| The professional literature provides
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| | determine a possible cause and effect
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| abundant evidence that individual with
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| | relationship between the activity and the
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| autism exhibits a myriad of uncommon form
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| | environment; including social, physical,
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| of social interaction, communication, and
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| | and psychological.The two major sets of
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| behavioral pattern that often present
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| | theories set forth to explain why people
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| major challenges to their families and
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| | engage in self-injury are physiological
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| professional providers. However, there is
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| | and sociological. However, I strongly
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| a noticeable shortage of quality research
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| | support the inclusion of a psychological
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| targeting self-injurious behavior in
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| | theory to the mix.The psychological
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| respect to people with learning
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| | connection is especially relevant to some
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| difficulties.One of the reasons that
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| | individuals with autism or learning
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| self-harming behavior remains largely an
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| | disabilities. It is widely recognized
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| enigma is that when useful studies are
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| | that this population is often limited in
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| done or appropriate theories developed
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| | means of verbal communication. Therefore,
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| they, too often, remain within a single
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| | individuals with autism or learning
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| domain such as mental health; and their
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| | disabilities may rely on non-verbal means
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| broader application is not investigated.
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| | of expressing their emotions. This means
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| Therefore, a separate bodies of
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| | of expression is very important if the
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| literature that consider the causes of
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| | emotional pain represents a
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| self-harm for a particular group like
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| | re-stimulation of past hurts; such as
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| people with learning difficulties are
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| | physical, sexual, or psychological abuse.
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| over due.The term learning disability is
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| | In such case, self-harm may represent the
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| used to refer to sociobiological
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| | best attempt to assuage the of past
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| conditions that affect a persons
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| | abuse, neglect, and other trauma.The
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| communicative capacities and potential to
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| | psychological approach call our attention
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| learn.Someone with a learning disability
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| | to many common themes that are the
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| does not necessarily have low or high
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| | driving force behind many individuals who
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| intelligence, it just means this
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| | used self-injurious behavior as a means
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| individual is working far below their
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| | of expression. It cannot be purely
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| ability due to a processing disorder,
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| | coincidental that many of the same themes
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| such as auditory processing or visual
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| | are reported by people who had been
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| processing.After three decades of active
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| | abused by someone in authority. These
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| research interest a clear and useful
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| | themes can be understood as "messages"
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| definition for self-harm remains elusive.
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| | that the individual either reinforces
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| In fact, the search for understanding is
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| | internally or wishes to share with
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| the foundation of this complex phenomena
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| | caregivers and professionalsIn a
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| that has been so absorbing to both
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| | service-based environment, for example,
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| researchers and practitioners. A wide
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| | individuals may feel that they have is
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| definition would include the following:
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| | very little control over what happens to
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| an intentional, self-directed act to
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| | them. Self-injurious activities may
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| destroy, disfigure or impair the
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| | provide the only opportunity of
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| appearance or function of some body part
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| | self-control in a very personal manner;
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| while inflicting pain; the act does not
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| | this can be very attractive when there is
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| include suicidal ideation.The language of
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| | limited option for verbal expression.
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| self-harm presents a profound insight
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| | Also it is quite normal that as tension
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| into how it is understood in society. For
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| | and stress mount people will seek ways to
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| example, individuals who self-harm are,
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| | release the pressure. Individuals who use
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| too often, called "self-cutters" The
| |
| | self-harm, to express emotions, find this
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| problem is that people become defined by
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| | method very effective, especially if it
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| their self-harming behavior, perhaps
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| | results in the flow of blood. For
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| eclipsing other more validating defining
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| | instance, if the psychological, physical,
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| labels, such as communication, oppression
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| | or emotional pain is too difficult to
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| and abuse as the driving force behind
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| | bear ... or the origin of the abuse is
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| self-harming activities; especially among
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| | unclear...it may be desirable to focus on
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| individuals with learning
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| | deliberate self-inflicted pain that is
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| difficulties.According to recent
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| | controlled by the individual.It is
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| research, self-harming is the most
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| | broadly accepted that people with low
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| self-destructive behavior exhibited by
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| | self-esteem tends to engage in
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| people with learning difficulties. The
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| | self-injurious behavior more often than
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| most common these activities are
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| | the general public. For example, if the
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| head-banging, hand-biting, excessive
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| | internalized person is worthless there
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| self-rubbing, and scratching. Both
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| | may be a desire "damage" the external
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| individuals in general and individuals
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| | image so that it mirrors worthlessness
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| with learning difficulties engage in
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| | felt inside. Individuals with autism or
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| self-harming activities for many
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| | learning disabilities who are often
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| different reasons. However, the
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| | devalued, by society, and experience
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| contributing factor for self-destructive
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| | prejudice and personal rejections from
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| behavior is often physiological,
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| | the environment this would be a likely
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| sociological, environmental, and
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| | consequences of internalized
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| psychological.The negative effect of many
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| | oppression.It is true for most
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| of the labels used to describe
| |
| | individuals with developmental
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| self-harming behavior indicates that
| |
| | disabilities a variety of functions are
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| self-harming is perceived in our culture
| |
| | served simultaneously by self-harm in a
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| as socially unacceptable. Therefore, it
| |
| | manner that is described as self-help.
