Developmental Trajectories of Other, Self-, and Dual-Harm across Adolescence: The Role of Relationships with Peers and Teachers

Abstract

ntroduction: The development of other or self-harm (i.e., single harm), and the combination of both (i.e., dual-harm), is not well understood. We investigated the longitudinal course of, and intraindividual transitions between, single and dual-harm between the ages of 13 and 20. We also examined the role of relationships with peers and teachers in shaping these trajectories. Methods: Data came from a community-representative longitudinal study (N = 1,482). Harm was self-reported at ages 13, 15, 17, and 20. Bullying victimization, school class cohesion, and the teacher-student bond were assessed at 13 and 17. Transition probabilities between no, other, self-, and dual harm over time were estimated using latent Markov chain models. Relationship experiences were included as covariates of the emergence of single or dual-harm and the maintenance of harm thereafter. Results: Dual-harm typically emerged early in adolescence and was followed by sex-specific channeling to single-harm (i.e., female adolescents mostly transitioned to self-harm and males to other harm). Youth reporting dual-harm in mid-adolescence had a lower likelihood of harm cessation than those with initial other or self-harm (p < 0.05). Relationship experiences were associated with the emergence of all forms of harm. A positive teacher–student bond was associated with an increased likelihood of single harm cessation. Conclusion: Engagement in harm, especially dual-harm, signals a high risk of harm maintenance. To prevent prolonged trajectories of harm and associated burdens for individuals and communities, interventions need to target young people’s resources to cope with adverse relationship experiences and raise opportunities for positive experiences.