‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury

Although teachers and other school staff encounter adolescents who self-injure, the behaviour evokes strong reactions. We (a) validated a measure of attitudes towards self-injury, (b) examined knowledge, confidence, and education needs regarding self-injury, and (c) explored the relationship between...

Full description

Bibliographic Details
Main Authors: Berger, E., Hasking, Penelope, Reupert, A.
Format: Journal Article
Published: Springer New York LLC 2014
Subjects:
Online Access:http://hdl.handle.net/20.500.11937/47787
_version_ 1848757930491379712
author Berger, E.
Hasking, Penelope
Reupert, A.
author_facet Berger, E.
Hasking, Penelope
Reupert, A.
author_sort Berger, E.
building Curtin Institutional Repository
collection Online Access
description Although teachers and other school staff encounter adolescents who self-injure, the behaviour evokes strong reactions. We (a) validated a measure of attitudes towards self-injury, (b) examined knowledge, confidence, and education needs regarding self-injury, and (c) explored the relationship between attitudes and responses to self-injury among 501 secondary school teachers and other school staff. Three factors reflecting participants’ attitudes were extracted. Experience was related to knowledge and confidence regarding self-injury, but not to attitudes. Thematic analysis of open-ended questions indicated a desire for education and resources. Implications for teacher education and school policies to support teachers in addressing self-injury are discussed.
first_indexed 2025-11-14T09:35:55Z
format Journal Article
id curtin-20.500.11937-47787
institution Curtin University Malaysia
institution_category Local University
last_indexed 2025-11-14T09:35:55Z
publishDate 2014
publisher Springer New York LLC
recordtype eprints
repository_type Digital Repository
spelling curtin-20.500.11937-477872017-09-13T14:17:43Z ‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury Berger, E. Hasking, Penelope Reupert, A. Education School staff Self-injury Teachers Although teachers and other school staff encounter adolescents who self-injure, the behaviour evokes strong reactions. We (a) validated a measure of attitudes towards self-injury, (b) examined knowledge, confidence, and education needs regarding self-injury, and (c) explored the relationship between attitudes and responses to self-injury among 501 secondary school teachers and other school staff. Three factors reflecting participants’ attitudes were extracted. Experience was related to knowledge and confidence regarding self-injury, but not to attitudes. Thematic analysis of open-ended questions indicated a desire for education and resources. Implications for teacher education and school policies to support teachers in addressing self-injury are discussed. 2014 Journal Article http://hdl.handle.net/20.500.11937/47787 10.1007/s12310-013-9114-4 Springer New York LLC restricted
spellingShingle Education
School staff
Self-injury
Teachers
Berger, E.
Hasking, Penelope
Reupert, A.
‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury
title ‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury
title_full ‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury
title_fullStr ‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury
title_full_unstemmed ‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury
title_short ‘‘We’re Working in the Dark Here’’: Education Needs of Teachers and School Staff Regarding Student Self-Injury
title_sort ‘‘we’re working in the dark here’’: education needs of teachers and school staff regarding student self-injury
topic Education
School staff
Self-injury
Teachers
url http://hdl.handle.net/20.500.11937/47787