Tony L. Sheppard – 11 Essentials for Self-Harm Recovery: Helping Children & Teens Reclaim Their Lives

Many questions are raised when working with clients who self-injure.

• How does it differ from suicide?
• Do I have to report it?
• What do I tell parents?
• What is the role of the school?
• Does social media hurt or help?
• Is hospitalization required for kids to improve?

In this recording, Dr. Tony Sheppard shows you how to assess and treat non-suicidal self-injury. A practical guide to working effectively with clients, as well as simple assessment and management of self-injury as well as more significant care, can be found in this recording. Motivational interviewing, cognitive treatment, replacement skills, and other interventions will be examined in-depth.

We will look at the underlying motives behind self-harm behaviors, as well as the related issues of trauma and body image. By the end of the recording, you will feel confident in your ability to match interventions to individual clients, while preventing and responding to potential treatment pitfalls and legal/ethical issues.

1. Define the scope of non-suicidal self-injury for today’s youth as related to clinical treatment
2. Differentiate non-suicidal self-injury from suicide, and it’s clinical implications
3. Articulate the underlying motivations for self-harm behavior among young clients
4. Analyze the efficacy of assessment tools for use with young clients who display self-harm behaviors
5. Formulate multisystemic clinical interventiont plans that meet the needs of the youth and collaterals
6. Consider the legal and ethical issues inherent in work with young clients who display self-harm behaviors and their clinical implications

Non-Suicidal Self-Injury (NSSI) is defined.

The problem is being conceptualized.

• Primary motivations
  • Controlling external/internal environment
  • Impacts on various settings
  • Neuropsychology of NSSI
  • NSSI and trauma

Assessing the problem.

• NSSI and suicide
  • Statistics
  • Differential diagnosis
  • Clinical assessment/screening
  • Formal assessment tools
• 5 questions every therapist should ask during assessment

The problem is being treated.

• Multi-systemic approach
  • Engaging families, school, peers, social media
  • Determining who needs to know/how much they need to know
• Working with parents
• The role of the school
• The role of peers
• Social media
• Replacement behaviors
• Using the stages of change/MI model in treatment
  • Assessing readiness
  • Gauging interventions
  • Sustaining and maintaining recovery
• 6 key components of therapeutic intervention
  • Developing distraction strategies
  • Building coping skills
  • Enhancing self-esteem and self-acceptance
  • Improving relationships and relational skills
  • Addressing Trauma (“big T” and “little t”)
  • Developing problem-solving skills
• The role of adjunctive therapies

Legal and ethical issues.

• Assessing properly is key
  • Screening for NSSI at intake
  • Documentation/diagnosis
  • Treatment planning
• Reporting
  • Schools tend to have stricter reporting rules than mental health settings
  • Factors in reporting
  • Involving other professionals
  • Balancing the clinical and the legal

Learning integration.

• Group treatment planning activity

Tony L. Sheppard reviewed 11 essentials for self-Harm Recovery: Helping Children and Teens Reclaim Their Lives. Tony L. Sheppard has a download of 11 essentials for self- harm recovery. Tony L. Sheppard has a discount on 11 essentials for self- harm recovery.