- SOM Salud Mental 360
- SOM responds
- Webinars
- How to prevent self-harm in the educational field
How to prevent self-harm in the educational field
- ¿Qué son las autolesiones no suicidas? | Anna Sintes
- Trabajar la educación emocional de los 3 a los 12 años en los centros educativos | Anna Rigat
- Recomendaciones para la prevención de autolesiones en adolescentes en el ámbito educativo | Joaquim Puntí
- Mi experiencia como madre de una adolescente que se autolesiona | Mireia Hernández
Different professionals and family members will share important aspects about the importance of emotional education and resilience in young children for the prevention of future disorders and risk behaviors, as well as tools for the detection and intervention in cases of self-harm in adolescents from the educational and family field.
This is for you if you work in the educational and social fields, whether as a professional or a volunteer. It's also for family members or people close to children and adolescents. And, in general, it's for anyone interested in learning more about how to prevent and address self-harm in teenagers.
Non-suicidal self-injury (NSI) is defined as intentionally harming oneself without the intent to die, for example, by hitting oneself or causing burns. In recent years, the incidence of this behavior among young people and adolescents has increased, generating significant concern among those around them, as well as among education professionals.
Although self-harm is often linked to a mental disorder (such as borderline personality disorder), non-suicidal self-harm is increasingly observed in individuals without any prior mental disorder. It typically begins between the ages of 11 and 13 and can affect up to 3 out of 10 young people. Certain personality traits (such as impulsivity, difficulties in emotional regulation, etc.), as well as adverse life experiences (bullying, childhood abuse, etc.), can be risk factors for developing self-harming behaviors in adolescence. Often, adolescents who self-harm have difficulty managing intense emotions and feelings, and use this behavior to escape them and reduce their distress, even though it may have negative consequences in the medium and long term.
Having tools for managing emotions and distress is a key element in preventing self-harm among children and adolescents. This is a fundamental aspect that can be developed both at home and in the school environment.
Different professionals and family members will share important aspects about the importance of emotional education and resilience in young children for the prevention of future disorders and risk behaviors, as well as tools for the detection and intervention in cases of self-harm in adolescents from the educational and family field.
This is for you if you work in the educational and social fields, whether as a professional or a volunteer. It's also for family members or people close to children and adolescents. And, in general, it's for anyone interested in learning more about how to prevent and address self-harm in teenagers.
Non-suicidal self-injury (NSI) is defined as intentionally harming oneself without the intent to die, for example, by hitting oneself or causing burns. In recent years, the incidence of this behavior among young people and adolescents has increased, generating significant concern among those around them, as well as among education professionals.
Although self-harm is often linked to a mental disorder (such as borderline personality disorder), non-suicidal self-harm is increasingly observed in individuals without any prior mental disorder. It typically begins between the ages of 11 and 13 and can affect up to 3 out of 10 young people. Certain personality traits (such as impulsivity, difficulties in emotional regulation, etc.), as well as adverse life experiences (bullying, childhood abuse, etc.), can be risk factors for developing self-harming behaviors in adolescence. Often, adolescents who self-harm have difficulty managing intense emotions and feelings, and use this behavior to escape them and reduce their distress, even though it may have negative consequences in the medium and long term.
Having tools for managing emotions and distress is a key element in preventing self-harm among children and adolescents. This is a fundamental aspect that can be developed both at home and in the school environment.
