NON-SUICIDAL SELF-INJURY EXPERIENCES FOR ADOLESCENTS WHO SELF-INJURED - CONTRIBUTIONS OF WINNICOTT’S PSYCHOANALYTIC THEORY

ABSTRACT Objective: to identify and analyze the elements present in non-suicidal self-injury experiences by adolescents who self-injured. Method: a qualitative research, with data collection conducted from August to October 2019 through individual therapeutic consultations, mediated by the dialogical resource Drawing-Story with Theme Procedure. Participants were eight adolescents who reported self-injury in a school of a municipality in the countryside of São Paulo, Brazil. Thematic analysis was developed from data anchored in Winnicott’s psychoanalytic theory. Results: two thematic categories were identified: “I think nobody cares about me” and “I do not see the colors I used to see before”. The elements present in adolescents’ experiences on non-suicidal self-injury highlighted the importance of a physical and relational environment that offers holding and is able to integrate characteristics of the adolescence process itself. The importance of a family and peer support network, as well as the need for family, school and health professionals to be involved in coping with and preventing non-suicidal self-injury stands out. Conclusion: non-suicidal self-injury is a multiple phenomenon, closely related to the environment, which deserves attention and care in the field of child and adolescent health. The issues present in the process of becoming an adolescent emerge as essential elements for understanding and coping with non-suicidal self-injury. Due to their multiple characteristics, coping and prevention policies should include several areas, such as health, education, and social assistance. The presence of mental health programs in schools is fundamental.

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Adolescents’ Perspectives of Youth Non-Suicidal Self-Injury Prevention

Youth & Society ◽

10.1177/0044118x13520561 ◽

2016 ◽

Vol 49 (1) ◽

pp. 3-22 ◽

Cited By ~ 15

Author(s):

Emily Berger ◽

Penelope Hasking ◽

Graham Martin

Keyword(s):

Young People ◽

Injury Prevention ◽

Thematic Analysis ◽

Health Professionals ◽

Public Awareness ◽

Professional Help ◽

Self Injury

Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer. This study aimed to identify adolescents’ views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students ( n = 2,637; aged 12-18 years) from 41 schools completed questions asking them to describe what peers and online friends could do to help young people who self-injure. Thematic analysis identified seven strategies, including communication about NSSI with peers and online friends, referral to adults and health professionals, greater public awareness of NSSI, and reduced peer stigma and bullying. Endorsement of themes varied by age, gender, and experience with NSSI. Findings have implications for school prevention of NSSI.

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THE SUPPORT NETWORK IN PREGNANCY AND CHILDBIRTH: THE CONCEPTIONS OF WOMEN WITH PHYSICAL DISABILITY

Texto & Contexto - Enfermagem ◽

10.1590/0104-07072016000600015 ◽

2016 ◽

Vol 25 (2) ◽

Author(s):

Camila Fernandes da Silva Carvalho ◽

Rosineide Santana de Brito

Keyword(s):

Reproductive Health ◽

Thematic Analysis ◽

Health Professionals ◽

Physical Disability ◽

Qualitative Approach ◽

Support Network ◽

Exploratory Research ◽

Pregnancy And Childbirth ◽

Semistructured Interviews ◽

In Pregnancy

This study aimed to investigate the conception of women with physical disability regarding the support network for the exercising of motherhood. It is descriptive-exploratory research, with qualitative approach, whose data were collected through semistructured interviews with 12 women with physical disability, undertaken between April and June 2014. The technique of thematic analysis was used for the treatment of the information, and Symbolic Interactionism was used as the theoretical framework. The interviewees reported the importance of the support of the partner, of family members, and of health professionals, during pregnancy and the postpartum, for them to be able to exercise the maternal role. The absence of this support influenced their conceptions regarding their capacity in this function. One can observe the need to promote the reproductive health of the person with a disability, so as to mitigate the stigmas and thus provide them with appropriate support. In addition to this, the health professionals must be trained to understand holistically their needs and rights.

