Changing Attitudes About Self-Injury Prevention Management: Lessons Learned

2012 ◽  
Vol 50 (5) ◽  
pp. 42-46 ◽  
Author(s):  
Jeanette Rossetti ◽  
Trish Jones-Bendel ◽  
Pauline Portell ◽  
Maureen Kunz ◽  
Mary Jo Sobotka ◽  
...  
Keyword(s):  
Injury Prevention ◽  
Lessons Learned ◽  
Self Injury ◽  
Changing Attitudes

Adolescents’ Perspectives of Youth Non-Suicidal Self-Injury Prevention

2016 ◽  
Vol 49 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Emily Berger ◽  
Penelope Hasking ◽  
Graham Martin
Keyword(s):  
Young People ◽  
Injury Prevention ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Public Awareness ◽  
Professional Help ◽  
Self Injury

Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer. This study aimed to identify adolescents’ views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students ( n = 2,637; aged 12-18 years) from 41 schools completed questions asking them to describe what peers and online friends could do to help young people who self-injure. Thematic analysis identified seven strategies, including communication about NSSI with peers and online friends, referral to adults and health professionals, greater public awareness of NSSI, and reduced peer stigma and bullying. Endorsement of themes varied by age, gender, and experience with NSSI. Findings have implications for school prevention of NSSI.

Injury Prevention as an Integral Part of Health System Reform Efforts: Lessons Learned from Recently Enacted Massachusetts Laws

2015 ◽  
Vol 1 (4) ◽  
pp. 257-262
Author(s):  
Haytham M. A. Kaafarani ◽  
Toby Raybould ◽  
Jarone Lee ◽  
Peter T. Masiakos ◽  
Keyword(s):  
Health System ◽  
Injury Prevention ◽  
Lessons Learned ◽  
System Reform ◽  
Health System Reform

scholarly journals The Effectiveness of a School-based Self-injury Prevention Program on Reducing Interpersonal Cognitive Distortion and Fear of Negative Evaluation in Adolescent Girls

2022 ◽  
Vol 8 (1) ◽  
pp. 49-59
Author(s):  
Neda Nezhadhamdy ◽  
◽  
Fariborz Dortaj ◽  
Esmaeil Sadipour ◽  
Kamran Sheivandi Cholicheh ◽  
...  
Keyword(s):  
Injury Prevention ◽  
Analysis Of Variance ◽  
Prevention Program ◽  
Cognitive Distortion ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Female Adolescents ◽  
Control Group ◽  
Self Injury ◽  
Injury Prevention Program

Background: Non-Suicidal Self-Injury (NSSI) is a prevalent, harmful, and transdiagnostic behavior that can comprehensively be assessed in daily life studies. Objectives: This study aimed to determine the effectiveness of the student self-injury prevention program in mitigating the Interpersonal Cognitive Distortion (ICD) and the fear of Negative Evaluation (FNE). Materials & Methods: This research is a quasi-experimental study with a pre-test-post-test design, a one-month follow-up, and a control group. The statistical population consisted of all female adolescents studying at the middle schools of Rasht City, Iran, in the 2019–2020 academic years. They must have experienced self-injury at least once. The purposive non-random sampling technique was employed to select 34 self-injuring adolescents, who were then randomly assigned to case and control groups. The interpersonal cognitive distortion scale and the brief fear of negative evaluation scale were adopted to collect data. The case group received 16 sessions of self-injury prevention training for students (twice a week), whereas the control group had no training programs. Analysis of variance and multivariate analysis of variance were then used for data analysis in SPSS v. 25. Results: The results demonstrated the significant effectiveness of the training program in mitigating the ICD (interpersonal rejection: P<0.01; F=21.780, unrealistic relationship expectations: P<0.01; F=51.096, interpersonal misperception: P<0.01; F=20.557), reducing negative meta-emotion, and increasing positive meta-emotion (P<0.05; F=43.591). Conclusion: The student self-injury prevention program effectively reduced the ICD and FNE of female adolescents. Additionally, these two variables have high levels in adolescents struggling with self-injury.

scholarly journals LESSONS LEARNED FROM U.S. INJURY PREVENTION INITIATIVES: IMPLICATIONS FOR INTERNATIONAL EFFORTS

2017 ◽  
Vol 1 (suppl_1) ◽  
pp. 48-48
Author(s):  
M.G. Ory ◽  
M. Smith ◽  
T.E. Shubert
Keyword(s):  
Injury Prevention ◽  
Lessons Learned

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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