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dc.contributor.authorBerger, E.
dc.contributor.authorHasking, Penelope
dc.contributor.authorReupert, A.
dc.date.accessioned2017-01-30T13:30:01Z
dc.date.available2017-01-30T13:30:01Z
dc.date.created2014-09-15T20:00:11Z
dc.date.issued2014
dc.identifier.citationBerger, E. and Hasking, P. and Reupert, A. 2014. Response and training needs of school staff towards students self-injury. Teaching and Teacher Education. 44: pp. 25-34.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/32251
dc.identifier.doi10.1016/j.tate.2014.07.013
dc.description.abstract

Although school staff are in a prime position to intervene with students who self-injure, how they respond to these students and their training needs regarding self-injury have not been examined. The aims of this study were to explore the responses and training needs of school staff towards youth self-injury. Pre- and in-service teachers and other school staff (N = 768) completed open-ended questions. Results suggested that school staff require training to respond effectively and confidently to students who self-injure. Self-injury education programs may enhance the knowledge and confidence of staff to detect and respond to students who self-injure.

dc.publisherElsevier Science Ltd.
dc.subjectTeacher training
dc.subjectprevention
dc.subjectSelf-injury
dc.titleResponse and training needs of school staff towards students self-injury
dc.typeJournal Article
dcterms.source.volume44
dcterms.source.startPage25
dcterms.source.endPage34
dcterms.source.issn0742051X
dcterms.source.titleTeaching and Teacher Education
curtin.departmentSchool of Psychology
curtin.accessStatusFulltext not available


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