scholarly journals How effective are tools to help school staff better respond to young people who self-harm?

2021 ◽  

Aureliane Pierret and colleagues at the University of Cambridge carried out a systematic review into the effectiveness, feasibility and acceptability of interventions and tools to support school staff to better respond to young people who disclose self-harm.

2019 ◽  
Vol 14 (6) ◽  
pp. 295-297
Author(s):  
Charlie Waller

A guide from the University of Oxford and the Charlie Waller Memorial Trust offers practical ways in which schools can support young people at risk from self-harm, which school nurses can share with school staff members to help them respond.


SecEd ◽  
2019 ◽  
Vol 2019 (13) ◽  
pp. 12-13
Author(s):  
Charlie Waller

A guide from the University of Oxford and the Charlie Waller Memorial Trust offers practical ways in which schools and school staff can support young people at risk from self-harm


PLoS ONE ◽  
2017 ◽  
Vol 12 (8) ◽  
pp. e0181722 ◽  
Author(s):  
Amanda Marchant ◽  
Keith Hawton ◽  
Ann Stewart ◽  
Paul Montgomery ◽  
Vinod Singaravelu ◽  
...  

2018 ◽  
Vol 20 (4) ◽  
pp. e129 ◽  
Author(s):  
Ann John ◽  
Alexander Charles Glendenning ◽  
Amanda Marchant ◽  
Paul Montgomery ◽  
Anne Stewart ◽  
...  

PLoS ONE ◽  
2013 ◽  
Vol 8 (10) ◽  
pp. e77555 ◽  
Author(s):  
Kate Daine ◽  
Keith Hawton ◽  
Vinod Singaravelu ◽  
Anne Stewart ◽  
Sue Simkin ◽  
...  

BMJ Open ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. e031541
Author(s):  
A Jess Williams ◽  
Jon Arcelus ◽  
Ellen Townsend ◽  
Maria Michail

IntroductionYoung people who identify as Lesbian, Gay, Bisexual, Transgender, Queer or Questioning (LGBTQ+) are at increased risk for self-harm, suicide ideation and behaviours. However, there has yet to be a comprehensive understanding of what risk factors influence these behaviours within LGBTQ+ young people as a whole. The purpose of this systematic review is to examine risk factors associated with self-harm, suicidal ideation and behaviour in LGBTQ+) young people.Methods and analysisA systematic review will be conducted, conforming to the reporting guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement recommendations. Electronic databases (MEDLINE, Scopus, EMBASE, PsycINFO and Web of Science) will be systematically searched for cross-sectional, prospective, longitudinal, cohort and case–control designs which examine risk factors for self-harm and/or suicidal ideation and behaviour in LGBTQ+ young people (aged 12–25 years). Only studies published in English will be included. No date restrictions will be applied. Study quality assessment will be conducted using the original and modified Newcastle-Ottawa Scales. Meta-analysis or narrative synthesis will be used, dependent on findings.Ethics and disseminationThis is a systematic review of published literature and thereby ethical approval was not sought. The review will be submitted to a peer-reviewed journal, be publicly disseminated at conferences focusing on mental health, self-harm and suicide prevention. The findings will also be shared through public engagement and involvement, particularly those related to young LGBTQ+ individuals.PROSPERO registration numberCRD42019130037.


Author(s):  
Ben Te Maro ◽  
Sasha Cuthbert ◽  
Mia Sofo ◽  
Kahn Tasker ◽  
Linda Bowden ◽  
...  

Self-harm rates are increasing globally and demand for supporting, treating and managing young people who engage in self-harm often falls to schools. Yet the approach taken by schools varies. This study aimed to explore the experience of school staff managing self-harm, and to obtain their views on the use of guidelines in their work. Twenty-six pastoral care staff from New Zealand were interviewed. Interviews were analyzed and coded using thematic analysis. Three themes emerged: The burden of the role; discrepancies in expectations, training, and experience; and the need for guidelines to support their work. This research, therefore, demonstrated a need for guidelines to support school staff to provide support around decision making and response to self-harm in the school environment.


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