@article{ref1,
title="Non-suicidal self-injury within the school context: multilevel analysis of teachers' support and peer climate",
journal="European psychiatry",
year="2017",
author="Madjar, N. and Ben Shabat, S. and Elia, R. and Fellner, N. and Rehavi, M. and Rubin, S. E. and Segal, N. and Shoval, G.",
volume="41",
number="",
pages="95-101",
abstract="BACKGROUND: Recent studies regarding non-suicidal self-injury (NSSI) among adolescents have focused primarily on individual characteristics (e.g., depressive symptoms) and background factors (e.g., parental relationship), whereas less emphasis has been given to the role of school-related factors in NSSI. Therefore, the purpose of the current study was to explore the relationships between teachers' support, peer climate, and NSSI within the school context. <br><br>METHODS: The sample consisted of 594 high school students nested within 27 regular classes (54.4% boys; mean age 14.96, SD=1.33 years). The students were evaluated for NSSI behaviors, perception of teacher support, peer climate, relationships with mothers, and depressive symptoms using validated scales. <br><br>RESULTS: The primary analysis used hierarchical linear modeling (HLM), controlling for gender and age. The main findings indicated that teacher support was positively associated with NSSI at the classroom-level (OR=6.15, 95% CI=2.05-18.5) but negatively associated at the student-level (OR=0.66, 95% CI=0.49-0.89). There was a trend toward an association between positive peer climate and NSSI at the classroom-level (OR=0.43, 95% CI=0.18-1.05), while negative peer climate was associated with NSSI at the student-level (OR=1.37, 95% CI=1.00-1.87). <br><br>CONCLUSIONS: School-related factors are associated with NSSI behaviors among students. Teachers and educators should focus on both individual-level and classroom-level perceptions of school context. Students who feel supported by their teachers and who are exposed to a positive peer climate are less likely to engage in NSSI.<br><br>Copyright © 2016 Elsevier Masson SAS. All rights reserved.<p /> <p>Language: en</p>",
language="en",
issn="0924-9338",
doi="10.1016/j.eurpsy.2016.11.003",
url="http://dx.doi.org/10.1016/j.eurpsy.2016.11.003"
}