Helping Schools Support Caregivers of Youth Who Self-Injure: Considerations and Recommendations

Autor/inn/en	Whitlock, Janis L.; Baetens, Imke; Lloyd-Richardson, Elizabeth; Hasking, Penelope; Hamza, Chloe; Lewis, Stephen; Franz, Peter; Robinson, Kealagh
Titel	Helping Schools Support Caregivers of Youth Who Self-Injure: Considerations and Recommendations
Quelle	In: School Psychology International, 39 (2018) 3, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034318771415
Schlagwörter	Self Destructive Behavior; Injuries; Mental Disorders; Coping; Mental Health; School Personnel; Social Support Groups; Family Involvement; Caregivers; Family Role; Stress Variables; Parent Child Relationship; School Health Services; Family Programs; Safety + Suchen Sie Ihr Suchwort? Self destrucive behaviour; Selbstzerstörung; Mental illness; Geisteskrankheit; Bewältigung; Psychohygiene; Schulpersonal; Social support; Soziale Unterstützung; Caregiver; Carer; Betreuungsperson; Pfleger; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schuleingangsuntersuchung; Family program; Familienprogramm; Sicherheit
Abstract	Non-suicidal self-injury (NSSI) is a significant international mental health concern, with consequences for not only youth who self-injure, but for their entire family system. Helping caregivers respond productively to their child's self-injury is a vital part of effectively addressing NSSI. This paper will assist school-based mental health practitioners and other personnel support caregivers of youth who self-injure by reviewing current literature, highlighting common challenges faced by school-based professionals, and providing evidenced-informed recommendations for supporting caregivers of youth who self-injure. We posit that schools can best support caregivers by having clear and well-articulated self-injury protocols and by engaging caregivers early. Once engaged, helping caregivers to navigate first conversations, keep doors open, know what to expect, seek support for themselves and understand and address safety concerns will ultimately benefit youth who self-injure and the school systems that support them. We also review recommendations for working with youth whose caretakers are unwilling or unable to be engaged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01