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

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

Among them, 7.8% had carried out more than five actions of this type. The data from the Spanish state indicated a position very similar to the international average (28.9% and 7.6%, respectively), a fact that indicates a significant prevalence of these disturbing behaviors in our youths.

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Non-suicidal self-harm in the educational and school environment

The studies carried out conclude that this type of behavior usually begins between the ages of 13 and 14 and, despite the alarm that may arise from its occurrence, rarely directly related to clear suicidal ideation. Even so, when a recurrence in these types of actions is observed, the real risk of suicide becomes a higher danger. This is explained by the fact that, after a period of habituation to the level of pain that self-injury brings to the individual, the latter tends to perform behaviors that report a higher level of sensation of pain, being able to inflict their own death in this way (Straub, 2018).

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

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Indicators

There are certain indicators that can alert the educator to the presence of this type of behavior, such as: the observation of wounds body damage caused by ambiguous or difficult to explain situations, clothing that is not in keeping with the time of year (wearing long sleeves or high necks in summer), the possession of sharp objects among the personal belongings of the boys or witnessing sudden and recurring absences to go to the bathroom during the classes.

Tips for educators

These are several guidelines to be followed by educators who deal with young people who present Non-Suicidal Self-Harm.

1. Not judge

A first basic point resides in put aside attitudes of incomprehension, rejection or panic when the adolescent agrees to verbalize the commission of these actions. For the latter, the fact of sharing his experience of emotional discomfort already becomes an extremely difficult process in itself. Therefore, the response that it is recommended to provide as educators should be calm, support, trust and empathy towards their insecurities.

The objective of this type of treatment should be for the student to understand that he is valued as a person (although not his behavior) and that he perceives that the people around him care about him and his welfare. 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 investigations are based, it is verified that students want to stop this type of behavior and who seem receptive to attending therapy.

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2. know how to listen

Secondly, it is worth addressing directly with the adolescent the factors that are motivating such behaviors, as well as their frequency and severity. This allows assess referral to a professional who can offer individualized therapeutic assistance and help you acquire psychological strategies to manage your emotions and discomfort in an appropriate and adaptive way.

Questions like: "Have you ever thought about not continuing to live because of a problem that you think has no solution?" or "Have you thought Have you ever had any concrete plans 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 they are going to follow to start said purpose.

3. Don't let the environment reinforce you

Another relevant aspect relies on not reinforcing adolescent self-injurious behaviorsTherefore, the educator must 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 behavior by imitation to other children, potentially frequent in adolescent age groups. It is advisable, however, to consult the problem with the specialist in psychology of the educational center so that he can advise you on how to approach the direct approach of the subject before the student.

4. Know the causes and control them

A fourth element to consider lies in the fact that they are family problems, conflicts in the group of friends or difficulties at school the main factors that are associated with a higher frequency of execution of these behaviors. Despite this, 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 a history psychiatric.

Given the confirmation of a high risk of suicide, the minor should be referred for therapeutic follow-up in a mental health center. On the contrary, in cases of non-suicidal self-injurious behaviors, follow-up can be carried out at an outpatient level.

5. Apply the right techniques and methods

Finally, although the student in question is carrying out an individual therapeutic follow-up on her part, it is worth mentioning that there are a series of guidelines that may favor a remission of the self-injurious tendency. Thus, meditation and relaxation exercises, disconnection activities such as sports or music, the establishment of alternative action plans to conduct self-harm or cognitive work on possible distortions when interpreting personal situations are included as effective elements in the psychoeducational intervention with these youths.

In conclusion

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

• Request medical assistance in case of recent injuries.
• Avoid panic reactions, since initially the risk of real suicide is low.
• Understand the behavior as a method to alleviate perceived emotional discomfort in the short term.
• Offer support, value the person avoiding both critical judgments and pressures for immediate abandonment of self-injurious behavior.
• Directly address whether the young person presents real suicidal ideation, investigating the frequency of self-harm and the existence of a premeditated action plan.
• Motivate the minor to seek psychological help, as well as consult and ask for professional advice as an educator to address the situation appropriately.