Non Suicidal Self Injury

Slides:



Advertisements
Similar presentations
1 Preventing Youth Suicide Creating Emotional Safety for our Students School District of Volusia.
Advertisements

SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.
Welcome to the Open Sky Webinar
Suicide Prevention Information for Students.
Lesson 1 – Mental Disorders
Lesson 3 Suicide Prevention. Knowing the Facts About Suicide Most people can manage stress in healthful ways, however, stress can cause alienation- feeling.
Tandulenji Zimba Fountain of Life
Teenage Suicide Chapter 9 Lesson 2 & 3 Pages
Section 4.3 Depression and Suicide Slide 1 of 20.
Case Finding and Care in Suicide: Children, Adolescents and Adults Chapter 36.
Chapter 11: Emotional Development Human Growth & Development.
EDENS GROUP, INC. ALL RIGHTS RESERVED Presented By EDENS GROUP, INC.
Suicide Prevention in the Schools: Our Role as Educators September 2011.
Mindtrap.
Preventing Suicide Humble ISD. What is depression? …more than the blues or the blahs; it is more than the normal every day ups and downs.
Causes and Treatments. An illness that affects the mind and reduces a person’s ability to: -function -adjust to change -get along with others Behaviors,
GIVING PAIN A VOICE: SUICIDE PREVENTION MYTH OR FACT? Center for Ministry Development Youth Ministry Access High School Session
Mental Health. Objectives Define mental health and understand what constitutes both good mental health and poor mental health. Understand the magnitude.
Army Suicide Awareness and Prevention Every One Matters! Every One Matters! Prepared by the Office of Chief of Chaplains & The Army G-1.
Mental Health Matters in Bradford A Protocol Policy to address self harm in Bradford Schools Department of Children’s Services.
Learning, Teaching, and Living the Mental Health Spectrum Mark Henick | February 18, 2016.
Depression and Suicide Chapter 4.3. Health Stats What relationship is there between risk of depression and how connected teens feel to their school? What.
Self-Mutilation.  Self-mutilation: Intentional, non-lethal, self-inflicted bodily harm that is socially unacceptable  Ex. Cutting, burning, punching,
TO WRITE LOVE ON HER ARMS Florida Gulf Coast University.
WOMEN’S HEALTH ISSUES : WHAT YOU REALLY NEED TO KNOW ABOUT DEPRESSION AND SUICIDE.
PEER SUPPORT MODULE 9 What would you think if I sang out of tune Would you stand up and walk out on me Lend me your ears and I'll sing you a song and I'll.
Mental Health First Aid USA is coordinated by the National Council for Behavioral Health, the Maryland Department of Health and Mental Hygiene, and the.
 MOU O 4 MOU O 4.
1. Take Quick Check 2. Read Cutting article located in the “Air Watch & District” apps - select “Content” locker - find new Cutting article 3. Send a.
Suicide Awareness and Prevention
Mental & Emotional health
Stress and Coping prof.Elham Aljammas 14th 0f April 2014 Module 2
Mental Health Issues With Student-Athletes At The Collegiate Level
Helping students at risk for suicide
Depression and Suicide
Chapter 4 Managing Stress and Coping with Loss
Health Concerns in the United States
Suicide Prevention November 2011
Name at least 5 warning signs of depression
Chapter Eleven: Management of Chronic Illness
Health Ch. 4 Mental Disorders & Suicide
Youth Mental Health First Aid USA
Welcome Self Injurious Behaviour: Main title slide page
Suicide Prevention and Getting Help
Self-Injury Subtitle.
Grief and Loss 7/25/15.
Grief and Loss.
Suicide & Self-Injury Mr. Beerbower Health Education.
Mental & Emotional Health Review
Psychologist Veronika Lakis-Mičienė
The skills.
Section 4.3 Depression and Suicide Objectives
LET’S TALK MENTAL HEALTH
The third full week of October is Kentucky Safe Schools Week!
Suicide Prevention Meg Tyler.
Gainesville Professional Counseling Center
Section 2.3 Expressing Your Emotions Objectives
Healthy Relationships Plus Program Information
Youth Development and Trauma
Suicide Prevention from a Faith Community Nurse perspective Cari Moodie, RN Coordinator, Faith Community Nursing Saint Alphonsus Regional Medical Center.
Roles of the Mental Health Team:
Teens and Depression.
Healthy Relationship Plus Program Fourth R Parent Information
Your Partner for Success!
Resilience and behaviour change
SUICIDE “Suicide is not chosen; it happens when pain exceeds resources for coping with pain”
Depression and suicide
Aims To introduce the Residential Support Programme model used in Liverpool To discuss some outcomes of the programme.
EVERY SUICIDE IS DIFFERENT
Suicide Prevention Education
Presentation transcript:

Non Suicidal Self Injury

Agenda What is Self Injury? Responding to Self Injury Supporting Self Injury Cessation Contagion and Prevention Best Practice Guidelines for BSD Resources and Questions L

Self Injury Basics L Ask questions to participants. What dos self injury mean to you?

