Understanding and Preventing Self-Harm in Schools: Effective Strategies for Identifying Risk & Providing Support

Key strategies for identifying & supporting vulnerable young people.This practical, user-friendly resource is full of evidence-based strategies to support staff in identifying, preventing and supporting those at risk from self-harm and suicide in schools. The toolkit can be used on a whole school, small group or individual basis to develop preventative and supportive approaches and raise awareness of risk factors and improve mental health. Understand how to start conversations and ensure that young people are able to engage fully in the learning process.Covers: Training for Staff; Myths & Realities; Understanding Triggers; Social Media; Stopping the Cycle; Supporting Friends; CBT & Positive Psychology Approaches. Resources include: Sample School Self-Harm Policy; Information for parents; Sample letters; CAMHs referral.

Table of Contents:
List of Worksheets & ResourcesAbout the AuthorsIntroduction: Understanding Self-Harm & SuicideUsing this ResourcePart 1 Working at the Whole-School LevelTraining and Information Session for Staff and Parents & CarersHandouts & NotesPart 2 Working with Groups & Individuals1 What is Self-Harm? Myths, Realities & Tackling the Stigma2 Understanding Stress & Anxiety3 Triggers & Traumas: The Impact of Social Media & the Internet4 Preventing Self-Harm & Reducing Risk: Key Tools & Strategies5 Supporting Friends who Self-Harm: Key Issues & Sources of Support6 Key Tools from Cognitive Behavioural Therapy (CBT) to Practise and Use7 Using Tools from Positive Psychology to Create a More Positive Mindset8 Breaking the Cycle & Moving ForwardsPart 3 ResourcesBibliography & References

About the Author :
Dr Tina Rae has more thirty years' experience working with children, adults and families in both clinical and educational contexts within local authorities and specialist educational services. She currently works as a Consultant Educational and Child Psychologist in a range of SEBD/SEMH and mainstream contexts and for Compass Fostering as a consultant Psychologist supporting foster carers, social workers and looked-after children. She is an Academic and Professional tutor for the Doctorate in Educational and Child Psychology at the University of East London. She is a registered member of the Health and Care Professions Council, a full member of the British Psychological Society and a member of the editorial board for the SEBDA journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. Tina is also a member of the SEBDA council and executive, a member of ENSEC (European Network for Social and Emotional Competence) and, until recently, a trustee of the Nurture Group Network (NGN). Tina has published more than 75 titles on topics including well-being, attachment, emotional literacy, behavioural problems, anger and stress management, critical incidents, cognitive behavioural therapy, motivational interviewing, solution focused brief therapy, loss and bereavement in young people, youth offending and social skills development. Her current research is into staff well-being and resilience including peer group supervision systems. Tina is a regular speaker at both national and international conferences and events, and also provides training courses and supervision for school-based staff in both special and mainstream contexts and Educational Psychology services across the UK and internationally. Jody Walshe is an Educational Psychologist working in an outer London borough. Jody completed her doctorate in Educational and Child Psychology at the University of East London. Before commencing her training in Educational Psychology Jody worked as a teacher, learning support assistant and tutor with young people from 5-19.The focus of much of her work looked at anxiety and mental health issues in school settings. Jody's doctoral research explored the experiences, perceptions and training needs of secondary school staff working with self-harm.