1,721,064 research outputs found
Supplemental Material, Supplementary_Materials_-_Part_3_Analyses_outcomes_using_transformed_data - Shame Proneness, Shame Coping, and Functions of Nonsuicidal Self-Injury (NSSI) Among Emerging Adults
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Supplemental Material, Supplementary_Materials_-_Part_3_Analyses_outcomes_using_transformed_data for Shame Proneness, Shame Coping, and Functions of Nonsuicidal Self-Injury (NSSI) Among Emerging Adults by Shireen Mahtani, Glenn A. Melvin, and Penelope Hasking in Emerging Adulthood
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Supplemental Material, Supplementary_Materials_-_Part_1_Further_information_on_statistical_analyses_procedures - Shame Proneness, Shame Coping, and Functions of Nonsuicidal Self-Injury (NSSI) Among Emerging Adults
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Supplemental Material, Supplementary_Materials_-_Part_1_Further_information_on_statistical_analyses_procedures for Shame Proneness, Shame Coping, and Functions of Nonsuicidal Self-Injury (NSSI) Among Emerging Adults by Shireen Mahtani, Glenn A. Melvin, and Penelope Hasking in Emerging Adulthood
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Supplemental Material, Supplementary_Materials_-_Part_2_Women-only_sub-sample_(Analyses_outcomes_using_raw_data) - Shame Proneness, Shame Coping, and Functions of Nonsuicidal Self-Injury (NSSI) Among Emerging Adults
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Supplemental Material, Supplementary_Materials_-_Part_2_Women-only_sub-sample_(Analyses_outcomes_using_raw_data) for Shame Proneness, Shame Coping, and Functions of Nonsuicidal Self-Injury (NSSI) Among Emerging Adults by Shireen Mahtani, Glenn A. Melvin, and Penelope Hasking in Emerging Adulthood
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Supplemental material for Helping schools support caregivers of youth who self-injure: Considerations and recommendations
No full textSupplemental material for Helping schools support caregivers of youth who self-injure: Considerations and recommendations by Janis L. Whitlock, Imke Baetens, Elizabeth Lloyd-Richardson, Penelope Hasking, Chloe Hamza, Stephen Lewis, Peter Franz and Kealagh Robinson in School Psychology International</p
Implementation of a Universal Screening and Referral Program for University Students at Risk of Suicide: A Case Study and Recommendations
No full textBackground: University students are at heightened risk of suicide and are reluctant to reach out for support. Traditional risk assessment approaches are unreliable, prompting calls for psychosocial assessments with multivariable algorithms grounded in person-centred approaches. This paper outlines considerations in implementing one such program, identifying potential implementation barriers and offering recommendations for minimising them. Method: We conducted three surveys with university staff and students (total N = 672) to assess acceptability of a preventative screening and referral program. Participants were also asked to identify barriers to implementing such a program within university settings. Results: Staff and students thought universal screening and referral would be acceptable, and important to implement. Identified barriers included privacy, risk and liability, appropriate resourcing, and cultural appropriateness. Conclusion: Universal preventative screening and referral for suicide risk among university students is a feasible, and scalable, means of identifying students at risk and offering support before they reach crisis point. Identifying barriers early, and having strategies to minimise them, can ease the way to successful implementation.
