Presentation on theme: "SELF-INJURY Kellie Szerlag, M.Ed. School Psychology Intern University of Massachusetts, Boston."— Presentation transcript:
SELF-INJURY Kellie Szerlag, M.Ed. School Psychology Intern University of Massachusetts, Boston
Whats Happening: Adolescence Time of transition and change. Maturing bodies and minds Combination of Thoughts/Feelings: center of attention, but alone in experiences. Early Adolescence: world is more black and white. Later Adolescence: better able to understand self. Learning How to: Establish and maintain relationships. Define self and purpose. Understand themselves and the world.
Why discuss Self-Injury? Nonsuicidal self-injury (NSSI): is a growing public health concern among adolescents. Self-injury is often identified in schools
What is Self-Injury? Terms: self-harm, cutting, self-mutilation, & non- suicidal self-injury (NSSI) NSSI: the deliberate destruction of ones own body tissue without the intent of death (Taylor, Peterson, & Fischer, 2012).
Self-Injury vs. Suicide Attempts Self-injurers are typically not attempting suicide. Connection to thoughts of suicide later in life. Physically harmful and dangerous Related to impulsiveness Dysfunctional/Maladaptive coping strategy
Most Common Forms of Self-Injury Skin cutting Burning People who Self-Injure might: Pick or interfere with wound healing Engage in behavior secretively Bathrooms or other secluded areas.
Identifying Self-injury Frequent unexplained scars/burns Non-dominant arms, forearms, hands Can be anywhere on body Covering-up with clothing Constant wearing of wrist bands, long sleeves, multiple bracelets
Who is at-risk? Victims of abuse Family Conflict Mental illness Higher rates among: Females LGBTQ
Who is at Risk? Impulsivity Low self esteem Low levels of resiliency Poor problem-solving skills Difficulty regulating emotions Often related drug and alcohol abuse
Adolescents who self-injure reported they do it to: Self-soothe Reduce severe distress Feel good Express negative feelings Hopelessness, worthlessness, depression, anxiety or distress Fight feelings of numbness Feel a sense of control
Why Adolescents Self-Injure Belief: self-injury achieves emotional equilibrium when they cant regulate or control emotions (self-soothe). To relieve intolerable emotional pain To communicate a deep sense of anguish. A cry for help
Self-Injury in Social Groups Sometimes considered contagious among groups of friends. Importance of protocols for dealing with self- injury in schools. Parent involvement and communication with children.
Protective Factors Connectedness Access to mental health services Spiritual life Stable families
Roles of the School Communication is important between school- home-outside clinician. Support Staff and Medical Professionals School should be involved in the reinforcement of coping strategies and communication skills.
Responding to Self-Injury Medical attention Outside counseling or therapy Have a strong support system, treatment can be long and tough for parents. Support siblings
Responding to Self-Injury Understand self-injury as a way to cope or handle intense feelings. Encourage them to share feelings through journaling or in art (drawing, painting, creating). Remove tools After-school activities or hobby/interest. Community outreach
Things to Avoid Avoid statements that might cause guilt or shame Try not to appear shocked by this behavior. Avoid talking about their self-injury in front of friends or with other relatives. Try to teach them what you think they should do Avoid punishment for self-injurious behaviors. Overprotecting might be harmful, but try to be aware of whats going on. Dont blame yourself for your childs behavior.
Communication and Bonds as Protective Factors Family connectedness is a protective factor. Reduced likelihood of harmful or dangerous behaviors (e.g., drugs, alcohol, or sex, etc.) Fewer mental health problems Increased likelihood of making right choices and standing up for believes. Predicts more constructive coping skills and social skills Difficult topics are better discussed when connectedness and communication are in place.
But my child pulls away… Searching for own identity. Time spent with family drops an estimated 21% More times with friends, work, or dating relationships. Does not mean there is not a secure bond or good relationship Conflicts happen Not a sign of poor relationship Important that parents and adolescent maintain understanding and empathy while disagreeing Confidently state opinion show empathy/understanding of other point of view.
Communicating with your Child Ask open questions (what or how) to encourage him/her to open up. Allow conversations to revolve around what interests your child. Spend time together, with their choice of activity. Dinner time and Cooking together Connections with other family members
Safety Independence but still developing good decision making skills. Peer approval is important. Discuss Safety and dangerous consequences of: Motor vehicles Substance abuse Protective Gear in sports Healthy Relationships Internet Safety
What helps your family stay connected? Approaches to discussing difficult or sensitive topics that have worked for your families?
Local Resources & Support Lines Wayside Youth & Family Support (508) http://www.waysideyouth.org/ Advocates, Inc (508) National Suicide Prevention Lifeline TALK (8255) Samaritans Statewide Befriending Line HOPE (4673) (24 hrs) Samariteens Helpline TEEN (8336) 3pm-9pm weekdays/9am-9pm weekends
Additional Resources American Self Harm Information Clearinghouse National Mental Health Association (fact sheet) National Association of School Psychology (NASP)
Questions? Thank you!
References Bakken, N. W., & Gunter, W. D. (2012). Self-cutting and suicidal ideation among adolescents: Gender differences in the causes and correlates of self- injury. Deviant Behavior, 33(5), doi: / Brock, S. E. (2002). Crisis Theory: A Foundation for the Comprehensive School Crisis Response Team. In S.E. Brock, P.J. Lazarus, % S.R. Jimerson (eds.), Best Practices in School Crisis Prevention and Intervention (pp. 5-17). Bethesda, MD: National Association of School Psychologists. Brock, S. E., Nickerson, A. B., Reeves, M. A., Jimerson, S. R., Lieberman, R. A., & Feinberg, T. A. (2009). School Crisis Prevention and Intervention: The PREPaRE Model. Bethseda: National Association of School Psychologists. Bubrick, K., Goodman, J. & Whitlock, J. (2010). Non-suicidal self-injury in schools: Developing and implementing school protocol. [Fact sheet] Cornell Research Program on Self-Injurious Behavior in Adolescents and Young Adults. Retrieved from
Cromer B. Adolescent Development. In: Kliegman RM, Behrman RE, Jenson HB, Stanton BF, eds. Nelson Textbook of Pediatrics. 19th ed. Philadelphia, Pa: Saunders Elsevier; 2011: chap 104 Gonzales, A., & Bergstrom, L. (2013). Adolescent non suicidal self injury (NSSI) interventions. Journal Of Child And Adolescent Psychiatric Nursing, 26(2), Guan, K., Fox, K. R., & Prinstein, M. J. (2012). Nonsuicidal self-injury as a time-invariant predictor of adolescent suicide ideation and attempts in a diverse community sample. Journal Of Consulting And Clinical Psychology, 80(5), doi: /a Klonsky, E., May, A. M., & Glenn, C. R. (2013). The relationship between nonsuicidal self-injury and attempted suicide: Converging evidence from four samples. Journal Of Abnormal Psychology, 122(1), doi: /a Lieberman, R. (2004) Understanding and Responding to Students Who Self-Mutilate. Principal Leadership Magazine, Vol. 4, No. 7, March 2004, Produced in cooperation with the National Association of School Psychologists.
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