Citation

Lewis SP, Heath NL, Hasking PA, Hamza CA, Bloom EL, Lloyd-Richardson EE, Whitlock J. Psychol. Serv. 2019; ePub(ePub): ePub.

Affiliation

Bronfenbrenner Center for Translational Research, Cornell University.

Copyright

(Copyright © 2019, Educational Publishing Foundation)

DOI

10.1037/ser0000352

PMID

31107047

Abstract

Over the past several years, nonsuicidal self-injury (NSSI) has emerged as a widespread concern in school settings worldwide. However, despite significant strides in NSSI research, there remains a substantial knowledge gap with respect to what school staff know. Unfortunately, this can contribute to stigma and ineffective responding when working with students who self-injure. In light of its high rates and the risks with which NSSI associates, including death by suicide, this is worrisome. Accordingly, there is a pressing need for advocacy in schools to ensure that NSSI is prioritized and for proper knowledge and training be offered to school staff. The current article serves as a call to action for school psychologists as leaders and advocates in meeting these needs. We begin by articulating the central issues pertinent to low NSSI literacy and high NSSI stigma in schools, followed by a series of research-informed recommendations for timely and effective advocacy. By virtue of undertaking these initiatives, school staff will be better able to respond to the needs of youth who self-injure and advocate for them. This, in turn, can foster an enhanced school climate and greater student well-being. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Language: en