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Implementation of a universal screening and referral program for university students at risk of suicide: A case study and recommendations by Penelope Hasking, Kealagh Robinson, and Kate Tonta is licensed under CC BY 4.0</p
sj-docx-1-jad-10.1177_10870547211057275 – Supplemental material for ADHD Comorbidity Structure and Impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS)
No full textSupplemental material, sj-docx-1-jad-10.1177_10870547211057275 for ADHD Comorbidity Structure and Impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS) by Arthur D. P. Mak, Sue Lee, Nancy A. Sampson, Yesica Albor, Jordi Alonso, Randy P. Auerbach, Harald Baumeister, Corina Benjet, Ronny Bruffaerts, Pim Cuijpers, David D. Ebert, Raúl A. Gutierrez-Garcia, Penelope Hasking, Coral Lapsley, Christine Lochner and Ronald C. Kessler in Journal of Attention Disorders</p
Psychosocial correlates of non-suicidal self-injury and firesetting among school-based adolescents
No full textAdolescence marks a period of increased vulnerability for the development of high-risk or problem behaviors, with these behaviors often observed to co-occur among youth. Nonsuicidal self-injury (NSSI) and firesetting are two distinct variants of problem behavior representing significant public health concerns. While existing research examining cooccurring NSSI and firesetting indicates that these behaviors may be functionally related, most of these studies have been conducted within adult correctional or psychiatric facilities. Further, many risk factors associated with these behaviors independently have been implicated as determinants of a wide range of problem behaviors, limiting their predictive utility. Thus, the overarching objective of the present thesis was to examine the relative importance of a range of psychosocial variables to adolescent NSSI and/or firesetting, and determine how these variables increase the risk of suicidality (i.e., suicidal ideation and attempt) among youth with joint histories of NSSI and firesetting. Specifically, the three empirical studies comprising this thesis aimed to: (1) identify shared and unique risk factors of NSSI and firesetting, as independent behaviors, and to establish the prevalence and predictors of co-occurring NSSI and firesetting; (2) describe a high-risk cohort of schoolbased adolescents reporting co-morbid NSSI and firesetting, and compare psychosocial features of these adolescents to those engaging in either behavior alone; and (3) examine differences in psychosocial characteristics across varying levels of suicidality among this high-risk subgroup. To achieve these aims, self-report data were collected from a large cohort of schoolbased adolescents across Australia (n = 2673). The focus of investigation progressed across the empirical studies from this initial sample, to an at-risk subgroup of adolescents engaging in either NSSI and/or firesetting (n = 380) and finally, to a high-risk subgroup of youth engaging in both NSSI and firesetting (n = 77). Multivariate analyses were used to explore the relationships between psychosocial variables, problem behaviors (i.e., NSSI and/or firesetting), and suicidal ideation and attempt. Psychosocial variables of interest spanned socio-demographic (e.g., age, gender), environmental (e.g., negative life events, social support) and individual-level domains (e.g., mental health, coping and emotion regulation processes). Collectively, general vulnerabilities such as negative life experiences and coping deficits appear to increase the likelihood that adolescents will engage in a range of problem behaviors (i.e., NSSI and firesetting), with additional factors driving the selection of specific behaviors in the context of elevated risk. Specifically, self-critical and ruminative tendencies are especially relevant to NSSI, while socio-demographic and impulsivity-related traits are associated with firesetting. Adolescents engaging in both NSSI and firesetting appear to be a high-risk subgroup of youth with marked psychosocial impairments, including high rates of mental health problems, substance use, and exposure to multiple life stressors in the absence of adaptive coping strategies. These adolescents exhibit greater dysfunction and engage in more severe NSSI and firesetting than those engaging in either behavior alone. Notably, rates of suicidal ideation and attempt are markedly elevated among this group (60% and 20%, respectively), with the presence of firesetting doubling the likelihood that self-injurers consider or attempt suicide. Increasing levels of suicidality appear related to coping deficits, exposure to painful experiences, and a lack of self-efficacy regarding ability to manage distress. Findings highlight the importance of screening for additional behaviors and suicidality when an adolescent is identified as engaging in a problem behavior, and can further inform the development of interventions with youth engaging in multiple problem behaviors
Supporting students who self-injure: understanding the perceptions of school staff and students
