Citation

Halliday S, Mackrell K. Br. J. Psychiatry 1998; 172: 395-400.

Affiliation

Clinical Psychology, Psychotherapy and Counselling Unit, Leeds CMH Trust.

Copyright

(Copyright © 1998, Royal College of Psychiatry)

DOI

unavailable

PMID

9747400

Abstract

BACKGROUND: Psychological approaches to working with people with learning disabilities who self-injury have developed over the past 30 years. METHOD: The major literature is reviewed and an ecological framework is described which emphasises the importance of environmental, interpersonal and intrapersonal dynamics to understanding the multi-factorial nature of self-injury. Case examples are given. RESULTS: Self-injury is seen as essentially communicative and functionally adaptive; it is the person's best attempt to deal with abusive, neglecting or traumatic environments or events. CONCLUSIONS: The persistence of self-injurious behaviour once established, requires an interdisciplinary approach which addresses comprehensively the variety of factors which have contributed to the development and maintenance of self-injury.

Language: en