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Results show no overall baseline mood impact, but gender- and self-harm history-related differences emerged, with follow-up mood effects varying by assessment type and timing.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was the main aim of the school-based study?","Question",{"text":63,"@type":64},"To clarify how young adolescents think about taking part in longitudinal self-harm research and to assess mood changes following survey participation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was mood and participation evaluated over time?",{"text":68,"@type":64},"Mood after each survey, participation ratings and thoughts, and responses to a mood-mitigation activity were analyzed using a multi-method approach at baseline and 12-week follow-up.",{"name":70,"@type":61,"acceptedAnswer":71},"Did participation affect mood for all students in the same way?",{"text":72,"@type":64},"No. Baseline participation showed no overall mood impact, but boys and girls reacted differently depending on self-harm status, and follow-up showed a negative mood impact after participation without significant gender or self-harm status effects.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},156713,1787965211,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Ment Health (2018) 12:23 [https://doi.org/10.1186/s13034-018-0230-7](https://doi.org/10.1186/s13034-018-0230-7)  \nChild and Adolescent Psychiatry and Mental Health  \n RESEARCH ARTICLE Open Access  \nWhat do young adolescents think  \nabout taking part in longitudinal self-harm research? Findings from a school-based study  \nJoanna Lockwood 1,2*, Ellen Townsend3, Leonie Royes3, David Daley1,2 and Kapil Sayal 1,2  \nAbstract  \nBackground: Research about self-harm in adolescence is important given the high incidence in youth, and strong links to suicide and other poor outcomes. Clarifying the impact of involvement in school-based self-harm studies on young adolescents is an ethical priority given heightened risk at this developmental stage.  \nMethods: Here, 594 school-based students aged mainly 13–14 years completed a survey on self-harm at baseline and again 12-weeks later. Change in mood following completion of each survey, ratings and thoughts about participation, and responses to a mood-mitigation activity were analysed using a multi-method approach.  \nResults: Baseline participation had no overall impact on mood. However, boys and girls reacted differently to the survey depending on self-harm status. Having a history of self-harm had a negative impact on mood for girls, but a positive impact on mood for boys. In addition, participants rated the survey in mainly positive/neutral terms, and cited benefits including personal insight and altruism. At follow-up, there was a negative impact on mood following participation, but no significant effect of gender or self-harm status. Ratings at follow-up were mainly positive/neutral. Those who had self-harmed reported more positive and fewer negative ratings than at baseline: the opposite pattern of response was found for those who had not self-harmed. Mood-mitigation activities were endorsed.  \nConclusions: Self-harm research with youth is feasible in school-settings. Most young people are happy to take part and cite important benefits. However, the impact of participation in research appears to vary according to gender, self-harm risk and method/time of assessment. The impact of repeated assessment requires clarification. Simple mood-elevation techniques may usefully help to mitigate distress.  \nKeywords: Self-harm, Adolescence, Ethics, Longitudinal, Multi-methods, Mood-mitigation  \nBackground  \nSelf-harm, here defined as any act of self-poisoning or self-injury irrespective of motivation or suicidal intent [1], is a common and significant health concern in adolescence. Average lifetime prevalence of self-harm in community-based samples of adolescents in Europe and Australia has been estimated at 17.8% [2], with rates comparable internationally [3]. While self-harm for many is about preserving rather than ending life [4] it is  \n*Correspondence: [llxjll@nottingham.ac.uk](llxjll@nottingham.ac.uk)  \n1 Division of Psychiatry & Applied Psychology, Institute of Mental Health, University of Nottingham, University of Nottingham Innovation Park, Triumph Road, Nottingham NG7 2TU, UK  \nFull list of author information is available at the end of the article  \nnonetheless strongly linked to completed suicide, with 40–60% of those who die by suicide having a history of self-harm [5]. Youth who self-harm are also at increased risk of mental health difficulties and multiple life problems such as increased alcohol use and relationship difficulties [6, 7]. Adolescents who self-harm thus represent an extremely vulnerable group.  \nAdolescence—the developmental period spanning 12–25 years of age—is an important time to focus research on self-harm as these years are likely to include the onset (12–14 years), peak (15–24 years) and start of remittance of the behaviour [8–10]. Rates of self-harm behaviour are three times higher in adolescents than adult populations [11]. Much self-harm research to date  \n© The Author(s) 2018. This article is distributed under the terms","cbCaikvl5Wg498Zm","https://ap.wps.com/l/cbCaikvl5Wg498Zm","pdf",1008849,"English","# Abstract\n## Background\n## Methods\n## Results\n## Conclusions\n# Background\n## Definition and prevalence of self-harm\n## Adolescent developmental period and research gaps\n## Ethical and practical challenges in younger adolescents","[{\"question\":\"What was the main aim of the school-based study?\",\"answer\":\"To clarify how young adolescents think about taking part in longitudinal self-harm research and to assess mood changes following survey participation.\"},{\"question\":\"How was mood and participation evaluated over time?\",\"answer\":\"Mood after each survey, participation ratings and thoughts, and responses to a mood-mitigation activity were analyzed using a multi-method approach at baseline and 12-week follow-up.\"},{\"question\":\"Did participation affect mood for all students in the same way?\",\"answer\":\"No. Baseline participation showed no overall mood impact, but boys and girls reacted differently depending on self-harm status, and follow-up showed a negative mood impact after participation without significant gender or self-harm status effects.\"}]","What do young adolescents think about taking part in longitudinal self-harm research - Findings from a school-based study | PDF",33]