scholarly journals Safety first: The role of trust and school safety in non-suicidal self-injury

2012 ◽  
Vol 46 (3) ◽  
pp. 423-441 ◽  
Author(s):  
Rick Nelson Noble ◽  
Michael J. Sornberger ◽  
Jessica R. Toste ◽  
Nancy L. Heath ◽  
Rusty McLouth
Keyword(s):  
School Environment ◽  
School Safety ◽  
School Staff ◽  
Perceived Safety ◽  
School Settings ◽  
Self Injury ◽  
School Trust ◽  
Being Bullied ◽  
Safety First

Non-suicidal self-injury (NSSI) has become very prominent among adolescents in middle and high school settings. However, little research has evaluated the role of the school environment in the behaviour. This study examined whether indices of school trust and perceived safety were predictive of NSSI behaviour. Results indicate that these variables allow us to more accurately identify participants who engage in NSSI. Students who report being bullied and threatened, and who have less trust in specific members of school staff are more likely to engage in NSSI.

scholarly journals Position paper for guiding response to non-suicidal self-injury in schools

2016 ◽  
Vol 37 (6) ◽  
pp. 644-663 ◽  
Author(s):  
Penelope A. Hasking ◽  
Nancy L. Heath ◽  
Michael Kaess ◽  
Stephen P. Lewis ◽  
Paul L. Plener ◽  
...  
Keyword(s):  
School Environment ◽  
Best Practice ◽  
School Setting ◽  
Position Paper ◽  
School Staff ◽  
Clinical Expertise ◽  
School Settings ◽  
Best Practice Guidelines ◽  
Self Injury ◽  
Starting Point

Around the world, school staff are increasingly expressing concern about nonsuicidal self-injury (NSSI) and how best to address this behavior in the school setting. However, there is a notable lack of informed guidance for schools, and clear inconsistencies in the practices school staff adopt. In this position paper we draw on our collective research and clinical expertise to provide best-practice guidelines for addressing NSSI in school settings. We outline the importance of a school protocol, and the key features all school protocols should contain. We also focus on how schools can minimize contagion of NSSI within their school environment. We believe these guidelines will be an important starting point for schools interested in developing an evidence-based approach to addressing NSSI.

Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling

2017 ◽  
Vol 38 (3) ◽  
pp. 240-263 ◽  
Author(s):  
Chiaki Konishi ◽  
Yasuo Miyazaki ◽  
Shelley Hymel ◽  
Terry Waterhouse
Keyword(s):  
School Climate ◽  
Student Perceptions ◽  
Secondary Students ◽  
School Environment ◽  
School Safety ◽  
Contextual Effects ◽  
School Level ◽  
Modeling Framework ◽  
Being Bullied ◽  
Student Reports

This study examined how student reports of bullying were related to different dimensions of school climate, at both the school and the student levels, using a contextual effects model in a two-level multilevel modeling framework. Participants included 48,874 secondary students (grades 8 to 12; 24,244 girls) from 76 schools in Western Canada. Results revealed significant associations for student perceptions of all school-climate dimensions at the student level and for a majority of the aggregated school-climate dimensions (except adult-related variables) at the school level in relation to bullying, when each school-climate dimension was included as the sole predictor in the contextual effects model. When examining the roles of all school-climate dimensions together, results showed that, at the school level, the effects of three school-climate variables – peer support, discipline/fairness/clarity of rules, and school safety – remained significant predictors of being bullied and bullying others, controlling for the effects of other school-climate dimensions at both the school and the student levels. The implications of these findings for building a safe and caring school environment are discussed.

scholarly journals The Role of Bystander Perceptions and School Climate in Influencing Victims' Responses to Bullying: To Retaliate or Seek Support?

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Katrina Debnam ◽  
Catherine P. Bradshaw
Keyword(s):  
School Climate ◽  
Hierarchical Linear Modeling ◽  
School Safety ◽  
Bullying Prevention ◽  
Linear Modeling ◽  
Gender Influence ◽  
Bullying Prevention Programs ◽  
Being Bullied ◽  
Perceptions Of School

In order to reduce aggressive responses to bullying, schools nationwide have begun to implement bullying prevention programs that advise students to tell an adult, walk away, or ask the bully to stop. While previous work has demonstrated that individual differences (e.g., gender) influence the likelihood of students choosing assertive responses in lieu of aggressive responses, there has been less research on understanding how aspects of the school climate affect students’ responses to bullying. This study explores how perceptions of teacher and student intervention as well as perceptions of school safety and connectedness influence students’ likelihood of responding aggressively (i.e., retaliating) or seeking support from an adult. These data come from an online school climate survey administered to 25,308 students in 58 high schools. Three-level hierarchical linear modeling was conducted on a subset of 6,493 students who reported being bullied in the past year. Results suggest that bystander perceptions and school climate play a role in influencing students’ responses to bullying, both by decreasing the likelihood of victims using an aggressive response and increasing their likelihood of seeking support from school staff. Interventions that focus more holistically on changing school climate may better interrupt the cycle of violence.

Role of Adaptive Coping Strategies in Adolescent Nonsuicidal Self-Injury

2013 ◽  
Author(s):  
Amy Kranzler ◽  
Emily A. Panza ◽  
Matthew K. Nock ◽  
Edward A. Selby
Keyword(s):  
Coping Strategies ◽  
Adaptive Coping ◽  
Self Injury ◽  
Nonsuicidal Self Injury

Pupil with Obsessive-Compulsive Disorder

2017 ◽  
Vol 7 (2) ◽  
pp. 7-25
Author(s):  
Karolina Diallo
Keyword(s):  
Obsessive Compulsive Disorder ◽  
School Performance ◽  
School Environment ◽  
Detrimental Effect ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
The Past ◽  
And Performance ◽  
The Impact

Pupil with Obsessive-Compulsive Disorder. Over the past twenty years childhood OCD has received more attention than any other anxiety disorder that occurs in the childhood. The increasing interest and research in this area have led to increasing number of diagnoses of OCD in children and adolescents, which affects both specialists and teachers. Depending on the severity of symptoms OCD has a detrimental effect upon child's school performance, which can lead almost to the impossibility to concentrate on school and associated duties. This article is devoted to the obsessive-compulsive disorder and its specifics in children, focusing on the impact of this disorder on behaviour, experience and performance of the child in the school environment. It mentions how important is the role of the teacher in whose class the pupil with this diagnosis is and it points out that it is necessary to increase teachers' competence to identify children with OCD symptoms, to take the disease into the account, to adapt the course of teaching and to introduce such measures that could help children reduce the anxiety and maintain (or increase) the school performance within and in accordance with the school regulations and curriculum.

Exploring the role of anger in nonsuicidal self-injury in veterans

2021 ◽  
Vol 137 ◽  
pp. 55-65
Author(s):  
Clair Cassiello-Robbins ◽  
Kirsten H. Dillon ◽  
Daniel V. Blalock ◽  
Patrick S. Calhoun ◽  
Jean C. Beckham ◽  
...  
Keyword(s):  
Self Injury ◽  
Nonsuicidal Self Injury
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