Self-Injury Policy Rationale Introduction

Transcription

1 Self-Injury Policy Rationale As a Christian School we have always believed that each of us is an individual made in God s image. In line with the document Every Child Matters, the school seeks to support each pupil s development in ways which will foster a positive self- image, security, confidence, independence and a sense of worth. These are regarded as central to the well-being of the individual and therefore seen to be an intrinsic part of all aspects of the curriculum, pastoral care and school life. Introduction The aim of this policy is to promote all pupils welfare, safety, health and guidance by fostering an open, caring and supportive climate. The pupil s welfare is of paramount importance. Balshaw s C.E. High School recognises the responsibility it has under the Education Act 2000 and the contribution it can make to protect children and support pupils in school. All staff involved with children (teaching and non teaching) have a responsibility to be mindful of issues relating to children s safety and welfare and a duty to report or refer any concerns. As part of Balshaw s core mission and values and continued dedication to the health and happiness of all pupils, this policy provides a clear set of protocols that will be adopted when any issue arises surrounding self injury. Recognising the warning signs that a pupil may be self-injuring; Broaching the subject of self-injury to a pupil you suspect of deliberately hurting themselves; How to react positively if a pupil comes to you wishing to discuss their self-injury; Short-term plan of action for the care and management of the pupil, to include assessing the pupil s unique and individual needs; Long-term plan of action for the continued support, assistance and monitoring of the pupil; How best to assist in building the confidence, self-esteem and emotional wellbeing of the pupil; Practical and emotional support for staff members who are dealing with a self-injuring pupil; Provision of clear and standard guidelines for all staff in contact with the pupil;

2 Implementation of a harm minimisation strategy to prevent the spreading of self-injury within the school. Training and education surrounding the issue of self-injury for all staff; Education and awareness campaigns for pupils. Developing a Self-Harm Policy At Balshaw s we aim to create a climate in which all people are considered equal, worthy of respect & esteem. We believe every individual is a unique & valuable creation made in God s image The aims of this policy are: To promote clarity and confidence amongst staff & pupils in regards to how they respond to incidences of self-harm To clarify some of the most important issues which are likely to arise when working with young people who self-harm; and to consider ways of addressing them To assist in promoting a consistent, cohesive approach in terms of organisational and individual responses to self-harm What is self-injury? For some Self-injury is a coping mechanism. An individual harms their physical self to deal with emotional pain, or to break feelings of numbness by arousing sensation. Self-injury is any deliberate, non-suicidal behaviour that inflicts physical harm on your body and is aimed at relieving emotional distress. Physical pain is often easier to deal with than emotional pain, because it causes real feelings. Injuries can prove to an individual at that their emotional pain is real and valid. Self-injury behaviour may calm or awaken a person. Yet self-injury only provides temporary relief, it does not deal with the underlying issues. Self-injury can become a natural response to the stresses of day-to-day life and can escalate in frequency and severity. Self-injury can include but is not limited to, cutting, burning, scratching, scalding, burning, banging and bruising, non-suicidal overdosing and even deliberate bone-breaking. Self-injury is often habitual, chronic and repetitive; self-injury tends to affect people for months and years. People who self-injure often make a great effort to hide their injuries and scars, and are often uncomfortable about discussing their emotional inner or physical outer pain. It can be difficult for young people to seek help from the NHS or from those in positions of authority, perhaps due to the stigma associated with seeking help for mental health issues. Self-injury is usually private and

