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APHA Scientific Session and Event Listing

Susan Roberts-Dobie, PhD, CHES, Division of Health Promotion and Education, University of Northern Iowa, 249 Wellness and Recreation Center, Cedar Falls, IA 50614-0241, 319-273-5930, susan.dobie@uni.edu and Rebecca J. Donatelle, PhD, CHES, Department of Public Health, Oregon State University, Waldo Hall 254, Corvallis, OR 97331-6406.

Among the many mental health concerns schools face today, self-injury is quickly gaining attention. It is estimated that almost 14% of adolescents have self-injured and the numbers are predicted to rise. Most cases involve self-cutting, but can involve bruising, burning, or bone breaking. The school setting is a prime location for prevention and identification programs for self-injury. School counselors, specifically, are in a unique position to work with the mental health needs of students. This presentation will describe a model for school personnel to successfully work with self-injurers in the school. Developed from responses from a national sample (n = 443) of American School Counselor Association members regarding their experiences with self-injury, this model suggests that school counselors can serve as liaisons within schools to the provide training to school personnel and make quality referrals to outside therapists. In order to do this, a number of resources are needed: 1) outside sources must create opportunities for counselors to be trained, 2) school administrators must create an environment where counselors are able to successfully complete their role, 3) school health educators must deliver information to their students to create a culture of awareness. Additionally, schools need model policies on self-injury and curriculum supplements. Suggestions for policy development and curriculum content will be provided.

Learning Objectives:

• 1.At the conclusion of this session, participants will be able to identify components important to a school policy for self-injury.
• 2.At the conclusion of this session, participants will be able to identify appropriate content to include in classroom curriculum on self-injury.
• 3.At the conclusion of this session, participants will be able to describe a model for schools to work with self-injurers.

Keywords: School Health Educators, Youth

Presenting author's disclosure statement:

Not Answered