Learning Objectives:

• Define Non-Suicidal Self-Injury (NSSI), distinguishing it from suicidal behavior based on intent and function, with at least three defining characteristics.
• Identify the five thematic drivers of NSSI among trans youth (double stigma, need for self-actualization, battling with the body, transition as a turning point, and lack of control).
• Differentiate between key terms related to trans identity, including AFAB, AMAB, non-binary, transfemme, transmasc, stealth, binder, and HRT, and apply accurate terminology in clinical documentation and communication.
• Distinguish between suicidal ideation, suicidal intent, and a suicide attempt using the definitions provided, and explain how each requires a different clinical response.
• Identify at least five warning signs of suicidal ideation in adolescents, including behavioral, verbal, and emotional indicators.
• Apply a structured clinical decision-making flowchart when a teen discloses suicidal ideation, identifying when to explore a safety plan versus when to facilitate an emergency department referral.
• Describe the minority stress model and its relationship to suicidality in trans youth, naming at least three minority stressors (isolation, perceived burdensomeness, low self-worth, gender identity discomfort) that elevate risk.
• Explain two core tenets each of Person-Centered Therapy and Narrative Therapy applicable to trans youth who self-harm.
• Apply the Person-Centered Model of Self-Injury Recovery (Lewis & Hasking, 2020) by naming at least four recovery components (normalizing urges, fostering self-efficacy, addressing scarring, and navigating disclosures).
• Demonstrate knowledge of harm reduction approaches by identifying at least five replacement coping strategies.