Handbook of School-Based Mental Health Promotion by Alan W. Leschied Donald H. Saklofske & Gordon L. Flett

Author:Alan W. Leschied, Donald H. Saklofske & Gordon L. Flett
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Intervention

Following a thorough assessment of the NSSI (as well as level of suicidal risk), the trained mental health practitioner may choose to refer a student externally for additional support (e.g., emergency services, family therapy, more specialized care), choose to provide some level of intervention at the school level (in addition to an external referral), or deem that intervention can be provided at the school level. The decision whether to provide care within and/or outside of the school will depend to an extent on the student’s level of risk (De Riggi et al., 2016). For example, a student with past or infrequent NSSI with no suicidal ideation may continue to receive care within the school, whereas a student with frequent NSSI and suicidal thoughts or behaviors will often need to be referred for more immediate and specialized care. In addition, the practitioner’s perceived comfort and competency around addressing the student’s needs (Toste & Heath, 2010; Walsh & Muehlenkamp, 2013), as well as time constraints, should be considered. Establishing a care plan that will meet the needs of the student is critical to ensure that NSSI is addressed in a timely fashion; therefore, the person conducting the assessment should have a strong understanding of the services and intervention options available for use with students engaging in NSSI (Lieberman et al., 2009; Toste & Heath, 2010).

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