83 82 Chapter Five: Supporting Students with Mental Health Difficulties Chapter Five: Supporting Students with Mental Health Difficulties References Heath, N., Toste, J., Nedecheva, T., & Charlebois, A. (2008). An examination of nonsuicidal self-injury among college students. Journal of Mental Health Counseling, 30(2), 137-156. Whitlock, J., Muehlenkamp, J., Purington, A., Eckenrode, J., Barreira, P., Baral Abrams, G., Marchell, T., Dress V., Girard, K., Chin, C., & Knox, K. (2011). Nonsuicidal self-injury in a college population: General trends and sex differences. Journal of American College Health, 59(8), 691-698. Self-injury Self-injury refers to the deliberate, self-inflicted destruction of body tissues resulting in immediate damage, without suicidal intent and for purposes not culturally sanctioned. Skin-cutting remains to be the most common type of self-injury, but there are other forms such as burning, scratching, ripping or pulling skin or hair, self-bruising, breaking bones and swallowing toxic substances. Studies have reported a history of self-injury in 14% or more of American college students (Heath, Toste, Nedecheva, & Charlebois, 2008). Females were nearly twice more likely to report self-injurious behaviors than males and yet the prevalence of the behaviors among males was on the rise (Whitlock et al., 2011). Self-injurious behaviors are more often an indication of hopelessness rather than an indication of suicidal intent. Some students may engage in self-injurious behaviors as a way of getting relief from negative emotions or punishing themselves. Some students may hurt themselves in order to express their distress and to let others know how bad they were feeling. As self-injury often occurs in secretive manner, it could be difficult to detect and intervene in students’ self-injurious behaviors. By staying calm and avoiding appearing shocked or pitiful, as well as asking questions in an emotionally neutral and non-threatening manner, it would be helpful in encouraging the students to share with you their concerns. A genuine and persistent concern in the students’ well-being would help creating a safe environment in which the student can respond honestly and more appropriately. e.g. e.g. SIGNS AND SYMPTOMS • Unexplained burns, cuts, scars or other clusters of similar markings on the skin • Inappropriate dress for season consistently wearing long sleeves or pants in summer • Constant use of wristbands or coverings • Unwillingness to participate in activities that require less body coverage swimming • Claiming to have frequent accidents or mishaps • Spending a great deal of time alone • Pervasive difficulties in interpersonal relationships • Heightened signs of depression or anxiety • Eliciting statements of helplessness, hopelessness or worthlessness
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