Perceived Social Support and Connectedness in Non-Suicidal Self-Injury Engagement.

Perceived social support has been posited as an important factor in non-suicidal self-injury (NSSI) cessation. Although, previous research suggests that social connectedness is the mechanism through which perceived social support influences psychological wellbeing. Thus, the present study investigated whether social connectedness is the mechanism through which perceived social support functions to influence NSSI engagement. Fifty-six women with (Mage = 20.18, SD = 2.07) and 84 without (Mage = 20.24, SD = 1.98) a history of NSSI completed online measures of perceived social support and social connectedness. A mediation model was conducted with social connectedness in the relation between perceived social support from family, friends, and significant others and NSSI engagement. Findings revealed that social connectedness fully explained the relation between perceived social support from all sources and NSSI engagement. The results suggest that the relation between perceived social support and NSSI engagement is fully explained by the degree to which individuals report feeling connected to others. Implications for future research and practice will be discussed.

Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation.

BACKGROUND: Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom. METHODS: Primary school teachers (n = 212; 91% female) completed an online, researcher-developed needs assessment survey assessing their perceptions regarding the importance of ER instruction and challenges surrounding children's ER, as well as the perceived effectiveness and reported use of healthy and unhealthy ER strategies in the classroom. RESULTS: Cochran's Q and chi-square analyses revealed misperceptions regarding the effectiveness of healthy and unhealthy strategies, as well as discrepancies between teachers' perceptions regarding the effectiveness of specific healthy strategies (eg, meditation) and their reported use of them. CONCLUSIONS: While teachers recognize the growing importance of fostering ER in the classroom, the present findings suggest that there is a need for more professional development regarding the effectiveness and implementation of ER strategies in the primary school context. Efforts should be made to provide teachers with concrete recommendations for the implementation of ER strategies in the classroom.

Examining the Relationship Between Mindfulness, Self-Compassion, and Emotion Regulation in Self-Injury.

OBJECTIVE: The objective of the current study was to investigate whether mindfulness and self-compassion are negatively associated with engagement in non-suicidal self-injury (NSSI) and whether emotion dysregulation would mediate this relation. METHOD: 343 participants (82.2% female; Mage = 23.98; SD = 7.47) were recruited from university and community settings, and completed online questionnaires. Two groups of participants were created: those with lifetime engagement in NSSI (n = 153) and a comparison group with no prior engagement in NSSI (n = 190). RESULTS: First, two one-way MANOVAs revealed significant mean differences (NSSI/comparison) across the self-compassion dimensions and specific mindfulness facets. Second, logistic regressions revealed that the self-coldness dimension of self-compassion significantly predicted engagement in NSSI, and specific mindfulness facets (nonjudging and acting with awareness) were found to negatively predict NSSI engagement. Lastly, mediation analyses revealed that emotion dysregulation fully mediated the relationships between both mindfulness total and self-coldness, and NSSI group status. CONCLUSION: The present study demonstrates preliminary support for the protective role of key mindfulness facets and potential risk of the self-coldness aspect of self-compassion in NSSI engagement. Implications for potential use of treatment protocols may include teaching key aspects of mindfulness and self-compassion as healthier and kinder alternatives to coping with dysregulated emotions.HighlightsMindfulness and self-compassion significantly differ between NSSI/comparison groupsKey mindfulness facets and self-compassion dimensions negatively predict engagement in NSSIEmotion dysregulation fully mediates self-coldness and mindfulness with NSSI group status.

Evaluating the Effectiveness of a Brief Mindfulness Activity in University Students With Non-Suicidal Self-Injury Engagement.

Current theoretical frameworks posit that engagement in non-suicidal self-injury (NSSI) is due to an inability to regulate one's emotions. In turn, mindfulness-based interventions have been shown to enhance emotion regulatory processes in those who engage in NSSI. OBJECTIVE: The purpose of the present study was to determine whether a brief mindfulness activity was differentially effective at increasing state mindfulness and decreasing stress following a stress induction task in university students with versus without a history of NSSI engagement. METHOD: The sample consisted of two groups of participants who identified as women: participants with a history of NSSI engagement (NSSI; n = 57; Mage=20.09, SD = 2.05) and participants without (no-NSSI; n = 87; Mage=20.22, SD = 1.94). All participants were asked to complete pre-intervention measures of state mindfulness and stress and were randomly assigned to either a mindfulness activity (body scan) or control task condition. Following the completion of their respective activities, a Stroop stress induction task was conducted and participants completed post-intervention measures of state mindfulness and stress. RESULTS: Two 3-way mixed ANOVAs (Time X NSSI status X Condition) were conducted and revealed significant time by condition interactions for both state mindfulness, Wilk's Λ = .93, F(1, 140) = 10.70, p = .001, ηp2 = .07, and stress, Wilk's Λ = .97, F(1, 140) = 4.21, p = .04, ηp2 = .03. As such, both groups (NSSI/no-NSSI) demonstrated similar increases in state mindfulness and decreases in stress in response to the brief mindfulness activity following the stress induction. Implications for future research and practice will be discussed.HIGHLIGHTSThe brief mindfulness activity effectively increased state mindfulness.The brief mindfulness activity effectively decreased stress.Benefits were experienced similarly among both groups (NSSI/no-NSSI).