Slipping through the Cracks: The Critical Role of School Principals in Addressing and Responding to Nonsuicidal Self-Injury among Adolescents

Autor/inn/en	Perkins, Natalie; De Riggi, Melissa; Hasking, Penelope; Heath, Nancy
Titel	Slipping through the Cracks: The Critical Role of School Principals in Addressing and Responding to Nonsuicidal Self-Injury among Adolescents
Quelle	In: Psychology in the Schools, 60 (2023) 3, S.761-779 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hasking, Penelope)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22811
Schlagwörter	Administrator Role; Principals; Self Destructive Behavior; Adolescents; Administrator Attitudes; Barriers; Responses + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Self destrucive behaviour; Selbstzerstörung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Objective: The responsibility of implementing nonsuicidal self-injury (NSSI) policy falls largely on school principals, yet few have received training regarding adolescent NSSI. Understanding principals' perceptions and roles in responding to NSSI among their students is essential to determining how best to address and reduce NSSI within school settings. Method: Principals and deputy principals (n = 63) completed self-report questionnaires. Interviews were also conducted with 24 respondents. Results: Most principals were involved in the response to student reports of NSSI; however, few had received any training on appropriate responses to NSSI. Barriers to responding effectively were a lack of training as well as resources in the community and school. Conclusion: Schools may benefit from more extensive and direct training about appropriately addressing and responding to NSSI within the school setting and an NSSI-specific policy with clearly outlined roles for principals and other school staff. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01