A Review of Empirical Treatment Studies for Adolescent Nonsuicidal Self-Injury

2012 ◽  
Vol 26 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Amy M. Brausch ◽  
Sarah K. Girresch
Keyword(s):  
Problem Solving ◽  
Dialectical Behavior Therapy ◽  
Empirical Studies ◽  
Behavioral Problem ◽  
Specific Treatment ◽  
Cognitive Behavioral ◽  
High Risk Population ◽  
Problem Solving Skills ◽  
Self Injury ◽  
Nonsuicidal Self Injury

Nonsuicidal self-injury (NSSI) is a concern in the adolescent population given its relationship to suicidal behavior, pointing to the serious need for adequate treatments for this high-risk population. This review examined empirical studies that evaluated treatments for NSSI among adolescents, and evaluated how the components of each treatment address common underlying and concurrent factors of NSSI. Among the available treatments, cognitive-behavioral therapy (CBT) interventions that integrate a problem-solving component and dialectical behavior therapy (DBT) have received the most empirical attention. However, studies examining the utility of cognitive-behavioral problem-solving interventions for adolescents, and randomized controlled trials examining the efficacy of DBT are lacking. Overall, CBT-based treatments improved underlying or maintaining factors of NSSI, such as depression, hopelessness, and problem-solving skills. DBT was effective for reducing hospitalizations. No existing studies evaluated treatment effectiveness for NSSI exclusively, and few studies used a purely adolescent sample. This review highlights the gap in knowledge regarding adolescent NSSI—there is no strong evidence for the efficacy of any specific treatment.

Nonsuicidal Self-Injury: Management on the Inpatient Psychiatric Unit

2019 ◽  
Vol 26 (1) ◽  
pp. 10-26
Author(s):  
Laurie M. Timberlake ◽  
Linda S. Beeber ◽  
Grace Hubbard
Keyword(s):  
Dialectical Behavior Therapy ◽  
Behavioral Therapy ◽  
Management Strategies ◽  
Models Of Care ◽  
Inpatient Setting ◽  
Self Injury ◽  
The Individual ◽  
Effective Models ◽  
The Impact ◽  
Nonsuicidal Self Injury

BACKGROUND. Between 4% to 70% of inpatients engage in self-harming behaviors and effective interventions are needed to address this population. AIM. This article reviews literature from 2007 to 2017 to address treatment and management strategies specific for the treatment of nonsuicidal self-injury in the inpatient psychiatric setting. METHODS. Cochrane, PsycINFO, PubMed, and CINAHL were searched for relevant articles with 34 studies reviewed for applicability to the question, and 9 parsed into a summary of Findings table. RESULTS. Therapeutic approaches that show promise include cognitive behavioral therapy, dialectical behavior therapy, and mentalization as well as medications that act on the serotonergic, dopaminergic, and opioid systems. Effective models of care aim toward enhancing therapeutic relationships with staff, providers, and most important, encouraging the internal shift toward recovery within the patient. CONCLUSIONS. More research with controlled designs in the inpatient setting is needed, however, regardless of which approach is used, the impact of the individual caregiver on the patient’s recovery is key.

Ecological Momentary Assessment and Intervention in Nonsuicidal Self-Injury: A Novel Approach to Treatment

2012 ◽  
Vol 26 (4) ◽  
pp. 299-317 ◽  
Author(s):  
Michael F. Armey
Keyword(s):  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Ecological Momentary Assessment ◽  
The Novel ◽  
Self Injury ◽  
Novel Approach ◽  
Regulation Function ◽  
Ecological Momentary ◽  
Momentary Assessment ◽  
Nonsuicidal Self Injury

This study provides an introduction to ecological momentary assessment (EMA) methods and the potential use of ecological momentary intervention (EMI) for nonsuicidal self-injury (NSSI). The novel use of EMA and EMI are discussed within the context of the emotion regulation function of NSSI, the ability of these approaches to complement established treatments (i.e., cognitive behavior therapy & dialectical behavior therapy), and the specific areas in which an EMI treatment approach can augment traditional treatment. Based on established EMA findings in general and specific applications of EMA to the NSSI, a model EMI for NSSI is proposed.

scholarly journals The Relationship between Cognitive-Behavioral Skills and Mother-Child Interaction with Symptoms of Conduct Disorder and Oppositional Defiant Disorder in Children with ADHD

