Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573118
Title: Self-harm : virtual and educational environments
Author: Marriott, Lucy C.
Awarding Body: Bangor University
Current Institution: Bangor University
Date of Award: 2012
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Abstract:
The current thesis explores self-harm in educational and virtual environments. It consists of three papers 1) a literature review 'The Nature and Effects of Self-Harm Websites: a Review ofthe Literature'; 2) a research paper 'Secondary School Teachers' Perceptions of Pupils' Self-harm: A Foucauldian Discourse Analysis'; and 3) a discussion paper 'Contribution to Theory and Clinical Practice'. The literature review found that sites with self-harm content were easily accessible, and found across a variety of mediums including personal/peer driven sites, self-help resources, discussion forums, YouTube, and social networking sites. .,; Individuals using the sites found they provided support and a sense of community and identity. However, self-harm sites may inadvertently maintain self-harming behaviour through its normalisation, and some sites contained material that might trigger self-harm. It is recommended that professionals working with individuals who self-harm should have an awareness of the sites available, assess their client's on-line activities, and where appropriate, allow them to explore their online-experiences in sessions. Through semi-structured interviews, the research paper explores how six secondary school teachers conceptualise self-harm. Foucauldian Discourse Analysis illuminated four discourses: (1) Self-harm transgresses social norms; (2) Self-harm and explanatory discourses; (3) Surveillance and reporting; and (4) Problematising responding. Teachers positioned themselves as responsible for supporting pupils who self-harm. It is recommended that the results are used to develop teachers' support and training programmes. The discussion paper focuses on how educational environments can provide appropriate support to pupils who self-harm, incorporating findings from the literature review regarding the use of self-harm websites. It includes a reflective commentary exploring the author's experiences of preparing the thesis and its contribution to her learning. It is hoped that this thesis will contribute to achieving better outcomes for people who self-harm.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psychol.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573118  DOI: Not available
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