Non- Suicidal Self-Injury

CPD

Planning Committee Disclosure - No relevant relationships

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.

Handouts

Speaker

Nicolle Carr, PhD Related seminars and products

---

R. Nicolle Carr, PhD, has served as a Director of Clinic Services for in-clinic ABA services, as an assistant clinical director at a residential program, and as a consultant for school districts regarding classroom management and individual student needs. She ran the ABA program at the University of Oklahoma for four years and her online teaching load includes courses on psychology, development, neuroscience/cognition, and behavior analysis for a variety of colleges and universities across the United States. Dr. Carr earned her Ph.D. in behavioral neuroscience/psychology from the University of Texas, Austin in 2001 and has been a Board-Certified Behavior Analyst since 2008. Dr. Carr served as the secretary of the Society for Behavioral Neuroscience and Comparative Psychology of the American Psychological Association and the Ethics Special Interest Group for the Association for Behavioral Analysis International as well as the founder of the Oklahoma Association of Behavior Analysts (OKABA) and its yearly conference. She has published two books; one for teachers on the use of ABA in schools and one on ethics within behavior analysis.

Speaker Disclosures:
Financial: Dr. Nicolle Carr has employment relationships with the KidsChoice Therapy and Play Center. She receives compensation as a instructor with online universities and royalties as a published author.. Dr. Carr receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. Nicolle Carr is a member of the Applied Behavior Analysis International.

Additional Info

Access never expires for this product.

For a more detailed outline that includes times or durations of time, if needed, please contact cepepesi.com

Objectives

1. Differentiate between misconceptions and evidence-based reasons for non-suicidal self-injury (NSSI) and their impact on occupational participation and performance.
2. Identify the four primary functions of NSSI using the 4-Function Model and how these functions influence intervention planning within school and clinical contexts.
3. Select in-the-moment responses and school-based interventions that promote safety, reduce stigma, and support therapeutic relationships to enhance student engagement and regulation.

Outline

Myths, Missteps & Misconceptions

• What NSSI is – and what it isn’t
• Common forms: cutting, burning, scratching, skin picking
• Why it’s not “just for attention” – the real psychological drivers
• How shame, stigma, and secrecy escalate harm
• Impact of misconceptions on occupational engagement and classroom participation
• Misguided school responses that can worsen the problem
• Understand the difference between NSSI and suicide risk
• Risks and limitations

Why It Happens: Understand the Function Behind the Behavior

• The 4-Function Model: emotion regulation, communication, dissociation, self-punishment
• Link function to intervention planning
• When trauma, anxiety, and neurodivergences are part of the picture
• Red flags vs. coping strategies – know when to worry
• Why typical discipline systems don’t work – and what does

Respond in the Moment: What Helps, What Harms

• First-response protocols for educators, counsellors, and clinicians
• What to say (and not say) when a student discloses
• Scripts to de-escalate shame and build trust
• Steps for documentation, collaboration, and school safety protocols
• Engage caregivers and support teams without breaching trust

Practical Tools & Treatment Strategies

• CBT and DBT strategies for managing urges and emotions
• Emotion regulation tools that can be used in school or therapy
• Sample coping plans, replacement behaviors, and safety plans
• School-based supports: what can realistically be done in your setting
• When and how to refer for more intensive care
• Case examples and handouts you can use tomorrow

Target Audience

• Counsellors
• Social Workers
• Psychologists
• School Professionals
• Educators
• Occupational Therapists
• Nurses
• Other Mental Health and School-Based Professionals