mental Health Needs ◽  
Knowledge And Attitudes ◽  
Brief Assessment ◽  
Self Injury ◽  
And Training ◽  
Nonsuicidal Self Injury

Nonsuicidal self-injury (NSSI) is defined as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned. School nurses are often a first point of contact for young people experiencing mental health challenges, and yet they often report they lack knowledge and training to provide care for persons who engage in NSSI. In the first of two parts, this article provides school nurses with a better understanding of NSSI and the distinctions between NSSI and suicidal behaviors, discusses the role of nurses’ knowledge and attitudes on their ability to care for their patients’ mental health needs, and discusses approaches for developing a respectful, empathic manner for working with and supporting youth who engage in self-injury. Part 2 will offer a strategy for brief assessment of NSSI and reflect on two case studies and their implications for school nursing practice.

scholarly journals “Smartphone Apps Are Cool, but Do They Help Me?”: A Qualitative Interview Study of Adolescents’ Perspectives on Using Smartphone Interventions to Manage Nonsuicidal Self-Injury

2021 ◽  
Vol 18 (6) ◽  
pp. 3289
Author(s):  
Anja Čuš ◽  
Julian Edbrooke-Childs ◽  
Susanne Ohmann ◽  
Paul L. Plener ◽  
Türkan Akkaya-Kalayci
Keyword(s):  
Mental Health ◽  
Young People ◽  
Mental Health Problems ◽  
Health Interventions ◽  
Structured Interviews ◽  
Related Factors ◽  
Self Injury ◽  
Qualitative Interview Study ◽  
Mental Health Interventions ◽  
Nonsuicidal Self Injury

Nonsuicidal self-injury (NSSI) is a major mental health problem associated with negative psychosocial outcomes and it most often starts in early adolescence. Despite this, adolescents are rarely involved in informing the development of interventions designed to address their mental health problems. This study aimed to (1) assess adolescents’ needs and preferences about future interventions that are delivered through smartphones and (2) develop a framework with implications for designing engaging digital mental health interventions. Fifteen adolescent girls, aged 12–18 years, who met diagnostic criteria for a current NSSI disorder and were in contact with mental health services, participated in semi-structured interviews. Following a reflexive thematic analysis approach, this study identified two main themes: (1) Experiences of NSSI (depicts the needs of young people related to their everyday experiences of managing NSSI) and (2) App in Context (portrays preferences of young people about smartphone interventions and reflects adolescents’ views on how technology itself can improve or hinder engaging with these interventions). Adolescent patients expressed interest in using smartphone mental health interventions if they recognize them as helpful, relevant for their life situation and easy to use. The developed framework suggests that digital mental health interventions are embedded in three contexts (i.e., person using the intervention, mental health condition, and technology-related factors) which together need to inform the development of engaging digital resources. To achieve this, the cooperation among people with lived experience, mental health experts, and human computer interaction professionals is vital.

scholarly journals Impact of the COVID-19 pandemic on students at elevated risk of self-injury: The importance of virtual and online resources

2020 ◽  
pp. 014303432097441
Author(s):  
Penelope Hasking ◽  
Stephen P. Lewis ◽  
Elana Bloom ◽  
Amy Brausch ◽  
Michael Kaess ◽  
...  
Keyword(s):  
Mental Health ◽  
Elevated Risk ◽  
Intervention Programs ◽  
Online Resources ◽  
School Staff ◽  
Evidence Based ◽  
Suicidal Intent ◽  
Self Injury ◽  
Increase Risk ◽  
Collective Experience

Non-suicidal self-injury (NSSI), which involves deliberate damage to body tissue without suicidal intent, has long been a concern for schools and school staff. Secondary schools are an ideal setting in which to identify, and appropriately refer, students who self-injure as well as implement evidence-based prevention and early intervention programs. However, in the context of the global COVID-19 pandemic, schools have been closed and students sent home to learn online. This may result in the exacerbation of existing anxieties and pose several new stressors that cumulatively may increase risk of NSSI. In this article, we draw on recent research and our collective experience working with schools, as well as digital mental health, to outline some of these potential stressors and offer resources for school staff to help students who are engaging in or at risk of NSSI.

Cyberbullying and internet safety: a survey of child and adolescent mental health practitioners

2021 ◽  
pp. 1-8
Author(s):  
Aoife Lonergan ◽  
Amy Moriarty ◽  
Fiona McNicholas ◽  
Triona Byrne
Keyword(s):  
Mental Health ◽  
Young People ◽  
Online Survey ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Training Needs ◽  
Small Sample ◽  
Internet Safety ◽  
Knowledge Practice ◽  
And Training

Objectives: Cyberbullying is increasingly recognised as a threat for young people’s mental health. Young people and their families may not know how to stay safe online or how to respond following unsafe internet experiences. This study aimed to examine Child and Adolescent Mental Health Service (CAMHS) staff perceived knowledge, practice and attitudes towards cyberbullying (CB) and internet safety (IS), and their training needs. Methods: A descriptive, survey design was used. 59 CAMHS clinicians completed a study specific online survey examining their knowledge, practice, attitudes and training needs regarding CB and IS. Frequency and descriptive statistics were conducted on participant responses. Results: Clinicians reported that risky internet behaviour and CB were frequent experiences reported by youth attending their clinical practice. Professionals were aware of potential adverse effects on the young person, including social withdrawal, low self-esteem, anxiety, self-injurious behaviour and suicidal thoughts. Training for young people on online behaviour and good digital citizenship skills was a highly endorsed preference. The majority of respondents felt CAMHS staff have a role in supporting families and managing IS and identified training and resource materials as strategies to assist them in this regard. Conclusions: Findings support a need for clinicians to regularly inquire about internet use, safety and adverse online experiences. The ongoing development of resources and training in CB and IS for CAMHS clinicians, children and caregivers is necessary. Further research is warranted due to the small sample size and the subjective nature of the current study.

