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Report on Non-Suicidal Self-Injury (NSSI) and Its Correlates
Introduction
This report investigates the prevalence, risk factors, and correlates of non-suicidal self-injury (NSSI) among adolescents and young adults. Emphasis is placed on the Sustainable Development Goals (SDGs), particularly SDG 3: Good Health and Well-being, which aims to ensure healthy lives and promote well-being for all at all ages.
Prevalence of NSSI
- Lang and Yao (2018) reported a significant prevalence of NSSI among Chinese middle and high school students (https://doi.org/10.1097/MD.0000000000012916).
- Lim et al. (2019) conducted a meta-analysis revealing global lifetime and 12-month prevalence rates of suicidal behavior, deliberate self-harm, and NSSI in children and adolescents between 1989 and 2018 (https://doi.org/10.3390/ijerph16224581).
Risk Factors for NSSI
- Adverse Childhood Experiences: Kaess et al. (2013) highlighted the impact of adverse childhood experiences on the frequency and severity of NSSI in youth (https://doi.org/10.1016/j.psychres.2012.10.012).
- Depression and Emotional Dysregulation: Studies by Teivedi et al. (2004) and Tang et al. (2019) link depressive symptoms to increased risk of NSSI (https://doi.org/10.1017/s0033291703001107, https://doi.org/10.1016/j.jad.2018.11.043).
- Family-Based Risk Factors: Martin et al. (2016) explored how maltreatment, adverse family-life experiences, and parent-child relational risk contribute to NSSI (https://doi.org/10.1016/j.adolescence.2016.03.015).
Correlates of NSSI
- Mental Health Disorders: Research by Burke et al. (2018) found associations between trait affect, cognitive affective regulation strategies, depression, and NSSI (https://doi.org/10.1016/j.jad.2017.08.015).
- Childhood Trauma: Studies by Steine et al. (2020) and Wang et al. (2023) emphasize the role of childhood trauma in predicting NSSI among adolescents (https://doi.org/10.1080/20008198.2020.1815282, https://doi.org/10.1016/j.ajp.2022.103387).
Implications for Sustainable Development Goals (SDGs)
The findings underscore the importance of addressing mental health issues as part of achieving SDG 3: Good Health and Well-being.
- Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
- Target 3.D: Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction, and management of national and global health risks.
Conclusion
The prevalence and risk factors associated with NSSI highlight the need for comprehensive mental health strategies that align with the SDGs to improve adolescent well-being globally.
References
- Nock M. Self-injury. Annu Rev Clin Psychol. 2010;6:339–63 (https://doi.org/10.1146/annurev.clinpsy.121208.131258).
- Lim KS, Wong CH, McIntyre RS, Wang J, Zhang Z, Tran BX, et al. Global lifetime and 12-Month prevalence of suicidal behavior, Deliberate Self-Harm and Non-suicidal Self-Injury in Children and adolescents between 1989 and 2018: a Meta-analysis. Int J Environ Res Public Health. 2019;16(22):4581 (https://doi.org/10.3390/ijerph16224581).
- Lang J, Yao Y. Prevalence of nonsuicidal self-injury in Chinese middle school and high school students. Medicine. 2018;97(42):e12916 (https://doi.org/10.1097/MD.0000000000012916).
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Sustainable Development Goals (SDGs) Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 3: Good Health and Well-being
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 16: Peace, Justice, and Strong Institutions
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 3: Good Health and Well-being
- Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
- Target 3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol.
- SDG 4: Quality Education
- Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.
- SDG 5: Gender Equality
- Target 5.2: Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation.
- SDG 16: Peace, Justice, and Strong Institutions
- Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
- Target 16.2: End abuse, exploitation, trafficking, and all forms of violence against and torture of children.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 3.4.2: Suicide mortality rate.
- Indicator 3.5.1: Coverage of treatment interventions (pharmacological, psychosocial, and rehabilitation and aftercare services) for substance use disorders.
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
- Indicator 5.2.1: Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age.
- Indicator 16.1.1: Number of victims of intentional homicide per 100,000 population, by sex and age.
- Indicator 16.2.1: Proportion of children aged 1–17 years who experienced any physical punishment and/or psychological aggression by caregivers in the past month.
4. Findings from Analyzing the Article
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 3: Good Health and Well-being | Target 3.4: Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. Target 3.5: Strengthen the prevention and treatment of substance abuse. |
Indicator 3.4.2: Suicide mortality rate. Indicator 3.5.1: Coverage of treatment interventions for substance use disorders. |
| SDG 4: Quality Education | Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development. | Indicator 4.7.1: Extent to which global citizenship education is mainstreamed in national education policies, curricula, teacher education, and student assessment. |
| SDG 5: Gender Equality | Target 5.2: Eliminate all forms of violence against all women and girls. | Indicator 5.2.1: Proportion of women and girls subjected to physical, sexual or psychological violence by a partner in the previous 12 months. |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.1: Significantly reduce all forms of violence. Target 16.2: End abuse, exploitation, trafficking, and all forms of violence against children. |
Indicator 16.1.1: Number of victims of intentional homicide per 100,000 population. Indicator 16.2.1: Proportion of children who experienced physical punishment or psychological aggression by caregivers in the past month. |
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Fuente: bmcpsychology.biomedcentral.com
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