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The purpose of this paper is to report on a study into the lived experience of skin picking disorder (SPD) and to explore the psychological impact of the disorder.

Researchers employed a qualitative phenomenological approach, using Interpretative phenomenological analysis (IPA).

The study found that the sense of shame, common among participants, led to self-stigma, hiding, concealing and avoidance. Shame of SPD also interplayed with and compounded the shame of loneliness.

Limitations included a lack of a longitudinal component to the work. This is deemed important, as both the SPD and the experience of loneliness can shift over time as circumstances change, and individuals develop strategies for coping or, conversely, experience a worsening of the condition and the shame, loneliness and social isolation it can induce.

This study draws attention to the complex nature of both SPD and loneliness. It highlights how those living with the disorder are reluctant to seek help, resulting in low rates of treatment access and distrust in health providers.

As SPD is little understood, it can be erroneously deemed a “choice”; seldom discussed as a condition, it can lead to exclusion and withdrawal. The sense of shame of both appearance and behaviour interplays with and compounds the shame of loneliness and can force the individual into a further cycle of withdrawal and isolation.

While research suggests SPD should be acknowledged as a public health issue, research and literature is still relatively limited, and there are no qualitative phenomenological studies as yet that report on the lived experience of SPD.

Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters.

A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania.

This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being.

Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma.

A view of the “whole child” with regard to academic success could further foster social and emotional development.

Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children.

Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.

The purpose of this article is to examine the expectations, challenges and tensions officers describe while engaged with public schools to demonstrate that officers engage with students in public schools in a conscious, goal-oriented process to establish and maintain useful relationships.

Data collection involved 104 semi-structured interviews (including follow up interviews) and 31 focus groups, conducted between 2014 and 2018 with police officers working in rural areas of a province in Atlantic Canada.

Utilizing the concept of social capital, we analyze practices of investments alongside the understanding of rurality as socially interconnected and the rural school as a particular site of interconnectedness for police officers. We demonstrate how, while accumulating social capital, officers face role tension and fundamental barriers when trying to integrate into rural school communities.

By demonstrating the specificities of building social capital in schools and community environments in a rural setting, we contribute to understandings regarding the unique opportunities and challenges faced by police in rural schools in integrating effectively into schools and responding to youth-specific problems.