Non-suicidal self-injury in Shanghai inner bound middle school students

BackgroundNon-suicidal self-injury (NSSI) behaviour is very common among adolescents. Its prevalence and behavioural characteristics may vary according to regional and cultural differences. Investigation of NSSI locations and diagnosis of adolescents with NSSI are relatively lacking in China.AimsThe...

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Veröffentlicht in:General psychiatry 2019-08, Vol.32 (4), p.e100083-e100083
Hauptverfasser: Zhang, Fang, Cloutier, Paula F, Yang, Hongmei, Liu, Wenjing, Cheng, Wenhong, Xiao, Zeping
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Sprache:eng
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Zusammenfassung:BackgroundNon-suicidal self-injury (NSSI) behaviour is very common among adolescents. Its prevalence and behavioural characteristics may vary according to regional and cultural differences. Investigation of NSSI locations and diagnosis of adolescents with NSSI are relatively lacking in China.AimsThe study objective was to determine the prevalence and features of NSSI among middle school students in Shanghai.MethodsThe participants were from grade 6 to 8 selected from three junior schools in Jing’an District. Consenting students completed the Ottawa Self-Injury Inventory to determine the prevalence and characteristics of NSSI. Those who indicated NSSI within the past month were administered the Mini-International Neuropsychiatric Interview for Children and Adolescents to assess for emotional disorders.ResultThe result shows 510 participants (21.7%; mean age 13.51 (0.97) years old; 56.7% female) reported at least one instance of NSSI during the previous 12 months. NSSI was significantly more common in girls than boys (24.9% vs 18.5%; χ2=14.03, p=0.00). Commonly reported reasons for NSSI were for internal and external emotion regulation (87.9%, 82.3%) and social influence (57.8%). Anxiety disorders were the most common (28.9%) disorder associated with NSSI.ConclusionThe rate of NSSI of middle school students in Shanghai inner bound is similar to those reported in North American and European youth. It is essential that school mental health professionals are aware of how to manage NSSI within the school setting.
ISSN:2517-729X
2096-5923
2517-729X
DOI:10.1136/gpsych-2019-100083