No full textNon-suicidal self-injury (NSSI), the deliberate destruction of body tissue without suicidal intent, among adolescents is a growing concern, especially for school staff. Although NSSI is a significant risk factor for further self-injury and suicide, many adolescents who self-injure do not seek professional help, and hide their behaviour from adults. Teachers and other school staff are in a prime position to identify and intervene with these youth. However, while teachers and other school staff are likely to encounter youth who self-injure, school staff are uncertain and lack training when responding to these students. Understanding the knowledge and training needs of school staff regarding NSSI, and exploring adolescents’ views about strategies to help young people who self-injure, will inform the development of prevention and early intervention initiatives to address NSSI in the school environment. Therefore, the primary aims of this thesis were to: 1) evaluate adolescents’ perspectives on how to help youth who self-injure; 2) establish the level of knowledge, confidence, and training needs of school staff and pre-service teachers; and 3) understand how school staff currently respond, and perceived barriers to effectively responding, to NSSI in schools. To achieve these aims, self-report data were collected from 2637 students, and thematic analysis used to explore what adolescents believe teachers, parents, peers, and online friends could do to help young people who self-injure. Quantitative and qualitative data were also collected from 267 pre-service teachers and 501 school staff (including school leaders, teachers, psychologists, and counsellors), and multivariate statistics used to explore the relationships between attitudes, knowledge, and confidence towards NSSI, exposure to student self-injury, prior training, and actual responses to students who self-injure. Finally, 48 teachers and other school staff reviewed a new school policy for addressing NSSI in schools and provided written feedback on the strengths and suitability of the policy for responding to students who self-injure in the school setting. Adolescents suggested that youth who self-injure could be helped by talking to them about the behaviour and referring them to mental health professionals. However, adolescents with a history of NSSI, or with friends who had engaged in NSSI, were unsure how teachers could help young people who self-injure. Although pre-service teachers and school staff were concerned about and willing to help students who self-injure, they were unsure how to respond and acknowledged their lack of training regarding NSSI. School staff with training regarding NSSI had greater knowledge and confidence to address self-injury in schools, while those with greater perceived knowledge and confidence were more likely to communicate with students who self-injure. Collectively, although students would like access to non-judgmental teachers to talk to about NSSI, teachers feel ill-equipped to discuss self-injury with students. These results have implications for education programs to encourage adolescents to access help for peers or themselves. Additionally, the results can inform the development of training programs and school policies for school staff to enhance their knowledge and confidence, and prepare them to identify, safely communicate with, and refer students who self-injure
Self-injurious behaviours in youth
No full textNon-suicidal self-injury (NSSI) is the “deliberate destruction or alteration of one’s own body tissue without conscious suicidal intent” (p. 225, Favazza, 1996). Significant research has been devoted to exploring the prevalence and function of self-injury. However, the comparability of many studies has been compromised due to disagreement about how to define self-injurious behaviour, and whether it should be separated from self-injury which occurs with suicidal intent. Presented as a thesis by publication, the first chapter of this thesis offers a review of the literature on self-injury, and a discussion of the differences between suicidal and non-suicidal self-injury and its correlates. The second chapter provides a discussion of the rationale and aims of the present thesis. The study presented in Chapter 3 aimed to explore the correlates of NSSI and assessed whether they differed across the continuum of self-injury in community and clinical samples of adolescents. Chapter 4 reports on the development and validation of a measure designed to assess attitudes toward others’ NSSI. Differences in attitudes according to severity of self-injury were also assessed. Chapter 5 provides a general discussion of the key findings contained within this thesis and their broader clinical and research implications. For the study presented in Chapter 3, 393 13-18 year-old students recruited from secondary schools and twenty-seven adolescents recruited from in-patient psychiatric units completed a 40-minute questionnaire battery assessing the variables of interest. Participants from the community were classified into groups according to frequency, recency and severity of NSSI (‘none, ‘mild’, ‘moderate’ and ‘severe’), using data from a continuous measure of NSSI designed for this study. This produced four evenly distributed groups that were relatable by NSSI. The clinical sample was retained separately and formed the fifth group in Chapter 3. The study in Chapter 3 hypothesised that the ‘none, ‘mild’ ‘moderate’, ‘severe’ and ‘clinical’ NSSI groups would differ on coping, emotion regulation and psychopathology and that differences would increase as self-injury became more severe. The results partially supported these hypotheses. Generally, more severe self-injury was related to greater alcohol use, less adaptive coping, emotional suppression and psychological distress. Of note, the more severe self-injurers in the community sample did not differ from the clinical sample on any measures. While these findings suggest that ‘severe’ community and ‘clinical’ self-injurers are qualitatively analogous, the possibility that other factors may explain observed differences are discussed as an alternative explanation. The study described in Chapter 4 utilised the community-based data from the first study, combined with a second group of 18-30 year-old young adults (n=211, 47 males, 164 females). The young adults were recruited from doctors’ surgeries, universities, private counselling centres and other businesses around Melbourne, Australia and completed the same measures for NSSI and Attitudes Towards Self-injury, as the adolescents. The study explored whether any latent factors existed in adolescents’ attitudes and, combined with the young adult data, tested for differences according to acuity of NSSI. Three factors (‘Helpless/hopeless’, ‘Anti-social/avoidant’ and ‘Socially functional’) were established in adolescents’ attitudes towards those who self-injure. Attitudes differed according to acuity of self-injury, with less severe NSSI associated with more negative views. Young adults normalised NSSI more and were less negative in their views of those who engage in NSSI than adolescents. No differences in NSSI, nor attitudes between groups were observed at the extremes of the NSSI spectrum. The role of peer-education programmes and the vulnerability of severe self-injurers in community settings are discussed. The fifth chapter of this thesis provides a synopsis and general discussion of the key findings of the studies presented in Chapters 3 and 4. Clinical and research implications as well as strengths and limitations of the present thesis are discussed, and recommendations for future research are provided
Emotion regulation processes in adolescent non-suicidal self-injury (NSSI): the roles of cognitive reapprasal, expressive suppression, and rumination
No full textPoor emotion regulation has been implicated in the occurrence of non-suicidal self-injury (NSSI), yet how this affects adolescent self-injury is not well understood, particularly in light of changes in emotion regulation during adolescence. The set of three empirical studies reported in this thesis aimed broadly to examine the roles of three emotion regulation processes (cognitive reappraisal, expressive suppression and rumination) in NSSI among adolescents. Together, these studies investigated how the emotion regulation processes of interest were related to NSSI, and in particular, to its onset and on-going severity as assessed by frequency, duration and medical seriousness of methods used. Method: Data from 3,143 predominantly female high school students (aged 12-18 years), recruited from Australian secondary schools, were analysed. Of these, 555 indicated they had a history of NSSI. Mean age of onset ranged from 12-14 years, with most participants reporting they had engaged in NSSI in the twelve months preceding data collection. Reported frequency of NSSI ranged from one to 300 times. Cutting and hitting oneself were the most common forms of NSSI although a range of methods and multiple methods were reported. Results: Adolescents who engaged in NSSI were more likely, compared to their non-self-injuring peers, to use emotion regulation processes which tend to heighten negative emotional states (i.e. expressive suppression and rumination) rather than those which can potentially reduce these emotions (i.e. cognitive reappraisal). Nonsignificant differences in the trajectories of these processes across the study period suggest similar developmental patterns between groups. However, self-injurers were more likely to have experienced more adverse life events. Taken together, these findings suggest adolescents who self-injure are more vulnerable and less prepared to respond effectively to the emotional challenges they experience. This observation is especially pertinent in NSSI onset where acute life stressors increased risk of engaging in NSSI for the first time (but were not related to NSSI severity) and echoes the general consensus that adolescent self-injury is associated with deficits in emotion-focused coping and difficulties with emotion regulation when faced with adversity. A hypothesised model that specified the relationships between adverse life events, psychological distress and NSSI were each moderated by the emotion regulation processes of interest was only minimally supported. While this indicated direct effects were more pertinent, only cognitive reappraisal emerged as a significant predictor of future NSSI. Reappraisal was protective of first episode NSSI occurring 12-months from baseline but not at 24-months. Increasing use of cognitive reappraisal was also related to decreasing NSSI severity (i.e. frequency, duration, medical severity) over a two-year period. Findings on the contribution of reappraisal in NSSI onset and its escalation over time hint at the influence of developmental changes in these relationships. Conclusion: Results emphasised different processes are implicated in engaging in NSSI for the first time, and in the overall severity of the behaviour. Adolescents may engage in NSSI as a response to emotional distress, however behavioural contingencies are likely more relevant in the maintenance and escalation of the behaviour. In both instances, addressing adolescents’ appraisals of stressful situations and life events, including the meanings they attribute to them, is likely to be beneficial. Implications for interventions addressing adolescent NSSI across the spectrum of prevention and treatment are discussed
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