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CounselEd
Self-injurious Behavior in Social Media Consumed Youth
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A closer explanation of the T.E.A. components
provides not only tangible examples of intervention,
but also a cognitive paradigm for clinicians. The T.E.A.
Model is not hierarchical and should not be used alone
to treat SIB as a comorbid diagnosis may be at play.
However, it should be individualized to fit the natural
artistry of each therapist and client and used to ascribe
trauma-informed meaning to whatever empirically-
researched treatment approach is being utilized (i.e.,
TF-CBT, DBT, Family Systems, etc.).
Together/Transform represents the very beginning
and end of an adolescent’s SIB treatment. A clinician
could imagine these words as meaningful markers for
the setting of the stage and closing of the curtain for
the client’s recovery process. Social media consumed
youth with SIB can approach treatment a myriad of
ways—resistant, confused, angry, afraid, or even hope-
ful. Regardless, the therapist has a unique opportunity
each week to align with the client. The two can form
a sense of togetherness and, should the client al-
low, the therapist can become an intricate part of the
client’s community (Fallot & Harris, 2001). As a result,
the therapist serves to broaden the client’s interper-
sonal community offering real-time positive feedback,
reinforcement, and validation. In its true essence, it
is a Rogerian-like experience. It is suggested that in
the beginning of treatment the therapist and the cli-
ent’s parents come to an understanding that each SIB
occurrence the client discloses will not be reported to
the parent unless deemed necessary due to safety or
health concerns. This strengthens the bond of trust
between client and therapist and acknowledges the
client’s autonomy from his or her parents (Thompson,
Bender, Lantry, & Flynn, 2007). Furthermore, it appears
to neutralize the behavior and limit the chances that a
parent will respond traumatically each time the client
self-injures. Last, it creates a period of time focused on
breaking the interpretation of SIB as manipulative and
improving the quality of the parent/child relationship
(Hollander, 2008).
As rapport strengthens, “togetherness” serves to
point clients to healthy, real-world connections and find
safe and affirming platforms for communicating their
own, unique voice. Of course, this must be done first
without forcing clients to stop any current social media
involvement that helps them navigate their perceived
trauma. For example, if a client is part of an online
SIB community, he or she is not required to withdraw
involvement but, perhaps, encouraged to try using a
different “voice” when posting—moving from posts that
focus on sharing self-harm methods to posts that share
alternative coping skills. Over time, clients may gain
core strength in this area coming to their own readiness
for monitoring or restricting unhealthy online involve-
ment and a hunger for more healthy social experiences.
Clients are supported in a process of moving away from
using social media for symptom management to actual
skill building that relieves the stressors of their per-
ceived or actual trauma experience and enriches their
life experience (Bloom, 2000).