The scope of self-injury in adolescence
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Transcript of The scope of self-injury in adolescence
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The scope of self-injury in adolescenceStephen P. Lewis, PhDAssistant Professor, University of Guelph
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Questions we’ll answer today
What is self-injuryWho self-injuresWhy do youth self-injureWhat are the risksWhat is the role of social mediaWhat can we do
?
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What is self-injury?
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Defining self-injury
Refers to the intentional destruction of one’s body tissue in the absence of conscious suicidal intent and for purposes that are not socially or culturally sanctioned or accepted
(Nock & Favazza, 2009)
Non-suicidal Self-injury (NSSI)
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NSSISuicide
Self-injury vs. suicide
Nonlethal Intent Lethal Intent
Lower Severity Higher Severity
Higher Frequency Lower Frequency
Key differences…
Muehlenkamp, 2005; Nock & Favazza, 2009
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What isn’t self-injury?
Tattooing, Body piercing
Binging/purging, self-starving
Overdosing/self-poisoning
Accidental cuts or bruises
Smoking
Drug/alcohol abuse
Nock & Favazza, 2009
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How people self-injure: Methods
Most commonly cited:
Cutting, carving, scratching, scarping
BurningHitting/Bruising Skin-picking
Wound Interference Self-embeddingBiting
Nock & Favazza, 2009; Whitlock et al. 2006
Cutting itself RARELY results in suicide
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Who self-injures?
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14-24% of youth and young adults have self-injured
Many of these repeatedly self-injure
Lewis & Santor, 2008; Klonsky & Lewis, 2010; Rodham & Hawton, 2009; Whitlock et al., 2006
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Prevalence: Adolescence
Canada/ US
12-15%
A recent Canadian study1 in 7
Many of these will repeatedly self-injure
Lloyd-Richardson et al., 2008; Muehlenkamp & Gutierrez, 2004; Nixon et al., 2008; Ross & Heath, 2002
Some studies report higher rates (up to 48%)
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Sex differencesMixed evidence; girls may self-injure more
frequentlyConsensus: Boys & girls self-injure; boys seek help
less
Females: scratch, pinch & cutMales: punch objects/hit
Females: wrists, thighsMales: hands
Methods
Body Location
Whitlock et al., 2006
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Why do youth self-injure?
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How will you know I am hurting,
If you cannot see my pain?
I wear it on my body
To say what words cannot explain
-Teenager on an online forum
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Why do youth self-injure?
It’s NOT about attention-seeking…but, rather…
Emotion Regulation To cope with difficult feelings
Self-punishment
Anti-Dissociation
Expressing self-hate/punish self
To feel real or less numb
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Why do youth self-injure?
InterpersonalCommunication Tell others how one feels
To set boundaries
Anti-suicide
Expressing self as distinct
To avoid suicide urges
Functions may co-exist (& this is a non-exhaustive list)
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What are the risks?
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See Nock, 2009; Skegg, 2005; Walsh, 2006
Mental Illness (e.g., depression, eating disorders)
There is no single ‘path’ to self-injury
Difficulty coping with negative feelings
Substance Abuse
Interpersonal difficulties, maltreatment
Risks FOR self-injury
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Risks OF self-injury
See Nock, 2009
Difficulty talking to others/feeling connected
Repeated self-injury, scarring & more severe self-injury
Worsening of symptoms (e.g., depression, anxiety, stress)
Sometimes it can lead to suicidality
Self-injury may lead to the following…
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NSSI & Suicidality: A closer look
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What is the role of social media?
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Self-injury online…
Searching for ‘self-injury’ or ‘self-harm’ In Google yields millions of hits
This is not a bad thing….
Though, it may be (sometimes)…
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Self-injury online: Personally-made sites
Lewis & Baker in press
Descriptions of self-injury
Pictures of self-injury
Addictive, hard to stop, helpful (to cope) & not always painful (at the time)
Graphic descriptions of different episodes
Graphic, and typically of cutting
Many sites are shared via self-injury e-communities
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Self-injury online: Personally-made sites
Lewis & Baker in press
NSSI Messages
Triggering Material
Mixed/ambivalent messages
Few pro-self-injury messages
Direct reports that material is triggering(imagery & text-based content)
This has been based on clinical assumption
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Self-injury online: Discussion Boards
Whitlock et al. 2006
Motives for discussing self-
injury
What is discussed?
