5 tips for educators when dealing with young people with Non-Suicidal Self-Injury

This problematic phenomenon is more common than it seems in the adolescent population.

In an international study conducted by Brunner et al. (2013), statistics showed an average percentage of 27.6% of European students who reported having committed at least one episode of self-injury. European students who reported having committed at least one episode of self-harm in their lifetime. in their lifetime.

Among them, 7.8% had executed more than five such actions. The data from Spain indicated a position very similar to the international average (28.9% and 7.6%, respectively), a fact that indicates a significant prevalence of such disturbing behaviors in our young people.

Non-suicidal self-injury in the educational and school environment.

Studies conclude that this type of behavior usually begins between the ages of 13 and 14 and, despite the alarm that may result from its occurrence, is rarely directly related to clear suicidal ideation, rarely are they directly related to clear suicidal ideation.. Even so, when a recurrence of this type of action is observed, the real risk of suicide becomes a higher danger. This is explained because, after a period of habituation to the level of Pain that self-injury brings to the individual, he tends to perform behaviors that bring him a higher level of pain sensation, being able to inflict his own death in this way (Straub, 2018).

For all these reasons, early detection becomes extremely fundamental since this type of actions are usually caused by the experience of intense emotional discomfort and are performed as a way to relieve such psychological tensions. In these cases, a relevant role falls on the figure of the young academic educator.. It seems essential, therefore, to provide this figure with some initial guidelines for action so that the teacher can adequately address this complex and delicate situation.

Indicators

There are certain indicators that can alert the educator to the presence of this type of behavior, such as: the observation of bodily injuries produced by ambiguous or difficult to explain situations, clothing that is not appropriate for the time of year (wearing long sleeves or high collars in summer), the possession of sharp objects among the children's personal belongings, or witnessing sudden and recurrent absences to go to the bathroom during class.

Tips for educators

Here are several guidelines to be followed by educators dealing with youth who present with Non-Suicidal Self-Harm.

1. Do not judge

A first basic point is to to put aside attitudes of incomprehension, rejection or panic when the teenager when the adolescent agrees to verbalize the commission of these actions. For the latter, the fact of sharing his or her experience of emotional discomfort is in itself an extremely difficult process, so the recommended response as educators should be calm, supportive, trusting and empathetic in the face of his or her insecurities.

The objective of this type of treatment should be that the student understands that he is valued as a person (although not his behavior) and that he perceives that the people around him are concerned about him and his well-being. Without resorting to pressure or demands, it is recommended to motivate the young person to seek or agree to receive professional help. In approximately half of the cases on which the surveys of the aforementioned research are based, it is found that students want to stop this type of behavior and seem receptive to and that they seem receptive to attend therapy.

2. Knowing how to listen

Secondly, the factors that are motivating these behaviors, as well as their frequency and severity, should be addressed directly with the adolescent. This makes it possible to to assess the referral to a professional who can offer individualized therapeutic assistance and help the adolescent to acquire psychological strategies to deal with the bullying. and help them to acquire psychological strategies to manage their emotions and discomfort in an appropriate and adaptive manner.

Questions such as: "Have you ever thought about not continuing to live because of a problem that you believe has no solution?" or "Have you ever thought about a concrete plan to carry it out?" can be very helpful in determining the level of risk of actual suicidal behavior, since usually in non-suicidal self-injury the person does not realistically consider what method he or she will use to carry out this purpose.

3. Do not let the environment reinforce it.

Another relevant aspect is not reinforcing the adolescent's self-injurious behaviors.Therefore, the educator should maintain a discreet posture with respect to classmates and ask the adolescent to keep the wounds covered without giving them excessive importance. This measure prevents the effect of "contagion" of the behavior by imitation to other children, potentially frequent in adolescent age groups. However, it is advisable to consult with the school's psychology specialist so that he/she can advise you on how to approach the issue directly with the student.

4. Knowing the causes and controlling them

A fourth element to consider is the fact that family problems, conflicts in the family, and conflicts in the school are the causes of the problem. family problems, conflicts in the group of friends or difficulties in the school environment the main factors associated with a higher frequency of these behaviors. Nevertheless, it has been observed that a higher probability of real suicide risk is associated with a self-perception of loneliness or isolation, lack of social support and the presence of psychiatric antecedents.

If a high risk of suicide is found, the child should be referred for inpatient therapeutic follow-up in a mental health center. On the other hand, in cases of non-suicidal self-injurious behavior, outpatient follow-up may be performed.

5. Apply appropriate techniques and methods

Finally, even if the student in question is undergoing individual therapeutic follow-up, it is worth mentioning that there are a series of orientations that can favor a remission of the self-injurious tendency. Thus, meditation and relaxation exercises, the realization of disconnection activities such as sports or music, the establishment of alternative action plans to the self-injurious behavior or cognitive work on possible distortions when interpreting personal situations are included as effective elements in the psychoeducational intervention with these youngsters.

In conclusion

In-Albon et al. (2015) set out a brief action guide for educators that synthesizes what has been presented so far. Specifically, the authors indicate the following guidelines as relevant:

• Seek medical assistance in case of recent injuries.
• Avoid panic reactionsThe risk of actual suicide is initially low.
• Understand the behavior as a method to alleviate perceived emotional distress in the short term.
• Offering support, valuing the person avoiding both critical judgments and pressures for immediate abandonment of the self-injurious behavior.
• Address directly whether the young person presents real suicidal ideation, inquiring about the frequency of self-injury and the existence of a premeditated plan of action.
• Motivate the child to seek psychological help, as well as consult and ask for professional advice as an educator to address the situation in an appropriate manner.