Promising Approaches in Prevention and Intervention in Secondary School Settings

Abstract

Abstract Self-injury is not an unusual occurrence in adolescence and thus arises in secondary school settings with some frequency. However, as discussed in this chapter, the complexity of the behavior and the importance of school involvement cannot be underestimated. This chapter begins with a brief overview of the occurrence of NSSI in secondary school students, contextualizing it in terms of its prevalence, functions, stigmatization, and risk and protective factors. The developmental and contextual significance of addressing NSSI in secondary schools will then be highlighted. Following this, a review of the literature surrounding NSSI prevention/intervention approaches within secondary school settings is discussed. Recommendations for NSSI prevention and intervention in secondary school settings will then be organized by level (i.e., primary, secondary, and tertiary). Elements of both prevention and intervention are embedded within each level; specifically, (a) primary prevention/intervention aims to prevent the onset of a behavior through universal intervention; (b) secondary prevention/intervention aims to prevent the onset of a behavior in individuals at-risk; and (c) tertiary prevention/intervention aims to respond to a behavior once it has emerged to reduce its negative impacts. The chapter then concludes by discussing the challenges to NSSI prevention/intervention in secondary school settings, recommendations for navigating such challenges should they arise, and suggestions for future research in this area.