Examining the Relationship Between Mindfulness, Self-Compassion, and Emotion Regulation in Self-Injury

Abstract

Objective

The objective of the current study was to investigate whether mindfulness and self-compassion are negatively associated with engagement in non-suicidal self-injury (NSSI) and whether emotion dysregulation would mediate this relation.

Method

343 participants (82.2% female; M_age = 23.98; SD = 7.47) were recruited from university and community settings, and completed online questionnaires. Two groups of participants were created: those with lifetime engagement in NSSI (n = 153) and a comparison group with no prior engagement in NSSI (n = 190).

Results

First, two one-way MANOVAs revealed significant mean differences (NSSI/comparison) across the self-compassion dimensions and specific mindfulness facets. Second, logistic regressions revealed that the self-coldness dimension of self-compassion significantly predicted engagement in NSSI, and specific mindfulness facets (nonjudging and acting with awareness) were found to negatively predict NSSI engagement. Lastly, mediation analyses revealed that emotion dysregulation fully mediated the relationships between both mindfulness total and self-coldness, and NSSI group status.

Conclusion

The present study demonstrates preliminary support for the protective role of key mindfulness facets and potential risk of the self-coldness aspect of self-compassion in NSSI engagement. Implications for potential use of treatment protocols may include teaching key aspects of mindfulness and self-compassion as healthier and kinder alternatives to coping with dysregulated emotions.

Highlights

• Mindfulness and self-compassion significantly differ between NSSI/comparison groups

• Key mindfulness facets and self-compassion dimensions negatively predict engagement in NSSI

• Emotion dysregulation fully mediates self-coldness and mindfulness with NSSI group status

Keywords:

• Emotion regulation
• mindfulness
• non-suicidal self-injury
• self-compassion

ACKNOWLEDGEMENTS

The authors would like to thank all participants from the present study.

DISCLOSURE STATEMENT

There are no conflicts of interest to report in the present study.

AUTHOR NOTES

Megan Per, Amanda Simundic, Amanda Argento, Bassam Khoury, and Nancy Heath, Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.