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INTERVENTIONS TO DECREASE THE PREVALENCE OF SELF-HARM BY STUDENTS AT A…

- - - - DEALING WITH DISTRESSING EXPERIENCES SUCH AS ABUSE OR BULLYING
      - A NON-VERBAL EXPRESSION OF PSYCHOLOGICAL DISTRESS OR "CRY FOR HELP" (Scoliers, G., Portzky, G., Madge, N. et al, 2009).
      - 'VALIDATION' OF DIFFICULT EMOTION BY FEELING PHYSICAL PAIN / BEING ABLE TO 'SEE' IT**
      - SHORT-TERM RELIEF
        
        COMPULSIONS
        
        BEHAVIOUR CAN BECOME ADDICTIVE
      - UNDERLYING MENTAL HEALTH ISSUES – such as anxiety or depression
      - LOW SELF-ESTEEM
        
        FEELINGS OF WORTHLESSNESS / PESSIMISM ABOUT THE FUTURE
      - POOR EMOTIONAL RESILIENCE / DISTRESS TOLERANCE
    - - REASONS FOR INCREASE? Widespread increase in mental distress. Growing socioeconomic inequality, instability in the home (family break-ups, etc.), pressure to succeed – demands of Key Stage assessments – effects of social media, body-image issues.
      - NEED FOR MORE PREVENTATIVE MEASURES
    - - PREVALENCE In a school of 1500 students we can estimate from national statistics on the prevalence of self-harm that, if 1 in 12 young people are self-harming, 8.3% of this school population – 124.5 students – are already self-harming.
        
        INTERVENTIONS FOR DECREASING PREVALENCE OF SELF-HARM
        
        INTRAPERSONAL PERSPECTIVE
        
        COGNITIVE APPROACH scientific method of explaining human behaviour by studying mental processes
        
        INTERVENTION: rational emotive behavioural education (REBE) (Ellis, 1957) supplemented by cognitive bias modification therapy (CBMT).
        
        REASON **Depression and anxiety are major risk factors for self-harm in young people. In addressing the beliefs that precipitate depression, REBE and CMBT are effective preventatives of self-harm.
        
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        REBE: conscious way of approaching cognitive biases.
        
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        Focuses on: memory, intelligence, learning, perception, language, problem-solving, thought processes
        
        Key figures: Norbert Wiener, George Miller, Edward Tolman, Ulric Neisser
        
        Self-directed emotions, related to self-esteem, guilt, shame, and others. (Weiner, B, 2001)
        
        INTERGROUP PERSPECTIVE
        
        PSYCHOANALYTIC APPROACH focusing on modern psychodynamics that recognise influence of social relationships and the environment. Adolescence is a time of multifaceted change. Parent-child relationship must evolve to adapt to these changes – something both child and parent can struggle with (Fonagy & Target 2008).
        
        INTERVENTION parents' workshops
        
        REASON Studies have demonstrated that parents are more likely to seek help when they have been educated about self harm (Kelada, Hasking & Melvin 2016).
        
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        More focus on the here and now; development of sense of self rather than focus on unconscious sexual motivations or early childhood experiences.
        
        Stemmed from ideas of Sigmund Freud
        
        Modern development of psychoanalysis
        
        INTERPERSONAL PERSPECTIVE
        
        HUMANISTIC APPROACH 'person-centred' (Rogers, 1959), taking holistic view of the individual.
        
        INTERVENTION psychodrama – a form of drama therapy
        
        REASON? Allows students to reframe ideas and emotions that may not have been explored previously. Empathy promoted by exploring multiple perspectives. Students strengthen understanding of their own and others' feelings. Learn skills applicable to future distress.
        
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        Studies have proven effectiveness on augmenting distress responses.
        
        Perspective born in reaction to behaviourism and
        
        Beliefs: humans strive for self-actualisation (Maslow, 1943) and have free will over their actions.
        
        Often called the 'Third Force'
        
        Key figures: Carol Rogers, Abraham Maslow
        
        IMPERATIVES Low-cost. Applicable within existing curriculums. Accessible. Inclusive.