Student Non-Suicidal Self-Injury: A Protocol for School Counselors

Abstract

on-suicidal self-injury (hereafter referred to as self-injury or SI) is a relatively common behavior among adolescents, with researchers suggesting that upwards of 15-30% of high school students have engaged in this behavior at least once (Muehlenkamp, Claes, Havertape, & Plener, 2012). Shapiro (2008) defined SI as an act of self-harm that occurs in the absence of suicidal intent and involves tissue damage caused by scraping, biting, burning, constricting, cutting, hitting, gouging, inhaling, picking, scalding, scratching, stabbing, and/or severing. The prevalence of SI peaks during the adolescent years and diminishes in early adulthood (Muehlenkamp et al., 2012). Self-injury is seemingly an increasing phenomenon, and school counselors are more frequently called upon to address behaviors related to self-injury

Implementation of a School Mental Health Learning Collaborative Model to Support Cross-Sector Collaboration

“…For example, it can be difficult to stay on top of ever-changing community resources; thus, districts may also benefit from ongoing efforts to map what resources they have available within school buildings, the district at-large, and within the immediate surrounding community (NCSMH, 2020a ). School teams would also benefit from continued development of streamlined policies and practices that facilitate screening for mental health challenges or risk (NCSMH, 2020c ), development of flowcharts and decision-trees for how to support students experiencing mental health crises (e.g., Stargell et al, 2017 ), and strategies to foster interprofessional communication and partnership when such issues arise (NCSMH, 2020b ). To make all this happen, it is also clear that school mental health staff and educators would benefit from protected time to communicate, coordinate, and collaborate with parents and behavioral health providers about their concerns.…”

“…Several collaboration instruments have also been developed to assess readiness for collaboration and quality of existing relationships (Mellin et al, 2014 ; Mellin et al, 2016 ; Mattessich & Johnson, 2018 ). In addition, a number of protocols have been developed to help school teams screen for potential mental health challenges (NCSMH, 2020c ) and respond to mental health crises using well-validated tools such as the Columbia Suicide Severity Rating Scale (Stargell et al, 2017 ).…”

Increasing school personnel's self‐efficacy, knowledge, and response regarding nonsuicidal self‐injury in youth

“…Given the increasing shortage of school psychologists and other mental health professionals in the schools (National Association of School Psychologists [NASP], 2017), as well as increasing responsibilities for such schoolbased professionals, it is imperative that campus-based crisis teams are provided with appropriate training and resources to effectively manage crisis situations that arise, including those associated with NSSI (Hasking et al, 2016;Kanan et al, 2008;Stargell et. al, 2017;Walsh & Muehlenkamp, 2013).…”

“…Nonsuicidal self‐injury (NSSI) is reported to be on the rise, with increased concern within the adolescent and young adult population (Nock, ; Stargell, Zoldan, Kress, Walker‐Andrews, & Whisenhunt, ). NSSI refers to the intentional or deliberate harm that an individual inflicts on one's body without suicidal intent (Hasking et al, ; Walsh, ).…”