3 personal, and it is often hidden from family and friends. People who do show their scars may do so as a reaction to the incredible secrecy, and one should not assume that they are inflicting their scars on others to seek attention, although attention may well be needed. Self-harm is a wider definition, that includes eating disorders, self-injury and drug/alcohol misuse. Why self-injury is not Like any behaviour, self-injury may be used to attract attention, but this is not usually the focus of chronic, repetitive self-injury. If self-injury is being used in order to gain attention, one must look to find the reasons as to why someone is in such dire need of attention. It could be there is a problem at home, or issues of bullying, and they feel that no one is listening or hearing them. Self-injury is not about seeking attention, a way of fitting in or a response to music, films or the emo or gothic culture. Prejudices and perceptions may lead people to believe they know that selfinjury is linked to certain demographic or background, but each person is unique and will have found self-injury by their own route, and rely on it at times of stress due to the release and relief it offers them. Risk factors associated with self-injury Self-injury is a coping mechanism and it is important to recognise and respond to the underlying reasons behind a person s self-injury. Risk factors include, but are not limited to: Low self-esteem; Perfectionism; Mental health issues such as depression and anxiety; The onset of a more complicated mental illness such as schizophrenia, bi-polar disorder or a personality disorder; Problems at home or school; Physical, emotional or sexual abuse; It is important to recognise that none of these risk factors may appear to be present. Sometimes it is the outwardly happy, high-achieving person with a stable background who is suffering internally and hurting themselves in order to cope. Warning signs that may be associated with self-injury As noted above, there may be few or no warning signs, but some of the things below might indicate that a pupil is suffering internally which may lead to self-injury: Drug and / or alcohol misuse or risk taking behaviour; Negativity and lack of self-esteem; Out of character behaviour; Bullying other pupils;

4 A sudden change in friends or withdrawal from a group. Changing in eating / sleeping habits; Increased isolation from friends/family; Changes in activity and mood, e.g. more aggressive than usual; Lowering of academic grades; Talking about self-harming or suicide; Abusing drugs or alcohol; Becoming socially withdrawn; Expressing feelings of failure, uselessness or loss of hope; Giving away possessions Physical signs that self-injury may be occurring Obvious cuts, scratches or burns that do not appear of an accidental nature; Frequent accidents that cause physical injury; Regularly bandaged arms and/or wrists; Reluctance to take part in physical exercise or other activities that require a change of clothes; Wearing long sleeves and trousers even during hot weather; Suicide Although self-injury is non-suicidal behaviour and relied on as an attempt to cope and manage, it must be recognised that the emotional distress that leads to self-injury can also in extreme situations lead to suicidal thoughts and actions. It is therefore of utmost importance that all incidents of self-injury are taken seriously and that the underlying issues and emotional distress are thoroughly investigated and necessary emotional support given, in order to minimise any greater risk. Any mention of suicidal intent should always be taken seriously and acted upon as a matter of urgency.

5 The cycle of self-harm/injury When a person inflicts pain upon himself or herself the body responds by producing endorphins, a natural pain reliever that gives temporary relief or a feeling of peace. The addictive nature of this feeling can make self-harm difficult to stop. Young people who self-harm still feel pain, but some say the physical pain is easier to stand than the emotional/mental pain that led to the self-harm initially. Negative emotions (Sadness, anger, despair) Tension (Inability to control emotions, maybe using dissociation to cope with tension) Self-harm act (Cutting, burning etc) Positive effects (Endorphins released, tension and negative feelings dispelled for a short period) Negative effects (Shame and guilt over self-harm act) Issues that may trigger self-harm The following risk factors, particularly in combination, may make a young person vulnerable to self-harm. Individual factors Depression/anxiety Poor communication skills Low self-esteem Poor problem solving skills Hopelessness Impulsivity Drug or alcohol abuse Family factors

6 Unreasonable expectations Neglect or abuse (physical, sexual or emotional) Poor parental relationships and arguments Depression, deliberate self-harm or suicide in the family Social factors Difficulty in making relationships/loneliness Persistent bullying or peer rejection Easy availability of drugs, medication or other methods of self-harm A number of factors may trigger the self-harm incident: Family relationship difficulties (the most common trigger for younger adolescents) Difficulties with peer relationships e.g. break up of a relationship (the most common trigger for older adolescents) Bullying Significant trauma, e.g. bereavement, abuse Self-harm behaviour in other students (contagion effect) Self-harm portrayed or reported in the media Difficult times of the year (e.g. anniversaries) Trouble in school or with the police Feeling under pressure from families, school and peers to conform/achieve Exam pressure Times of change (e.g. parental separation/divorce/bereavement) Warning Signs There may be a change in behaviour of the young person which is associated with selfharm or other serious emotional difficulties: Changes in eating/sleeping habits Increased isolation from friends-family Changes in activity and mood, e.g. more aggressive than usual Lowering of academic grades Talking about self-harming or suicide Abusing drugs or alcohol Becoming socially withdrawn Expressing feelings of failure, uselessness or loss of hope Giving away possessions

