Ideal Standards for Policy on Student Self-Harm: What Research and Practice Tells Us

Autor/inn/en	Matthews, Emily L.; Townsend, Michelle L.; Gray, Annaleise S.; Grenyer, Brin F. S.
Titel	Ideal Standards for Policy on Student Self-Harm: What Research and Practice Tells Us
Quelle	In: School Psychology International, 42 (2021) 2, S.187-209 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Townsend, Michelle L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034320975846
Schlagwörter	School Policy; Guidelines; Evidence Based Practice; Self Destructive Behavior; Identification; Early Intervention; At Risk Persons; Risk Assessment; Children; Adolescents; Prevention; Referral; Confidentiality; Help Seeking; Self Disclosure (Individuals); School Role; School Responsibility; Foreign Countries; Australia; United Kingdom; United States; Ireland + Suchen Sie Ihr Suchwort? Schulpolitik; Richtlinien; Self destrucive behaviour; Selbstzerstörung; Identifikation; Identifizierung; Risikogruppe; Risikoabschätzung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Prävention; Vorbeugung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Ausland; Australien; Großbritannien; USA; Irland
Abstract	School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm. This paper critically reviews policies published in English targeted for schools or education settings on effective early identification and intervention for children and adolescent self-harm. A grey literature search was conducted using "Start Page" web search engine with a documentary analysis approach applied to review polices that met criteria. The review identified 16 policies that aim to help school and education staff to identify and respond to student self-harm. The key themes include identification and risk assessment, intervention, roles and responsibilities, as well as addressing issues surrounding evidence-based psychological education and intervention. An evidence-informed policy that addresses multiple aspects of responding to and reducing student self-harm may be a vital foundation of a school's response to this growing public health issue. This paper outlines key points that will help inform the development of evidence-informed guidelines for schools to respond to student self-harm and presents an exemplar policy framework for use by schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01