Abstract
This article is based on the author's research dissertation for an MA in Interprofessional Healthcare Education. It is the first of two parts looking at educational support systems for young people experiencing self-harm. The first article focuses on the the rationale behind the study, its context in relation to practice, and its aims as well as its value to current school nursing and educational-based support for young people experiencing emotional difficulties. The second article will concentrate on the review itself and the findings, providing insight into how these findings can be used in practice to best support young people and highlights areas for future research.
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