Skills for the Job: Understanding virtual self-harm

What is virtual self-harm?

The term self-harm is generally defined by physical injuries that are auto-inflicted, including cutting, overor under-eating and substance abuse. The internet however, has given rise to a new form of self-abuse, conducted predominantly through social media sites to inflict emotional or psychological harm.

This can manifest in two ways: "self-baiting", where the victim posts an inflammatory comment to an online community to incite aggressive responses towards themselves; and "online self-harm", where the victim creates false social media profiles to send offensive or insulting messages to their main profile, simulating third-party abuse. Both forms are used to effectively reinforce the negative feelings the victims have about themselves, and validate their low self-esteem.

How big a problem is it?

A recent study of over 600 students by the Massachusetts Aggression Reduction Centre at Bridgewater State University, found that around nine per cent had engaged in some form of virtual self-harm; most claimed that they had only done so once or twice, but others admitted to more frequent activity. Three main reasons have been identified for virtual self-harm: a cry for help, an attempt to look cool, or trying to trigger compliments by peers.

What are the warning signs that a young person is self-baiting online?

Virtual self-harm is motivated by the same factors that incite physical self-harm. For example, indications of vulnerability and inclination towards self-harm may include withdrawal, escalating arguments or incidents with peers, missing school or showing signs of low self-esteem.

The online environment can help these vulnerable young people find a community and support, and it is generally a very positive factor in young lives. However, it can also be a minefield of poor advice and negative reinforcement, which may normalise these self-destructive behaviours.

What can children's professionals do to help educate young people about the risks?

Professionals need to teach children how to function sensibly and safely as part of the online community; to promote a positive digital reputation. They should inspire and cultivate resilience and critical thinking skills so that young people can appreciate the veracity of websites and online material. Through training, professionals should be empowered to build an awareness of the content available online so that they can understand the potential risks and incorporate them into their wider intervention schemes. Instead of banning the internet, the positive experiences that can be had through online engagement - entertainment, empowerment and creativity - should be accentuated.

Where can professionals and parents turn for advice and information?

SelfHarmUK provides an anonymous forum for parents and children to post about their experiences, through which they receive advice and support from mental health experts and child protection practitioners.

Schools must establish robust reporting methods, both passive and active. Active reporting routes such as South West Grid for Learning's (SWGfL) Whisper allow pupils to report incidents or concerns anonymously, through which schools can gather intelligence. Merseyside Police's Sharps (Student Help Advice Reporting Page System) provides a similar framework. Passive reporting routes, such as SWGfL alerts can be set up to pick up on publicly open social content relating to particular key words, triggers and children's names. It can often signpost indicators that allow early intervention with vulnerable children.

Ken Corish, online safety manager for South West Grid for Learning and senior manager of the UK Safer Internet Centre

TOP TIPS

• Incorporate the issue into training - the underlying issues need to be addressed in any case of self-harm, even online
• Know the environment - understanding what is available online and where the risks are is vital to safeguarding
• Teach students the value of a positive digital reputation and how to keep themselves safe through critical evaluation
• Treat every report of online bullying seriously, even if you suspect it is self-inflicted - this may be a cry for help
• Work collaboratively - ensure that your reporting routes are accessible to everyone: staff, students and parents