Special Yoga for Children and Young People With Special Needs

2021 ◽  
pp. 330-346
Author(s):  
Jyoti Jo Manuel
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cerebral Palsy ◽  
Young People ◽  
Special Needs ◽  
Case Studies ◽  
Attention Deficit ◽  
Children And Young People ◽  
Non Profit ◽  
Hyperactivity Disorder ◽  
And Training

Special Yoga has been a provider of therapeutic yoga practices and training since its inception. The non-profit organization started with a yoga center in London, UK. The Special Yoga London center offered a therapeutic and nourishing, nurturing space for families of children with special needs who were welcomed with love, compassion, and totally nonjudgmentally with open arms. The work spread globally through the London-based trainings and the therapeutic yoga that was offered to children at the center and within education. This chapter will discuss my experience and understanding of the efficacy of yoga for children and young people, specifically those with cerebral palsy and autism and/or attention deficit hyperactivity disorder (ADHD). The author shares some of the practices, benefits, and case studies of two separate research studies that were undertaken by Special Yoga for each population. The author also shares other case histories of children that they have worked with.

“Smartphone apps are cool, but do they help me?” A thematic analysis of adolescents’ expectations on apps to manage Nonsuicidal Self-injury (Preprint)

2020 ◽  
Author(s):  
Anja Čuš ◽  
Julian Edbrooke-Childs ◽  
Susanne Ohmann ◽  
Paul L. Plener ◽  
Türkan Akkaya-Kalayci
Keyword(s):  
Mental Health ◽  
Young People ◽  
Lived Experience ◽  
Thematic Analysis ◽  
Health Condition ◽  
Health Interventions ◽  
Related Factors ◽  
Self Injury ◽  
Mental Health Interventions ◽  
Nonsuicidal Self Injury

BACKGROUND Nonsuicidal Self-injury (NSSI) is a major mental health problem associated with negative psychosocial outcomes and it most often starts in early adolescence. Although recent technology-enabled interventions show promise in managing NSSI, they rarely consider expectations of their intended target group. OBJECTIVE This study explored patients’ experiences, needs and preferences about future digital interventions that are delivered through smartphones. METHODS We interviewed fifteen young females aged 12-18 who engaged in NSSI in the past year and were in contact with mental health services. The data was analysed following a thematic analysis approach and the findings were discussed in one follow up interview to include member checking. RESULTS This study identified two main themes that represent shared patterns of meaning across the interviews. The first theme Experiences of NSSI depicts the experiences and needs of young people with NSSI. The second theme App in Context portrays preferences of young people about smartphone interventions and includes adolescents’ perspectives on how technology can improve or hinder engaging with these interventions. CONCLUSIONS Young people show interest in using smartphone interventions if they recognize them as helpful, relevant for their life situation and easy to use. The authors adopt these study findings to discuss how the future NSSI and mental health interventions could be more engaging through taking into account three contexts in which mental health interventions are embedded (mental health condition, person using the intervention, and technology-related factors). The cooperation between mental health experts, human computer interaction professionals and people with lived experience is vital to advance the development of digital resources for mental health and NSSI management.

Changing Cultures: Enhancing Mental Health and Wellbeing of Refugee Young People through Education and Training

2007 ◽  
Vol 14 (3) ◽  
pp. 143-149 ◽  
Author(s):  
Lyndal Bond ◽  
Anne Giddens ◽  
Anne Cosentino ◽  
Margaret Cook ◽  
Paul Hoban ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Formal Education ◽  
Basic Education ◽  
Education And Training ◽  
Training System ◽  
System Response ◽  
Refugee Youth ◽  
Huge Impact ◽  
And Training

Many refugee people and others entering Australia under the Humanitarian Program, have experienced extremely stressful and disrupted lives prior to arrival. A major difficulty experienced by a significant number of refugee young people is their lack of formal education before arrival. It directly affects their ability to start connecting to their new society and constructing a new life. The level of ease with which young people can move into the education and training system and begin to establish a meaningful career pathway has a huge impact on their successful settlement and stable mental health. This paper describes the Changing Cultures Project, a three-year project, which explored models of appropriate and accessible education and training for refugee and newly arrived young people that would enhance their mental health. The Changing Cultures Project was a partnership between the education, health and settlement sectors. This paper describes the program and system response to the health, settlement, education and vocational issues facing refugee young people using a mental health promotion framework and reflective practice. We discuss how the refugee youth programs met a broad range of needs as well as providing language, literacy and basic education to newly arrived young people. While working in an environment of changing policy and public opinion regarding refugee issues, the Project delivered successful outcomes at the program and organisational levels for refugee young people by addressing issues of program development and delivery, organisational development and capacity building and community development and evaluation.

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