2019 ◽  
Author(s):  
Abbas Motavalli Pour ◽  
Ahmad Beh-Pajooh ◽  
Mohsen Shokoohi-Yekta ◽  
Mohammad Hossein Sorbi ◽  
Mohammad Hadi Farahzadi
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Conduct Disorder ◽  
Self Control ◽  
Cognitive Behavioral ◽  
Problem Solving Skills ◽  
Children With Adhd ◽  
Oppositional Defiant ◽  
Child Interaction ◽  
Mother Child Interaction

Introduction: Nowadays, the main focus of modern researches in the field of ADHD has been on the area of comorbid disorders and reducing their symptoms. In this regard, cognitive-behavioral therapies have tried to reduce the symptoms by using methods such as self-control, problem-solving, and social skills. Given the important role of the family, the present study investigated the pre-assumptions of the treatment by addressing the structural relationships between the social skills, problem-solving skills, and self-control with the symptoms of conduct disorder and oppositional defiant disorders in the children with ADHD and the mediating role of the mother-child interaction. Methods: This study was performed on 104 male students, fourth to sixth grade students of the elementary schools in Yazd City, Iran. In this study, the Child Symptom Inventory (CSI), Child-Parent Relationship Scale (CPRS), Problem-Solving Inventory (PSI), Self-Control Rating Scale (SCRS), and Matson Evaluation of Social Skills with Youngsters (MESSY) were used. The results were analyzed with path analysis by SPSS software version 23. Results: Findings showed that problem-solving skills, self-control skills, social skills, and mother-child interaction can explain 75% of the variance of CD and 71% of the variance of ODD in the model. In another section of the analysis, the findings showed that the effect of problem-solving and self-control skills on the mother-child interaction was significant, but the social skills had no significant effect on the mother-child interaction. Also, the problem-solving variable can affect the CD through the mediating variable in the mother-child interaction, and also has a direct relationship with the current disorder but does not have a significant effect on ODD. The self-control variable in addition to its direct relationship to disorder can affect CD and ODD through the mother-child interaction. Conclusion: Self-control, problem-solving, and social skills are associated with the symptoms of behavioral disorders in the children with ADHD, and can be used in designing cognitive-behavioral therapy packages, and also the way the mother and child interact, is effective in this type of treatments. Keywords: Attention Deficit and Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, Cognitive Behavioral Therapy, Mother-Child Interaction

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

Dating Violence Victimization, Nonsuicidal Self-Injury, and the Moderating Effect of Borderline Personality Disorder Features in Adolescent Inpatients

2017 ◽  
Vol 35 (15-16) ◽  
pp. 3124-3147 ◽  
Author(s):  
Claire Hatkevich ◽  
William Mellick ◽  
Tyson Reuter ◽  
Jeff R. Temple ◽  
Carla Sharp
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Dating Violence ◽  
Dialectical Behavior Therapy ◽  
Borderline Personality ◽  
Moderating Effect ◽  
Violence Victimization ◽  
Self Injury ◽  
Adolescent Inpatients ◽  
Nonsuicidal Self Injury

The aim of the study was to examine whether Borderline Personality Disorder (BPD) features moderate the relation between dating violence victimization (DVV) experiences and nonsuicidal self-injury (NSSI) in adolescent inpatients. A total of 184 adolescent inpatients completed measures on DVV, BPD features, and NSSI at admission to treatment. Bivariate analyses revealed significant relations between DVV, BPD features, and NSSI. Hierarchical multiple regression analyses demonstrated a moderating effect of BPD features such that in the low BPD features group, more severe DVV was associated with greater NSSI frequency; adolescents in the high BPD group endorsed elevated, though stable, levels of NSSI at all levels of DVV. BPD features differentially affect the relationship between DVV and NSSI. Low BPD adolescents exposed to high DVV appear to self-injure more frequently and at rates similar to high BPD adolescents when faced with more severe DVV, while DVV appears neither necessary nor sufficient to be the cause of NSSI in high BPD adolescents. Our results indicate that DVV may be a particularly important focal point for treating adolescents who self-injure and have been victimized by a dating partner. As such, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and Dialectical Behavior Therapy (DBT) may serve as valuable clinical interventions.

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