NASN School Nurse Editor, Cynthia Galemore, interviews authors Elizabeth Lloyd-Richardson, Penelope Hasking and Stephen Lewis about their 2-part article, "Addressing Self-Injury in Schools."
Learn more about this article by reading the abstract below,
listening to the podcast and reading the full-text article.
Part 1: Understanding Nonsuicidal Self-Injury and the Importance of Respectful Curiosity in Supporting Youth Who Engage in Self-Injury Nonsuicidal self-injury (NSSI) is defined as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned. School nurses are often a first point of contact for young people experiencing mental health challenges, and yet they often report they lack knowledge and training to provide care for persons who engage in NSSI. In the first of two parts, this article provides school nurses with a better understanding of NSSI and the distinctions between NSSI and suicidal behaviors, discusses the role of nurses’ knowledge and attitudes on their ability to care for their patients’ mental health needs, and discusses approaches for developing a respectful, empathic manner for working with and supporting youth who engage in self-injury.
Part 2: How School Nurses Can Help With Supporting Assessment, Ongoing Care, and Referral for Treatment
Nonsuicidal self-injury (NSSI) is defined as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned. School nurses are often a first point of contact for young people experiencing mental health challenges, and yet they often report they lack knowledge and training to provide care for persons who engage in NSSI. In the second of two parts, this article offers a strategy for brief assessment of NSSI, as well as reflection on two case studies and how to offer support, ongoing care, and referral for treatment to youth who engage in self-injury.