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Identifying, Assessing, and Treating Self-Injury at School

Part of the book series: Developmental Psychopathology at School ((DPS))

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Abstract

At a minimum, school-based mental health professionals must be able to identify and assess students who may be engaging in NSSI, and either directly provide or (more likely) facilitate effective intervention and treatment. Because the school will in many instances not be the ideal or most appropriate treatment setting for students engaging in NSSI, and because school personnel may lack the training and experience to provide comprehensive school-based interventions, the first part of this chapter is on prevention issues as well as how school personnel can effectively respond to students engaging in NSSI and coordinate or collaborate with others so that students receive the necessary treatment for their self-injury.

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Authors and Affiliations

  1. University at Albany State University of New York, 1400 Washington Avenue, Albany, NY, 12222, USA

    David N. Miller

  2. Department of Special Education, Rehabilitation, School Psychology and Deaf Studies, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819-6079, USA

    Stephen E. Brock

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  1. David N. Miller
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Correspondence to David N. Miller .

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Miller, D.N., Brock, S.E. (2010). Treatment. In: Identifying, Assessing, and Treating Self-Injury at School. Developmental Psychopathology at School. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6092-4_7

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