What Schools Should Know
Abstract
<p>Individuals working with adolescents are likely to encounter nonsuicidal self-injury (NSSI) behavior. Lieberman, Toste, and Heath (2009) concluded that between 15 and 20 percent of students report engaging in NSSI at least once. Unfortunately, understanding the psychological underpinnings of NSSI behavior can be difficult. The resulting physical manifestation can be disturbing, and intervention can be challenging. In Identifying, Assessing, and Treating Self-Injury at School , Miller and Brock have written a book for those working in the environment where adolescents spend a significant portion of their time—schools—and they discuss methods for both assessment and treatment.</p> <p>This book is particularly relevant, as a recent study reports that if given the opportunity, adolescents, particularly those who have used multiple methods of self-injury, are willing to seek school-based support for NSSI behavior (Heath, Baxter, Toste, & McLouth, 2010). Having school-based professionals proficient in recognizing and supporting the needs of students could be critical to reducing the occurrence of NSSI.</p> <p>The text takes a developmental approach in the organization of the content. It starts with providing the reader with models that are thought to explain the causes of NSSI. It then describes prevalence and what other conditions might be present for students