Media and blogs

Understanding self-harm in Christian schools

The Christian Teachers Journal, May 2018

Trust me I'm an expert: The science of pain

The Conversation Podcast, Mar 1 2018

Self harm by Australian high school students: latest research on who might do it and how to help

EduResearch Matters, Oct 16 2017

Discussing suicide in schools

Radio Interview with Alan Hickey on 5AA, Sept 14 2017

Talking about suicide and self-harm in schools can save lives

The Conversation, Sept 13 2017

New to research using high school samples? Three things that helped me

NetECR, 5 Sept 2017

Refereed Journal Articles

Stanford, S., Jones, M.P. & Hudson, J.L. (2017). Appreciating complexity in adolescent self-harm risk factors: Psychological profiling in a longitudinal community sample. Journal of Youth and Adolescence, Jul 28. DOI: 10.1007/s10964-017-0721-5

Stanford, S., Jones, M.P. & Hudson, J.L. (2017). Rethinking pathology in adolescent self-harm: Towards a more complex understanding of risk factors. Journal of Adolescence, 54, 32–41.

Stanford, S., Jones, M.P., & Loxton, D.J. (2016). Understanding women who self-harm: Predictors and long- term outcomes in a longitudinal community sample. Australian & New Zealand Journal of Psychiatry.

Stanford, S. & Jones, M.P. (2010). How much detail needs to be elucidated in self-harm research? Journal of Youth and Adolescence, 39(5), 504–513.

Stanford, S. & Jones, M.P. (2009). Psychological subtyping finds pathological, impulsive, and “normal” groups among adolescents who self-harm. Journal of Child Psychology and Psychiatry and Allied Disciplines, 50(7), 807–815.

Book Chapters

Stanford, S. & Jones, M.P., 2012. Psychological profile in an adolescent community sample: its relation to self-harm. In A. M. Columbia, ed. Advances in psychology research. New York: Nova Science Publishers, pp. 77–92. 

Stanford, S., & Jones, M.P. 2008. Unanswered questions in adolescent self-harm: A closer look at impulsivity. In S. Boag, ed. Personality Down Under: Perspectives from Australia. New York: Nova Science Publishers, pp. 177-188. 

© 2017 Sarah Stanford

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