Nonsuicidal Self-Injury: What Schools Can Do

Hamza, Chloe A.; Heath, Nancy L.

doi:10.1007/978-3-319-89842-1_14

Cited by 4 publications

(5 citation statements)

References 111 publications

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“…Among those that did have an NSSI policy, oftentimes it was combined with the school policy for suicidal behaviors. Recent work has outlined the importance of having an NSSI‐specific policy in schools to ensure appropriate response, referral, and intervention (Hamza & Heath, 2018; P. A. Hasking et al, 2016, 2020; Lewis et al, 2020). Notably, principals that worked in schools with an NSSI policy in place felt significantly more confident in their response to NSSI among students.…”

Section: Discussionmentioning

confidence: 99%

“…| 775 appropriate response, referral, and intervention (Hamza & Heath, 2018;P. A. Hasking et al, 2016Lewis et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Recent research has emphasized the importance of addressing adolescent NSSI within schools (Hamza & Heath, 2018;P. A. Hasking et al, 2016Lewis et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Recent research has emphasized the importance of addressing adolescent NSSI within schools (Hamza & Heath, 2018; P. A. Hasking et al, 2016, 2020; Lewis et al, 2020). Many have argued that schools are ideal settings in which to address adolescent NSSI given the fact that NSSI and associated difficulties are likely to emerge in the school setting, many school staff develops trusting relationships with students that allow them to be an ideal person to receive disclosures about engagement in NSSI, and school‐based prevention and intervention may be less stigmatizing than care sought from traditional mental health care (P. Hasking et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Slipping through the cracks: The critical role of school principals in addressing and responding to nonsuicidal self‐injury among adolescents

Perkins

Riggi

Hasking

et al. 2022

Psychology in the Schools

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Objective: The responsibility of implementing nonsuicidal self-injury (NSSI) policy falls largely on school principals, yet few have received training regarding adolescent NSSI. Understanding principals' perceptions and roles in responding to NSSI among their students is essential to determining how best to address and reduce NSSI within school settings. Method: Principals and deputy principals (n = 63) completed self-report questionnaires. Interviews were also conducted with 24 respondents. Results: Most principals were involved in the response to student reports of NSSI; however, few had received any training on appropriate responses to NSSI. Barriers to responding effectively were a lack of training as well as resources in the community and school. Conclusion: Schools may benefit from more extensive and direct training about appropriately addressing and responding to NSSI within the school setting and an NSSI-specific policy with clearly outlined roles for principals and other school staff.

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Section: Discussionmentioning

confidence: 99%

“…| 775 appropriate response, referral, and intervention (Hamza & Heath, 2018;P. A. Hasking et al, 2016Lewis et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Recent research has emphasized the importance of addressing adolescent NSSI within schools (Hamza & Heath, 2018;P. A. Hasking et al, 2016Lewis et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Slipping through the cracks: The critical role of school principals in addressing and responding to nonsuicidal self‐injury among adolescents

Perkins

Riggi

Hasking

et al. 2022

Psychology in the Schools

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“…For many students, they are the most crucial source of support. Therefore, they are in a unique position to identify and respond to NSSI behavior among youth, and they play an essential role in the education, prevention, and timely treatment of NSSI in schools ( 23 , 24 ). Studying NSSI from school MHPs and understanding their experiences working with individuals and families in different schools and during various life events may be a valuable and crucial step toward gaining a comprehensive understanding of adolescent NSSI.…”

Section: Introductionmentioning

confidence: 99%

Influential Factors of Non-suicidal Self-Injury in an Eastern Cultural Context: A Qualitative Study From the Perspective of School Mental Health Professionals

Chen

Zhou

Li³

et al. 2021

Front. Psychiatry

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Background: Adolescent non-suicidal self-injury (NSSI) is becoming a serious public health concern worldwide. In recent years, there has seen a significant increase in both the growth rate and cases of NSSI in Eastern countries, such as Japan, India, and China. In China, most schools have a mental health office that comprises mental health professionals (MHPs), who are the first to respond to student mental health problems, which include NSSI. MHPs possess comprehensive knowledge as well as unique insight into adolescent NSSI. However, very few studies on NSSI have incorporated their perspectives. In this work, we seek to add novel insight by conducting a study focusing on adolescent NSSI from the perspective of MHPs.Methods: We recruited a total of 24 MHPs from different schools using purposive sampling and conducted a semi-structured interview on NSSI-related issues. Each interview was voice recorded and lasted ~30 min. A thematic analysis was performed for the responses to study the most common and concerning issues underlying NSSI.Results: We extracted three major themes and eight sub-themes from the interview records, which included (1) the impact of Chinese culture on NSSI (sex-bias discrimination, overly high expectations, and inappropriate parenting style); (2) life events in school (internet use, academic pressure, and romantic relationships); and (3) opinions on the status quo of NSSI in China (ignorance and stigma).Conclusion: Results showed that culturally sensitive influential factors, such as sex-bias discrimination, the imposing of unrealistic expectations for personal achievement, and inappropriate parenting style, should be given more attention to prevent, assess, and intervene in NSSI. Emerging factors of modern society and adolescent lifestyles, such as academic pressure, internet use, and romantic relationships, should also be considered for treatments.

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Guidelines, Policies, and Recommendations for Responding to NSSI in Schools and Universities

Baetens,

Lloyd-Richardson,

Bloom

et al. 2023

The Oxford Handbook of Nonsuicidal Self-Injury

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Nonsuicidal self-injury (NSSI; e.g., self-directed cutting, burning, or bruising without lethal intent) is a commonly occurring behavior among students in secondary and postsecondary school. Academic stressors, in addition to challenges associated with navigating adolescence and emerging adulthood, may contribute to heightened risk for NSSI among students. NSSI is associated with increased vulnerability for other mental health concerns and increased risk for suicidality, suggesting that providing early support and intervention for students who engage in NSSI is critically important. Despite the widespread prevalence of this behavior, students and staff often report feeling ill-equipped to respond and address NSSI in school-based contexts. The authors of this chapter, all members of the International Consortium on Self-injury in Educational Settings (ICSES), aim to provide the readers some guidelines and recommendations for NSSI policies in educational settings, due to the lack of research-informed policy guidelines and recommendations. Here, the authors underscore the importance of developing a school-based policy on NSSI to ensure consistent and effective identification, response, and support for students who self-injure. The authors describe the roles and responsibilities of each stakeholder (e.g., students, teachers, parents, administrators, and school mental health practitioners) in implementing a policy on NSSI. Finally, the authors provide an example of a policy specifically developed and piloted for a university in Brussels, to serve as a template that can be used across a variety of educational settings. The chapter concludes with several suggested resources and links for additional information on supporting students who self-injure in schools.

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Nonsuicidal Self-Injury: What Schools Can Do

Cited by 4 publications

References 111 publications

Slipping through the cracks: The critical role of school principals in addressing and responding to nonsuicidal self‐injury among adolescents

Slipping through the cracks: The critical role of school principals in addressing and responding to nonsuicidal self‐injury among adolescents

Influential Factors of Non-suicidal Self-Injury in an Eastern Cultural Context: A Qualitative Study From the Perspective of School Mental Health Professionals

Guidelines, Policies, and Recommendations for Responding to NSSI in Schools and Universities

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