At the National Social Service Conference 2017 last month, the professional conversations about this project centred upon the importance of fully understanding the secondary school context, and the needs of the population group within the school. Discussion centred upon the necessity of a preventative approach, working in partnership with the schools and pupils to find out what was acceptable and feasible for support with adolescent self-harm.
However, this month, the initial research findings from this research project are now demonstrating the fundamental barrier within the secondary school context is from the stigma surrounding adolescent self-harm. One strand of the project’s research analysis will now therefore focus on mapping the specific components of the stigma present within the school context, to help to address the issue of stigma, and to offer a way forward. A theoretical model will be created, to summarise these stigma factors that are currently active within the school context. This is an important contextual factor that will negatively impact any intervention and outcomes within the school context.
This work is informed by the Medical Research Council Guidance: Process Evaluation of Complex Interventions.
See:
Moore, G., Audrey, S., Barker, M., Bond, L., Bonell, C., Hardeman, W., Moore, L., O’Cathain, A., Tinati, T., Wight, D. and Baird, J. 2015. Process Evaluation of Complex Interventions. UK Medical Research Council Guidance. BMJ. DOI: http://dx.doi.org/10.1136/bmj.h1258