7 Responding to Self-harm In accordance with guidelines (LCC Self-harm guidance update (vi) ) outlined by Lancashire County Council on how to respond to self-harm staff at Balshaw s will implement the following responses upon dealing with any young person who has self-harmed 1. Immediate Response to Injuries It is ok and appropriate to show concern. Make sure the child/young person is safe; give them something to treat any injuries (e.g. plaster or bandage) and/or seek medical advice and attention as required. Encourage the young person to seek medical attention if they are reluctant and provide the necessary support to facilitate this The young person who has just harmed themself usually feels upset and vulnerable (although they may hide this). Just because they caused the harm to themselves this does not mean that they will not feel hurt, frightened or shocked by their injuries. Be reassuring rather than questioning them at this stage. They may want to talk, so allow for this People often fear that being sympathetic will somehow reinforce the behaviour as an attention-seeking strategy, thereby perpetuating it and possibly making it worse. In fact, being punitive, hostile or withholding care and support is likely to make the young person feel even worse about themselves, thereby increasing risk. (However, avoid amateur psychology and/or therapy at all costs, unless you are trained and/or qualified to provide either or both!) Messages to give Young People It is usual for people to feel shocked, frightened, anxious and/or upset when they first encounter a child or young person who is self-harming. However, the messages that adults give at this initial point of contact are crucial: Calmness Remain calm and do not openly display the very powerful feelings of shock, anger, distress or panic that you may have Acceptance Tell the young person that it is okay to talk about self-harm, it is something that you know about and can handle Acknowledgement Tell the young person how hard it can be to talk about this and acknowledge the courage that it takes to do so Concern Demonstrate that you are concerned about the distress which lies behind the self-harm Understanding Make it clear that self-harm is something that can be understood, that there are reasons for it and that other young people do it too they are not alone Respect and Reassurance Acknowledge their use of this particular coping strategy and with how frightening it might feel if they think someone is going to take it away

8 Hope Some people who self-harm think it is absolutely impossible to stop; let them know that lots of people who do it are able to stop hurting themselves Information Provide information about appropriate resources and sources of further help, advice and support but do not rush the young person on to someone else; remember that being available to listen and talk is important in itself and avoids giving messages of being fobbed off or that the problem is simply too big for anyone to deal with) Confidentiality Respect confidentiality whilst ensuring that appropriate procedures are followed. The usual balance needs to be struck here e.g. make it clear why and to whom you may have to pass information on and encourage and support a young person to talk to an appropriate person Under circumstances where a young person has self-harmed or is threatening to, unless there is an extremely good reason not to inform parents (i.e. this would place the child at risk of further harm, they disclose that they have been or are being abused by a parent) then this should occur as they too will have a key ongoing role in respect of Self-harm can be a transient behaviour in young people that is triggered by particular stresses and resolves fairly quickly, or it may be part of a longer term pattern of behaviour that is associated with more serious emotional/psychiatric difficulty. Where there are a number of underlying risk factors present the risk of further self-harm is greater Implementation of the Policy It is the responsibility of the Headteacher to ensure that the Self-harm Policy is implemented correctly in school and all staff follow the procedures set out in it The Self-harm Policy will be reviewed annually The Assistant Headteacher (Pastoral) will co-ordinate all incidents of Self-harm and keep a central record All incidents of Self-harm will be recorded by Head of House/Assistant Headteacher Pastoral on the Sample Incident form suggested in the Lancashire County Council Selfharm guidance update ( vi) Heads of House/Tutors/Teaching staff will keep the Assistant Headteacher (Pastoral) informed of any incidents of Self-harm brought to them by pupils All staff have a responsibility to ensure any disclosures of Self-harm by any pupil are passed on to the appropriate staff 2. Evaluating the Policy

