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dc.contributor.authorNicolson, Kelly
dc.date.accessioned2016-06-15T23:49:34Z
dc.date.available2016-06-15T23:49:34Z
dc.date.issued2014-07
dc.identifier.urihttp://hdl.handle.net/20.500.11803/166
dc.description.abstractNon-Suicidal Self-Injury (NSSI) is a complex problem that persists for youth despite schools’ attempts to manage the problem through risk management protocols and practices. The following paper will examine current school based programs and practices that are implemented in order to manage youth NSSI. Informed by a social constructivist perspective, which values language, the construction of shared meaning, and the importance of dialogue, this research suggests that current NSSI risk management practices construct youth NSSI to be a “tame” problem. This construction poses certain limitations on how the problem is understood and how educators can work with youth in schools. By reimagining youth NSSI as a “wicked” problem, that is a complex and multi-faceted societal issue with no clear solution, innovative approaches to working with youth in schools become available.en_US
dc.language.isoenen_US
dc.titleRe-imagining Non-Suicidal Self-Injury in Youthen_US
dc.typeThesisen_US
thesis.degree.disciplineSchool Counselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVictoriaen_US
cityu.site.countryCanadaen_US


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