Understanding and Supporting Self-Harm - Insights and Guidance
Discover the various types of self-harm behaviors, reasons behind self-harming tendencies, common triggers, and practical ways to respond and offer support. Gain insights into the negative emotions and cycles associated with self-harm and understand why individuals may engage in such actions.
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Understanding and Supporting Self-Harm Dr Pooky Knightsmith 1
I will help you understand: What self-harm is and the types we might encounter Why people turn to self-harm Triggers and warning signs How to respond and support
What do we mean by self-harm?
Cutting, burning, Cutting, burning, embedding embedding Harm Harm to to oneself oneself in order in order to cope to cope Overdosing, Overdosing, consuming poison consuming poison Scratching, banging Scratching, banging Punching, hitting, Punching, hitting, biting biting Eating disorders, Eating disorders, drugs, alcohol drugs, alcohol
Self Self- -harm can be harm can be direct or indirect direct or indirect Self Self- -harm can be harm can be transient or transient or longer term longer term e.g. cutting vs risk taking Self Self- -harm is usually harm is usually conducted at times conducted at times of anger, distress, of anger, distress, fear or worry fear or worry and is a way of and is a way of coping with coping with these feelings these feelings
Negative Negative Emotions Emotions Inability to Inability to Cope Cope Self Self Harm Harm Cycle Cycle Low Low High High Self Self- -harm harm
Why do people self-harm?
Punishment Punishment Control Control Feel cared for Feel cared for Why? Why? Fit in Fit in Appear ugly Appear ugly No better ways No better ways Manage feelings Manage feelings Feel real Feel real
Triggers Relationship difficulties (family or friends) Relationship difficulties (family or friends) Bullying Bullying Trauma Trauma Exposure via friends, family, media Exposure via friends, family, media Difficult times of year e.g. anniversaries Difficult times of year e.g. anniversaries Increased academic pressure Increased academic pressure Times of change Times of change
What signs might alert us?
Personality Low or anxious Feels hopeless Secretive / snappy
Physical Injuries / scars Clothing Weight change
Behaviour Withdrawn / isolated Avoids changing rooms Eating / sleeping
Address self Address self- -harm in relevant policies relevant policies harm in Teach self Teach self- -harm safely in PSHE safely in PSHE harm Whole Whole School School Ideas Ideas Teach resilience and Teach resilience and stress management stress management Signpost support Signpost support Give staff access to Give staff access to training training
Supporting Individuals
Negative Negative Emotions Emotions Inability to Inability to Cope Cope Self Self Harm Harm Cycle Cycle Low Low High High Self Self- -harm harm
Listen How we can help Make time
How can How can How can How can I help? I help? I help? I help? OMG! OMG! What to What to say say to Say to Say What NOT What NOT Well done Well done Well done Well done for trying for trying for trying for trying Why? Why? I care I care I care I care Stop Stop
What if a student wont talk? What if a student won t talk? Are you the best person? Start with small stuff Don t get angry Go for a walk Keep offering support Signpost support
Listen Make time How we can help Don t dismiss Offer practical ideas
Self-Harm Alternatives
Go to a quiet Go to a quiet place and place and scream / scream scream / scream silently silently Write or draw Write or draw about feelings about feelings Talk to a person Talk to a person or helpline or helpline Hit a pillow / soft Hit a pillow / soft object object Look after an Look after an animal or sibling animal or sibling Listen to music Listen to music Draw red lines Draw red lines on the skin on the skin Clench ice Clench ice cubes cubes Snap elastic Snap elastic band on wrist band on wrist
Listen Make time How we can help Don t dismiss Involve friends Offer practical ideas
Peer Support The most helpful thing for me during my recovery was having a friend who cared. She was brilliant. She listened when I needed to talk and she answered all sorts of difficult questions from my friends. She made me feel safer.
Safe Peer Support Appropriate support should be put in place (someone to talk to) Consult parents Agree boundaries Ensure friend does not keep secrets. Explore idea of a good friend Discuss role of staff / counsellor etc vs friends with both pupils Can always say no
Listen Remember the real child Make time How we can help Don t dismiss Involve friends Offer practical ideas
Seb great musician. Really funny. Very untidy.
I think Im better able to cope I think I m better able to cope with life s ups and downs than with life s ups and downs than many of my friends now many of my friends now because I ve had to think because I ve had to think carefully about my response to carefully about my response to difficult times. difficult times.
Hear more from Hear more from Pooky Pooky Knightsmith Knightsmith at our at our Benefits of attending Benefits of attending Take away a clear understanding of CAMHS processes Take away a clear understanding of CAMHS processes Identify and support your pupils who self Identify and support your pupils who self- -harm harm Support pupils to successfully develop emotional resilience Support pupils to successfully develop emotional resilience Other speakers presenting on the day include: Other speakers presenting on the day include: Dr Nick Barnes, Dr Nick Barnes, Young People s Psychiatrist, Haringey Adolescent Outreach Team, NHS Roger Catchpole, Roger Catchpole, Training & Development Manager, Young Minds Peter Connor, Peter Connor, Deputy Headteacher, Framwellgate School Find out more at: www.oeconferences.com/mentalhealth14
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