Special Educators and Nonsuicidal Self-Injurious Behavior: Self-Injury Training, Exposure, and Self-Efficacy

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Carrie A. Wachter Morris, Associate Professor & School Counseling Coordinator (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Nonsuicidal self-injurious behavior (NSSIB) is one of the most perplexing and challenging behaviors special educators come across in their schools. Thus, there is a need for special educators to be equipped with information regarding NSSIB to help identify students with disabilities who engage in these behaviors and provide them with appropriate support or referrals. This study examined the effectiveness of training received by 390 special educators on NSSIB and their self-efficacy regarding the training. Results revealed that although many special educators serve students who engage in self-injurious behaviors, many did not receive training on how to implement strategies for students who self-injure. Those special educators who received training were more confident in their abilities to work with students who self-injured compared with those special educators who did not receive training. Implications, limitations, and future research areas are discussed.

Additional Information

Teacher Education & Special Education, 35(1), 64-76
Language: English
Date: 2011
nonsuicidal self-injurious behavior, self-injury, special education, special educators, disabilities

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