Forgotten Others: Teachers’ and Siblings’ Experiences of Intentional Self-Injury in Young People

Abstract

This thesis qualitatively explores teachers’ and siblings’ experiences of intentional self-injury in young people. Chapter one is a systematic review on teachers’ experiences of young people’s intentional self-injury. Twenty papers were included in the review, and extracted data was thematically synthesised, through which three themes were developed: ‘Making Sense of Intentional Self-Injury – Navigating Complexity and Uncertainty’, ‘Roles, Responsibility and the Bigger Picture’, and ‘The Impact – It Hits Hard’. Findings highlight the challenges teachers encounter in relation to young people’s intentional self-injury, indicating the need for systemic change and teachers receiving increased support. Chapter two is an empirical paper retrospectively exploring the experiences of being an adolescent and having an adolescent sibling who intentionally self-injures. Interview data was analysed using interpretative phenomenological analysis, through which four inter-connected themes were identified: ‘The Protector Role’, ‘What About me?’, ‘Joining the Dots’ and ‘Loss and Loneliness’. The significant impact intentional self-injury can have on siblings is highlighted, with recommendations outlined as to how they can be supported. Chapter three considers the contributions papers one and two make to theory and clinical practice, alongside recommendations for future research. To conclude a reflective commentary on the experiences of conducting this research is provided.

Date of Award	26 Sept 2024
Original language	English
Awarding Institution	Bangor University
Supervisor	Lucy Piggin (Supervisor) & Michaela Swales (Supervisor)