Understanding experiences of disclosing and receiving disclosures of nonsuicidal self-injury amongst peers in university: A qualitative investigation

ABSTRACT

Nonsuicidal self-injury (NSSI) is a frequently occurring mental health concern among emerging adults in university, but one that is often concealed. Given that the disclosure of NSSI can provide opportunities to receive support, promoting positive disclosure experiences for students is important. However, the experiences of disclosing for both disclosers and recipients are not well understood. In the present study, we examined experiences leading up to, during, and following disclosures from students with lived experience giving and/or receiving a peer disclosure of NSSI. Semi-structured interviews were conducted with 20 undergraduate students (M_age = 19.95, 80% female), and reflexive thematic analysis was used. Four shared themes were identified : 1) The choice to disclose is a social cost-benefit analysis, in which context and past experiences matter, 2) Individuals seek emotional and practical support from their peers via disclosure, 3) Supportive responding constitutes care, empathy, and non-judgment, and 4) Disclosure can lead to awareness, change, and growth. One theme was unique to recipients: 5) Disclosure can be an overwhelming process, and many recipients feel ill-equipped to respond. Findings can be used to inform mental health literacy efforts for students on university campuses.

KEYWORDS:

• Disclosure
• nonsuicidal self-injury
• self-disclosure
• peer disclosure
• self-harm

Data availability statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Ethics approval statement

The study was approved by the University Ethics Board (Protocol #41165).

Notes on contributors

Ariana C. Simone, M.A. Email: [email protected], Ariana Simone is a PhD Candidate in the School & Clinical Child Psychology program at the Ontario Institute for Studies in Education, University of Toronto. Her research interests include the disclosure of NSSI to informal and formal sources. Ariana is interested in the barriers and facilitators of disclosures, as well as the predictors and outcomes of NSSI disclosures. She has expertise in working with youth with lived experience of NSSI in clinical contexts.

Shutong Yu, B.Sc. Email: [email protected], Shutong Yu is a Master of Education student in the Developmental Psychology and Education program at the Ontario Institute for Studies in Education, University of Toronto. She is broadly interested in sociocultural influences on children’s socio-emotional development and in the development of mental health difficulties. She has experience working with youth and adults experiencing mental health concerns in school contexts.

Chloe A. Hamza Email: [email protected], Chloe Hamza is an Assistant Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education, University of Toronto. She utilizes a lifespan development perspective to study the onset and maintenance of mental health concerns among school-aged youth and young adults, and she has strong expertise in the area of self-injurious behaviors (e.g. nonsuicidal self-injury, suicidal behavior).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors would like to acknowledge receipt of funding support from the Social Sciences and Humanities Research Council of Canada (SSHRC) to conduct this research.