Self-harm in people with learning disabilities

Abstract

Section A

A systematic literature review on the experiences of people with learning disabilities who self-harm. Quality assessment of 12 qualitative papers was guided by the CASP. Through thematic synthesis of these paper three central themes were developed: (1) Negative experiences, (2) The act of self-harm, and (3) A different response. Self-harm took place in a negative context which affected an individual’s self-view and created overwhelming emotions. Responses to self-harm could be experienced as punitive or uncaring which furthered the individual’s negative experiences. Responses which reduced self-harming behaviour were identified. The implications for clinical practice and research were discussed.

Section B

Presented here, is a study exploring how professionals in the care sector work with people with learning disabilities who self-harm. Interviews were conducted with 11 participants and data analysis, informed by critical realist grounded theory methodology, produced four main concepts: a caring vocation, a distressing experience, navigating distress, and powerlessness. A preliminary model of how professionals navigate distress when working with people with learning disabilities who self-harmed was developed. It considered both personal and systemic contexts which influence and are influenced by this process. Implications for clinical practice and research were discussed.

Date of Award	2022
Original language	English