Self-harm continues to be a growing concern within adolescence and is a globally recognised public health and social problem. Adolescents living in the community who self-harm are extremely common however less is known about these young people. This study focussed on capturing the voice of young people who engage in cutting behaviour to provide insight into the risks associated with this phenomenon. Single semi-structured interviews were conducted with nine adolescents aged 16-18 years who lived within one Trust area in Northern Ireland.Thematic analysis was applied to the transcribed interviews in which themes emerged. The three subordinate themes of onset, persistence and ending of the behaviour encompassed six sub-themes which were further identified as risk factors for the behaviour. Risk factors identified were difficulties in support networks, exposure to self-harm behaviour, psychological issues, 'addiction' to self-harm, hidden harm and support that hinders. These factors support the current literature base however individual and diverse explanations are highlighted which provide further depth, particularly around the concept of addiction. Recommendations for social work practice as well as future research are considered in view of the findings with the importance of the helping relationship and continuing to listen to young people as key direction.

This case study drawn from our collective experience in Northern Ireland presents a relatively unique approach that considers the role of wider contextual and organisational factors in supporting or inhibiting research into social work and social care practice. It has been written by members of the Building A Research Community Group (hereafter referred to as Research Community) established in 2019. The Research Community was built on the premise that partnership and co-production working between service delivery organisations, researchers and academia, and service users and carers is an essential underpinning to effective ‘practitioner research’, just as it is to the development of robust practitioner-relevant education and training. Using our experience over the last decade, we argue that bridging the gap between scientific evidence and practice requires leadership and the development of a supportive organisational culture that is receptive to learning and change. Highlighting both successes and challenges, along a journey spanning from 2014, we focus on the importance of developing a research strategy and realistic implementation plan accompanied by resource allocation. By sharing our journey in this case study, we hope that others across other geographical contexts can learn from our experience and are encouraged to share their own experiences.

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