Sunday, April 9, 2017

Blog Assignment #9

Self harm cycle-475x337.png

Research Question: Can teaching grit to students reduce their frequency to self-harm?
Originally after developing this question I thought that teaching grit to students, a normally positive characteristic, would influence them to self-harm less.
Argument: Students with a fixed mindset engage in self-injurious activities more frequently and are at a higher risk of committing suicide when they exhibit elevated grit and the ability to persevere.
My research concluded that in order for an individual to engage in a suicide attempt with clear intent to die, one must overcome the distress associated with pain and death. In other words to engage in suicidal behavior, the individual must be able to persevere through difficult and frightening emotional experiences.
Counter Argument: An individual engages in suicidal behavior to escape emotional distress or aversive self-awareness. Individuals experience a momentary release to combat their depression instead of building a tolerance to pain (Chatard & Selimbegoic).
This theory suggests that perseverance is not a factor in NSSI and that self-injury has no correlation to suicidal behavior. However, this lack of perseverance is characteristic of a fixed mindset which is synonymous with depression and the inability to cope when experiencing failure. If a failure causes a student to self-harm then it is vital that we condition them to have a growth mindset. Training students to have a growth mindset at a young age could help to avoid the low self-esteem that is generated when a student who has a fixed mindset experiences failure (Waitzkin).

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