‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury
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Although teachers and other school staff encounter adolescents who self-injure, the behaviour evokes strong reactions. We (a) validated a measure of attitudes towards self-injury, (b) examined knowledge, confidence, and education needs regarding self-injury, and (c) explored the relationship between attitudes and responses to self-injury among 501 secondary school teachers and other school staff. Three factors reflecting participants’ attitudes were extracted. Experience was related to knowledge and confidence regarding self-injury, but not to attitudes. Thematic analysis of open-ended questions indicated a desire for education and resources. Implications for teacher education and school policies to support teachers in addressing self-injury are discussed.
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Pre-service and in-service teachers’ knowledge, attitudes and confidence towards self-injury among pupilsBerger, E.; Reupert, A.; Hasking, Penelope (2015)Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service ...
Berger, E.; Hasking, Penelope; Reupert, A. (2014)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 ...
Berger, E.; Hasking, Penelope; Reupert, A. (2015)Background: Nonsuicidal self-injury (NSSI) is an increasing and serious concern in schools. The purpose of this study was to determine the suitability of a new policy for responding to NSSI in schools. Methods: Teachers ...