The herewith thesis explores the understanding of self-harming behaviour in children removed from their families from the perspective of professional workers at the Professional Centre Kranj. The aim of the study was to examine how professional workers understand self-harming behaviour, what factors they associate it with, how they respond to it, and what kind of support they need when working with these children. In the theoretical part, I first present the period of adolescence and the importance of social work with young people. I then describe child protection measures, risk factors within the primary family environment, attachment theory, and the understanding of trauma and its consequences for children. Special attention is given to developmental complex trauma, trauma associated with child removal procedures, and trauma-informed approaches. Furthermore, I define self-harming behaviour, its forms, causes, functions, and possible support and intervention strategies. I also discuss the importance of support for professional workers, interinstitutional cooperation, and the role of professional centres.
The empirical part of the thesis is based on a qualitative study conducted through interviews with professional workers at the Professional Centre Kranj. The findings indicate that professional workers primarily understand self-harming behaviour as an expression of internal distress, a means of emotional regulation, and a way of communicating unexpressed needs. Self-harm is frequently associated with traumatic experiences, removal from the family, relationship difficulties, a lack of safety, and difficulties in expressing and managing emotions. In responding to self-harming behaviour, professional workers emphasise the importance of a calm, compassionate, and non-judgemental approach, the establishment of trust, and open communication with the child. The findings also show that professional workers need support from colleagues, supervision, interinstitutional cooperation, and additional knowledge about self-harming behaviour and trauma. The thesis concludes with recommendations for practice, particularly regarding the strengthening of professional support for staff, the development of trauma-informed approaches, and the provision of a safe and supportive environment for children removed from their families.
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