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Exploring the Factors that Affect the Transition from Students to Health Professionals: An Integrative Review

10.21203/rs.3.rs-127874/v1 ◽

2020 ◽

Author(s):

Eric Nkansah Opoku ◽

Lee-Ann Jacobs-Nzuzi Khuabi ◽

Lana Van Niekerk

Keyword(s):

Coping Strategies ◽

Thematic Analysis ◽

Health Professionals ◽

Professional Competence ◽

Health Science ◽

Integrative Review ◽

Analysis Approach ◽

Practical Experiences ◽

Transition Into Practice ◽

And Coping

Abstract Background: The nature of a new health professional’s transition from student to health professional is a significant determinant of the ease or difficulty of the journey to professional competence. The integrative review will explore the extent of literature on the factors that impact the transition of new health professionals into practice, identify possible gaps and synthesise findings which will inform further research. The aim was to identify research conducted in the last two decades on the barriers, facilitators and coping strategies employed by new health professionals during their transition into practice.Methods: Whittemore and Knafl’s methodological framework for conducting integrative reviews was used to guide this study. Sources between 1999 and 2019 were gathered using EBSCOhost (including CINAHL, Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), PubMed, Scopus, Cochrane and Web of Science, as well as hand searching and follow-up of bibliographies followed. The Covidence platform was used to manage the project. All studies were screened against a predetermined selection criteria. Relevant data was extracted from included sources and analysed using thematic analysis approach.Results: Of the 562 studies identified, relevant data was extracted from 24 studies that met the inclusion criteria, and analysed to form this review. Thematic analysis approach was used to categorise the findings into theme areas. Four overarching themes emerged namely: systems and structures, personal capacities, professional competence and mediating processes. Each theme revealed the barriers, facilitators and coping strategies of transition into practice among new health graduates.Conclusion: The transition into practice for new health practitioners has been described as complex and a period of great stress. Increasing clinical and practical experiences during education are required to support new health professionals in the process of closing the gap between learning and practice. Continued professional development activities should be readily available and attendance of these encouraged.

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Exploring the factors that affect the transition from student to health professional: an Integrative review

BMC Medical Education ◽

10.1186/s12909-021-02978-0 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Eric Nkansah Opoku ◽

Lee-Ann Jacobs-Nzuzi Khuabi ◽

Lana Van Niekerk

Keyword(s):

Health Professional ◽

Coping Strategies ◽

Thematic Analysis ◽

Health Professionals ◽

Professional Competence ◽

Health Science ◽

Integrative Review ◽

Analysis Approach ◽

Transition Into Practice ◽

And Coping

Abstract Background The nature of a new health professional’s transition from student to health professional is a significant determinant of the ease or difficulty of the journey to professional competence. The integrative review will explore the extent of literature on the factors that impact the transition of new health professionals into practice, identify possible gaps and synthesise findings which will inform further research. The aim was to identify research conducted in the last two decades on the barriers, facilitators and coping strategies employed by new health professionals during their transition into practice. Methods Whittemore and Knafl’s methodological framework for conducting integrative reviews was used to guide this review. Sources between 1999 and 2019 were gathered using EBSCOhost (including CINAHL, Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), PubMed, Scopus, Cochrane and Web of Science, as well as hand searching and follow-up of bibliographies followed. The Covidence platform was used to manage the project. All studies were screened against a predetermined selection criteria. Relevant data was extracted from included sources and analysed using thematic analysis approach. Results Of the 562 studies identified, relevant data was extracted from 24 studies that met the inclusion criteria, and analysed to form this review. Thematic analysis approach was used to categorise the findings into theme areas. Four overarching themes emerged namely: systems and structures, personal capacities, professional competence and mediating processes. Each theme revealed the barriers, facilitators and coping strategies of transition into practice among new health graduates. Conclusion The transition into practice for new health practitioners has been described as complex and a period of great stress. Increasing clinical and practical experiences during education are required to support new health professionals in the process of closing the gap between learning and practice. Continued professional development activities should be readily available and attendance of these encouraged.

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