The period of adolescence is a time of many changes and upheavals in a person's life. Its turbulence is characterized by the testing of various behaviors in emotional distress. In the first part of the master's thesis, we focus on the theoretical foundation of self-harm, its various definitions, possible causes, and social theories that explain self-harm. We continue with the definition of the concept of empowering adolescents through personal, cultural, and structural levels. In the second part of the master's thesis, we present a study that includes research of two groups. The first group consists of individuals who self-harmed during adolescence, while the second group comprises professionals who work with adolescents who self-harm within the school counseling service today. From the perspectives of both groups, we analyzed how the empowerment of adolescents who self-harm is evident in the process of providing help, the role of the family in empowering adolescents within the help process, how professionals define the empowerment of adolescents who self-harm, and which skills and concepts they recognize as important for working with adolescents who self-harm. We also investigated the obstacles to empowerment and within the help process itself, as perceived by both groups. The research results showed that empowerment is one of the fundamental tools in helping adolescents who self-harm. Professionals use a variety of skills in their work with adolescents, which are accessible through additional training, depending on the self-initiative of the professionals. The family plays an important role and should be included in fulfilling agreements in the working relationship with the adolescent. However, there are more obstacles to empowerment within the help process, the most significant being the overload of professionals who help adolescents.
|
