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"I Am Not Well-Equipped"

High School Teachers’ Perceptions of Self-Injury

McGill University

Jessica R. Toste

McGill University

Erin L. Beettam

McGill University

Fifty teachers completed a survey to investigate knowledge, self-perceived knowledge, and attitudes regarding self-injury (SI). Teachers were aware of basic facts concerning SI; however, 78% underestimated prevalence, and only 20% felt knowledgeable. Attitudes were mixed, with 48% finding the idea of SI horrifying; however, 68% disagreeing that SI was "often manipulative." Principal components analysis indicated that perceived knowledge emerged as a separate construct from attitudes toward SI. Years of teaching experience was related to self-perceived knowledge, but not to attitudes. In addition, 74% of teachers reported having a personal encounter with SI, and 62% felt that SI is increasing in the schools. Qualitative analysis of open-ended questions revealed a strong desire for further knowledge and training. Results indicate that teachers’ perceptions are not consistent with studies of SI in clinical settings but are consistent with recent research in community and school samples. The need for teacher education about SI is emphasized.

Key Words: adolescents • attitudes • deliberate self-harm • high school teachers • knowledge • perceptions • self-injury • self-mutilation

Canadian Journal of School Psychology, Vol. 21, No. 1-2, 73-92 (2006)
DOI: 10.1177/0829573506298471


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