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