Understanding the Meanings Behind Adolescent Non-Suicidal Self-Injury: Are We Missing the Boat?

Despite the fact that adolescent non-suicidal self-injury (NSSI) has garnered a good deal of attention in the recent clinical and empirical literature, our conceptualization of this behavior continues to rely on an individualistic framework. Expanding the current theoretical model to include perspectives that focus on social context and constructed meaning is necessary, especially given the importance that the peer group and social context have for this age group. This paper proposes a theoretical framework that combines Symbolic Interactionism with Social Learning Theory in an effort to broaden our understanding of NSSI among adolescents. Implications and recommendations for social work practice are then discussed.