What is it? Terms: self-harm, cutting, self-mutilation, & non-suicidal self-injury (NSSI) NSSI: “the deliberate destruction of one’s own body tissue without the intent of death” (Taylor, Peterson, & Fischer, 2012).

Self Injury Facts The majority of young people use multiple methods to self injure In many cases, self injury can become an addiction 1 in 5 young people will injure themselves more severely than they expect to Parents and youth serving providers underestimate the number of lifetime incident and methods used Habituation/addiction can make it very hard to quit even when someone wants to. Needing to injure more severely for same effect. Injuring without triggering incident. Importance of early intervention (to prevent addiction) and framing self injury as addiction can inspire compassion and patience

Myths Only females self Injure Self injury is a suicide attempt or failed suicide attempt Only teenagers self injure Self injury is just attention seeking People who self injure are manipulative Self Injury is untreatable P

More Myths All people who self injure have borderline personality disorder People who self injure only cut themselves People who self injure enjoy the pain or can’t feel it There’s nothing I can do to help All people who self injure have been abused Someone who self injures is a danger to others

WHO? If we were to base our assumptions on media representations, most of us would assume Self Injury is the domain of middle and upper class white girls.

•Initial self-injurers •Most predictable demographic of self-injurers •No single profile •Gender differences Numbers Type of injury Setting •Initial self-injurers •Most predictable demographic of self-injurers •Related challenges •Rates of college students, secondary students

Why do People Self Injure? Emotional regulation Social communication Why continue? P Coping, numbness, etc

Detection- What are we looking for? 1. Direct observation Wounds, scars; Other signs 2. Direct verbal disclosure 3. Indirect verbal disclosure Useful information: recency, chronicity, lethality P

Responding to Self Injury First Aid Assessing for suicide L

Differentiating between Suicide and Self Injury Suicidal Behavior NSSI Reaction of others Most others express concern and support; move towards protection Ongoing NSSI may be condemned, judged negatively Restriction of means? Often an important preventive intervention Often ill-advised, counterproductive

Responding Respectful Curiosity Probing Questions

Responding Liability Parent/Guardian communication Linkage to support services and follow up Document

Group Activity? Discuss challenges and strategies for communicating Self Injury to parents/guardians Prepare to share L

Why Change? Understanding the Recovery Process The most essential ingredient in stopping NSSI is wanting to stop and being ready to find other ways of coping. L

When it will end depends on: Frequency Number of reasons for injuring Level of psychological distress (feeling chronically high levels of depression and/or anxiety makes it harder to stop) L

Other ways of coping with emotion (more ways of coping makes it easier to stop) Recognizing that it is a problem in life (makes it easier to stop) Feeling socially supported (makes it easier to stop) Having a sense of meaning in life and/or having higher levels of life satisfaction (makes it easier to stop)

STAGES OF CHANGE 1. Precontemplation 2. Contemplation 3. Preparation 4. Action 5. Maintenance It’s important to note that the stages of change are non-linear. Any movement is a sign of progress.

Supporting Self Injury Cessation. •Being here Supporting Self Injury Cessation •Being here! •Allow autonomy •Empathy, compassion, patience •Understand reasons for SI •Take NSSI behavior seriously P

Cont Cessation •Assess & respect readiness for change •Clear expectations •Support cognitive flexibility •Focus on strengths •Celebrate success! P

Supporting the Growth Mind Set •Foster hope •Foster love of learning •Reframe experiences •Encourage service to others ?

Prevention & the Importance of School Culture

Prevention Teach students more adaptive coping skills Decrease self-injury by educating students and the school community about risk factors, clinical implications, and outcomes associated with self- injury. Encourage help-seeking among students – either for themselves or on behalf of a friend. Help school staff make the key distinction between self-injury and suicide

Coping Skills Cognitive Flexibility Tolerate Negative Emotions Identify Feelings Regulate Impulse Control Connectedness Service L

Controlling Contagion •Divide & assess individually •Identify “alpha” students •Be clear about expectations/boundaries •Protocols for alerting parents •No groups—deal with students individually P

How Do We Do This? DO Connect with calm, compassion Understand coping skills Refer Discover student’s strengths P

How do we do this? (cont) DON’T Tell the student to stop SI Act shocked, overreact Cause guilt, shame Agree to hold SI behavior in confidence

District Guidelines – Self Harm Determine if First Aid is necessary Assess for suicide Develop plan with student for parent/guardian contact Recommend outpatient mental health treatment to guardian, if not engaged. Social Worker can help with this Have guardian and/or student sign Release of Information for therapist Communicate concerns with therapist! Be available and follow up with student Communicate to teachers, as appropriate Document L & P

Table scenarios or other discussion? Small group – What will you do differently in your practice to prevent and support those who self injure? L

Questions? PD needs Resources: http://www.selfinjury.bctr.cornell.edu/resources.html The Cornell Research Program for Self-Injury Recovery contains a wealth of handouts for counselors, psychologists, teachers, parents, self-injuring individuals, friends