Acceptance, support, validation, connection/communication
Self-injury experiences, questions shared, etc
What’s also discussed? Sharing self-injury methods, how to hide it
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Self-injury online: YouTube
Lewis et al., 2011
Over 5,000 videos
Highly Viewed
Various forms of video content
We examined the top 100 (based on views)
Over 2 million at the time of analysis
FavourablyViewed
Over 12,000 “favorites”Average rating: 4.6 out of 5
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Self-injury online: YouTube
Lewis et al., 2011
50 Character Videos
28% had in-action self-injury (mostly cutting)
50 Non-character Videos
Over 90% had graphic self-injury photographs (mostly cutting)
Most common video
themes/tonesEducational/Informative &
Melancholic (followed by Hopeful)
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Self-injury online: Yahoo! Answers
Lewis et al. under review
Yahoo Answers!Most popular Q&A Website online
Functions like an e-community
Questions examined by self-injury disclosure status:
Disclosure: Sought validation/acceptance, concerns re: scars
No disclosure: Asked general questions, how to help others
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Self-injury online: Yahoo! Answers
Lewis et al., under review
Do people actually get validation in this e-community?
Sometimes…But not always…
Most self-injury questions are not questions per se
Most youth/young adults seek acceptance & validation
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Risks & Benefits of self-injury e-content
Lewis & Baker in press; Lewis et al. under review; Lewis et al., 2011; Whitlock et al., 2006
Key BenefitsDecreased isolation, acceptance, validation & support from others
(but NOT in all forums)
Key RisksTriggering content,
normalization/reinforcement of self-injury, thwarted help-seeking, encouraging self-
injury, etc.
WE HAVE AN OPPORTUNITY HERE…
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What can we do?
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Enhance your self-injury literacy
www.cares.psy.uoguelph.ca
www.crpsib.com
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Identifying self-injury…
Many students will not tell anyone
But, if the do, they are apt to tell a friend (66%)…
Fewer tell a romantic partner (43%)…
Even fewer (less than 30%) tell a teacher or health professional
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Know what to look for…
Unexplained scars, cuts, injuries
Difficulty regulating mood
Withdrawal & isolation
Long-sleeves, covering limbs in warm weather
Significant mood changes
Changes in academics, socially
High self-criticism
Finding razor blades, sharps
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Know how to discuss self-injury…
It’s not just what you say
It’s how you say it
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Talking to students about self-injury
Approaches that do NOT work:1.Intense concern/effusive support2.Anguish/fear3.Recoil/shock/avoidance4.Condemnation & threats
Interpersonal style is highly important…
Klonksy & Lewis, 2010; Klonsky & Weinberg, 2009; Walsh, 2006, 2007
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A calm, empathic stylewith a respectful curiosity
What does work….
Klonksy & Lewis, 2010; Klonsky & Weinberg, 2009; Walsh, 2006, 2007
Use their ‘self-injury language’
Talking to students about self-injury
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Talking to students who self-injureDo Don’t
Be calm and ‘matter of fact’ when a student talks to you about it; really listen and attend to their feelings
Minimize or say it’s just for attention or that it’s a teen fad. It is a sign of serious difficulty with coping.
Have the discussion in private; be respectfully curious.
Avoid discussions of exactly what they do when they self-injure
Limit the discussion to understanding that NSSI represents difficulty with coping and need to seek help.
Do not assume this is the result of abuse or psychiatric illness
If in line with your school board, refer to a designated mental health professional in the school (e.g., guidance counselor, psychologist)
Do not engage in a unmonitored discussions of NSSI in class (be mindful of a contagion effect)
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Discussing self-injury: Summary
Be open & understanding
Don’t ignore it
Express concern & to listen…attend to how the student feels
Be mindful of your reaction
Show you want to genuinely understand what’s going on
Encourage, and refer to, professional help
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Other issues: reporting…
By talking to teens, you can better understand WHY they self-injure
If they report suicidal thinking or plans immediate action is needed
Do I contact caregivers if a teen is self-injuring?Unclear at this time…varies by school board
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Some types of professional help
Gratz & Chapman, 2009; Klonsky & Muehlenkamp, 2007; Muehlenkamp, 2007; Walsh, 2006
Cognitive Behaviour Therapy (CBT)
Promotes realistic (less negative) thought patterns &
Promotes re-engaging in activities, including social activities
Integrates CBT components but also…
Interpersonal effectiveness/communication skills, mindfulness, emotion-regulation skills (including distress tolerance), etc.
Dialectical Behaviour Therapy (DBT)
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Emotion Regulation Strategy: Example
Examples of coping strategies:
Mindful/relaxing BreathingPlay some loud musicYogaPhysical Exercise (go for a run!)Writing (e.g., story, poem, letter)Doing artPlaying or listening to musicTalking with othersMANY other techniques
The Stress Bucket
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Summarizing what we can do…
Enhance OUR literacy about self-injury
Learn how to respond effectively (be supportive, direct to professional help)
Referring to school’s designated mental health worker
Awareness
Respond
Promote Professional
Help