Identifying and Responding to Non-Suicidal Self-Injury in Adolescents

First Presenter's Institution

Georgia Southern University

First Presenter's Brief Biography

Angela Landers is the Assistant Director of Outreach & Community Engagement at Georgia Southern University’s Counseling Center. In her capacity as a clinician and presenter, Ms. Landers teaches weekly classes centering mindfulness and grounding practices as a way of empowering students with tools for stress reduction and resiliency building. Ms. Landers has presented nationally and internationally on the benefits of infusing mindfulness practice into classroom instruction and on identifying mental health concerns in students.

Document Type

Event

Primary Strand

Mental Health

Relevance to Primary Strand

This presentation discusses the specific mental health concern of students who engage in Non-Suicidal Self-Injury (NSSI) and teaches school officials how they can identify and respond to this mental health concern.

Brief Program Description

Non-Suicidal Self-Injury (NSSI) in adolescents is alarming with a suspected 17% prevalence rate in adolescents between the ages of 12 and 16 (Swannell et al., 2014). While NSSI is often misunderstood and anxiety provoking for school officials, it is also imperative for school officials to be able to identify these behaviors and respond effectively and compassionately.

Summary

Non-Suicidal Self-Injury (NSSI) in adolescents is alarming with a suspected 17% prevalence rate in adolescents between the ages of 12 and 16 (Swannell et al., 2014). These alarming behaviors are also associated with later-in-life mental health issues and even suicide attempts. Oftentimes, NSSI is thought to be only completed by specific students in a specific way. The stereotype is often of young, white females who cut. While research does reveal more females engage in this behavior, it is imperative that school officials learn how all students who struggle with impulsivity and emotional reactivity could be at risk. While NSSI is often misunderstood and anxiety provoking for school officials, it is important for school officials to be able to identify these behaviors. These behaviors can show up in a variety of ways and frequently are not visible to others, yet other clues can be identified. How one responds to the discovery or suspicion of a student’s engagement in NSSI can lead to whether or not the student is willing to open up and explore the causes of their behavior and talk to a mental health professional. Learning how to effectively and compassionately approach this conversation with a student is key. This session provides information about different types of NSSI, how to identify these in adolescents, and how to concretely respond to the student and move towards an intervention. While teachers and administrators are not responsible for the treatment of these behaviors, they play a crucial role in identification and referral to other professionals who can help.

Evidence

Providing psychoeducation to school officials has shown to be an effective tool in helping staff and administrators in identifying NSSI behaviors and effectively referring to mental health professionals (Muehlenkamp et al. 2010). This nuanced training can help move past stereotypes of self-injury and who is engaging in this behavior and yield to increased identification of students with this mental health concern (De Riggi et al. 2016).

De Riggi ME, Moumne S, Heath NL, Lewis SP. Non-Suicidal Self-Injury in Our Schools: A Review and Research-Informed Guidelines for School Mental Health Professionals. Canadian Journal of School Psychology. 2017;32(2):122-143. doi:10.1177/0829573516645563

Muehlenkamp, J.J., Walsh, B.W. & McDade, M. Preventing Non-Suicidal Self-Injury in Adolescents: The Signs of Self-Injury Program. J Youth Adolescence 39, 306–314 (2010). https://doi.org/10.1007/s10964-009-9450-8

Learning Objective 1

At the end of this session, the participant will be able to understand NSSI and the importance of identifying and responding to it.

Learning Objective 2

At the end of this session, the participant will be able to identify different forms of NSSI.

Learning Objective 3

At the end of this session, the participant will be able to effectively and compassionately respond to a student who has engaged in NSSI.

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Identifying and Responding to Non-Suicidal Self-Injury in Adolescents

Non-Suicidal Self-Injury (NSSI) in adolescents is alarming with a suspected 17% prevalence rate in adolescents between the ages of 12 and 16 (Swannell et al., 2014). These alarming behaviors are also associated with later-in-life mental health issues and even suicide attempts. Oftentimes, NSSI is thought to be only completed by specific students in a specific way. The stereotype is often of young, white females who cut. While research does reveal more females engage in this behavior, it is imperative that school officials learn how all students who struggle with impulsivity and emotional reactivity could be at risk. While NSSI is often misunderstood and anxiety provoking for school officials, it is important for school officials to be able to identify these behaviors. These behaviors can show up in a variety of ways and frequently are not visible to others, yet other clues can be identified. How one responds to the discovery or suspicion of a student’s engagement in NSSI can lead to whether or not the student is willing to open up and explore the causes of their behavior and talk to a mental health professional. Learning how to effectively and compassionately approach this conversation with a student is key. This session provides information about different types of NSSI, how to identify these in adolescents, and how to concretely respond to the student and move towards an intervention. While teachers and administrators are not responsible for the treatment of these behaviors, they play a crucial role in identification and referral to other professionals who can help.