9 As a school Balshaw s will strive to review The Self-harm Policy in line with good practice annually by the Governing Body. The Governing Body and Headteacher will review reported incidents and any relevant comments from pupils, staff, parents and Governors The outcomes of such reviews will be considered by all staff and appropriate amendments made to measures in school where necessary. The Pastoral Team and SLT will discuss Self-harm strategies regularly at appropriate points throughout the school year This policy is fundamentally important to the health and well being of all pupils and adults within Balshaw s community. All members of the school community have a responsibility for implementing the Self-harm Policy. How we treat others and conduct ourselves in, out and around school reflects upon all of us and the values we aim to uphold Roles and Responsibilities 3. The Headteacher will Work with the Designated Senior Person Assistant Headteacher (Pastoral) responsible for all incidents relating to self-injury Ensure that all designated staff receive full and appropriate training surrounding self-injury and are fully confident with the procedures to follow; Provide practical and emotional support for key staff dealing with self-injury; Ensure that all staff, including teaching assistants, lab technicians and other non-teaching staff are made aware of, and understand, the self-injury policy 4. The Governing Body will Provide pupils with open access to information about self-injury and details of who to go to for help and support Review special permissions for pupils who self-injure, for example time out of the classroom during emotional distress and permission to wear long sleeves for sports Create a procedural policy in case of self-injury incidents occurring at school Be clear about what behaviour will not be tolerated and ensure all pupils are aware and understand your rules (for example, self-injuring in front of other pupils or threats to selfinjure as part of bargaining or manipulation may be deemed unacceptable) 5. All Staff and Teachers will Be aware of procedures for self-harm communication processes for reporting it Make it known to pupils that you are available to listen; Remain calm and non-judgemental at all times Avoid dismissing a pupil s reasons for distress as invalid;

10 Encourage pupils to be open with you and reassure them that they can get the help they need if they are willing to talk; Endeavour to enable pupils to feel in control by asking what they would like to happen and what help they feel they need etc Do not make promises they can t keep regarding such things as confidentiality Encourage all pupils to seek health and happiness in their lives every day; Discuss and promote healthy coping mechanisms and suggest ways in which pupils can be empowered to make positive changes in their lives; Provide access to information and resources regarding self-injury and its causes; Provide and encourage access to exterior help and support where possible; Monitor the reactions of other pupils who know about the self-injury Avoid asking a pupil to show you their scars or describe their self-injury; Avoid asking a pupil to stop self-injuring you may be removing the only coping mechanism they have; Report the matter to the Assistant Headteacher (Pastoral) or Head of House as soon as you become aware of the problem, and inform the pupil that you are doing this 6. The Designated Senior Person will Ensure the implementation of School Self-harm policy, communicate with Heads of House & report back to the Headteacher at each stage; Maintain up-to-date records of pupils experiencing self-injury, incidents of self-injury and all other concerns surrounding the issue; Communicate with the Headteacher on a regular basis and keep them informed of all incidents and developments; Monitor the help, support and progress of the pupils and maintain communication with them; Liaise with the Headteacher and pupil to decide if any other members of staff who have contact with the pupil should be made aware of the self-injury and underlying concerns; Ensure that all first-aiders are well informed about self-injury; Inform the pupil s parents and liaise with them as to how best manage the situation; Be aware of when it is essential for other professional bodies to be informed, such as social services or educational psychologists; Report any mention of suicidal feelings or behaviour as a matter of urgency; Take care of the emotional well-being of staff who deal with young people who self-harm and seek support as and when necessary This policy was created and implemented with the consultation of:

11 Staff members, Governors, School Chaplain and School Counsellor LifeSIGNS: Children and young people who self-harm. Lancashire County Council Self-harm guidance 2010 Relationship to other policies This policy should be read in conjunction with other related policies in school, such as Child Protection, Health & Safety, Personal Social and Health Education, SEN, Behaviour and Anti- Bullying Policy Evaluation and Monitoring The key success in implementing any policy is communication and evaluation. Teachers, parents and pupils will be asked for feedback as to how each stage of an incident was dealt with in order to be able to measure the success of the policy and make suitable changes where appropriate Date established by Governing Body: September 2011 Date for full implementation: October 2011 Date for Review: - October 2012 Reviewed: October 2012 Policies will be reviewed regularly in line with current policies Reviewed: December 2013 September 2014