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| is not always treated with compassion and
| |
| | Viewed in this manner, self-harming
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| understanding; and it may also be a
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| | behavior can be seen both as
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| source of guilt and shame to the
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| | communicative and functionally adaptive
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| individual who use this form of
| |
| | as well. This, however, raises the
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| expression.Studies had shown that the
| |
| | possibility that is self-harm represents
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| type of self-harming behavior engaged in
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| | an intended message than accurate reading
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| act to reduced or relieved a specific
| |
| | of the message will diminish the need for
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| form of anxiety. For example, hand-biting
| |
| | self-injurious behavior, which is the
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| may be a reaction to frustration,
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| | goal of treatment.Clearly, self-harm
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| excessive scratching could be a means of
| |
| | would not be the communication medium of
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| self-stimulation, and head-banging or
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| | choice for all individuals with autism or
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| ear-hitting may be the result of middle
| |
| | developmental disabilities, but this
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| ear infection. Some self-injurious
| |
| | approach may represent a last effort to
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| behavior may be the result of
| |
| | focus attention on some past or present
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| heightened-arousal, such behavior acts as
| |
| | unmet needs.The relationship between
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| a release that lowers the arousal state.
| |
| | communication and self-harming behavior
|
| Self-injury could be a form of
| |
| | suggest that self-harm can be a "scream"
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| self-stimulatory behavior that is
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| | without sound. Many individuals with
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| repetitive, ritualistic that provide the
| |
| | developmental disabilities have limited
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| individual with some type of sensory
| |
| | means of self-expression, in which case,
|
| stimulation.From a sociological
| |
| | self-harm is a convenient
|
| perspective, an with learning
| |
| | language.Finally, the exact relationship
|
| difficulties may engage in self-harming
| |
| | between self-injurious behavior and abuse
|
| activities to obtain attention from the
| |
| | is individualized and complex. However,
|
| environment. Often people with learning
| |
| | to explicitly ignore or implicitly
|
| difficulties may engage in self-harming
| |
| | dismiss self-harming activities as just
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| behaviors to avoid or escape unpleasant
| |
| | part of the syndrome is to ignore the
|
| task. Research literature also suggests
| |
| | true "message" of self-injurious behavior
|
| the possibility that self-harming
| |
| | which may, in fact, become the ultimate
|
| activities may be related to
| |
| | abuse.Dr. Smith is a psychotherapist and
|
| hypersensitivity to sounds in the
| |
| | personal consultant with over 30 years
|
| environment. If, for instance, a
| |
| | experience working with individuals and
|
| disturbing sound bothers an individual
| |
| | groups. Dr. Smith specializes in working
|
| with learning difficulties he/she my
| |
| | with Adult Children of Alcoholics,
|
| communicates the discomfort by hitting
| |
| | Survivors of Incest, Childhood Sexual
|
| one's head or ears.The role of
| |
| | Trauma, Survivors of Rape, and
|
| professional educators and caretakers is
| |
| | individuals experiencing symptoms of
|
| to conduct functional analysis to develop
| |
| | Depression, Anxiety, Relationship
|
| a complete description of the
| |
| | Concerns, and Symptoms related to
|
| individual's self-harming activities and
| |
| | Cigarette Addiction. Dr.
|
