these graduates to cofacilitate new intervention groups and get involved in the
school peer counseling program.
More Than Just a Problem
As provocative and perplexing as this
behavior may seem, we must not lose
sight of how bright, creative, and
talented many self-harming students are.
With compassion, guidance, and
support, we can empower self-harming
students by being respectful listeners
and accentuating their natural gifts. EL
1DSM-IV refers to the Diagnostic and Statistical Manual of Mental Disorders, published by
the American Psychiatric Association. The
DSM-IV includes all currently recognized
mental health disorders.
2For a more in-depth blueprint for
running Stress-Busters’ Leadership Groups,
see my book, The Adolescent and Young Adult
Self-Harming Treatment Manual: A Collaborative Strengths-Based Brief Therapy Approach
(Norton, 2009).
References
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Brazleton, T. B., & Greenspan, S. I. (2000).
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Favazza, A. R., & Selekman, M. D. (2003,
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Peterson, C. (2006). A primer of positive
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Selekman, M. D. (1997). Solution-focused
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Selekman, M. D. (2005). Pathways to change:
Brief therapy with difficult adolescents (2nd
edition). New York: Guilford.
Selekman, M. D. (2009). The adolescent and
young adult self-harming treatment manual:
A collaborative strengths-based brief therapy
approach. New York: Norton.
Taffel, R. (2009). Childhood unbound: Saving
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Whitlock, J. (2009, May/June). Self-injuring
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Whitlock, J., Muehlenkamp, J., & Eckenrode, J. (2008). Variation in non-suicidal
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Matthew D. Selekman is a licensed
clinical social worker (LCSW) and an
addictions counselor. He is Codirector
of Partners for Collaborative Solutions
( www.partners4change.net), 1007
Church Street, Suite 515, Evanston, IL
60201; 847-226-4219; ms@partners
4change.net.
