Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Primary school children and self harm
T2 - the emotional impact upon education professionals, and their understandings of why children self harm and how this is managed
AU - Simm, Rebecca
AU - Roen, Katrina
AU - Daiches, Anna
PY - 2010
Y1 - 2010
N2 - There is evidence suggesting that self harm among young people is beginning earlier, in childhood and adolescent years. This paper reports on a qualitative study of primary school staff responses to self harm among children. Some studies with adolescents show self harm presents challenges to education professionals who may lack training or resources to address this issue, yet research concerning self harm among primary school children is limited. The present study provides an analysis of education professionals’ experiences and understandings of self harm in primary school children. Interviews with 15 staff members from six schools in the North of England were analysed using Interpretive Phenomenological Analysis. Key themes discussed concern: how self harm affects staff emotionally; reasons staff ascribe to children’s self harming; how self harm is managed. The present study indicates problems associated with a ‘fire‐fighting’ approach where self harm is only dealt with as it becomes visible. Instead, the authors advocate policy‐level initiatives proactively addressing self harm, as has happened in sex and drug education. Intervention around self harm in schools could usefully broaden staff members’ understandings of self harm, allow opportunity for reflection and discussion, and make resources available to staff working with children who self harm.
AB - There is evidence suggesting that self harm among young people is beginning earlier, in childhood and adolescent years. This paper reports on a qualitative study of primary school staff responses to self harm among children. Some studies with adolescents show self harm presents challenges to education professionals who may lack training or resources to address this issue, yet research concerning self harm among primary school children is limited. The present study provides an analysis of education professionals’ experiences and understandings of self harm in primary school children. Interviews with 15 staff members from six schools in the North of England were analysed using Interpretive Phenomenological Analysis. Key themes discussed concern: how self harm affects staff emotionally; reasons staff ascribe to children’s self harming; how self harm is managed. The present study indicates problems associated with a ‘fire‐fighting’ approach where self harm is only dealt with as it becomes visible. Instead, the authors advocate policy‐level initiatives proactively addressing self harm, as has happened in sex and drug education. Intervention around self harm in schools could usefully broaden staff members’ understandings of self harm, allow opportunity for reflection and discussion, and make resources available to staff working with children who self harm.
KW - self harm
KW - qualitative
KW - primary school
KW - children
U2 - 10.1080/03054985.2010.501139
DO - 10.1080/03054985.2010.501139
M3 - Journal article
VL - 36
SP - 677
EP - 692
JO - Oxford Review of Education
JF - Oxford Review of Education
SN - 0305-4985
IS - 6
ER -