Master’s thesis
Title: Do we think alike? Examining the agreement between self- and assessor-rated nonsuicidal self-injury using the deliberate self-harm inventory - youth version
Authors: Erik Nevin and Olle Lindholm
Release date: 15 June, 2026
Genre: Master’s Thesis / Academia
Language: English
Length: 25 pages
Supervisor: Dr. Olivia Ojala, Institutionen för klinisk neurovetenskap, KI
Co-supervisor: Docent Johan Bjureberg, Institutionen för klinisk neurovetenskap, KI
Abstract
Nonsuicidal self-injury (NSSI) is common among young people and constitutes a major public health concern. Despite its prevalence, important research gaps remain, particularly regarding how the NSSI should be assessed. Little is known about whether assessment format influences the identification and reporting of NSSI.
This thesis aimed to evaluate the agreement between self- and clinician-rated NSSI frequency, using the Deliberate Self-Harm Inventory - Youth Version. Participants were 54 adolescents aged 10-18 years who completed both assessment formats on the same or the following day. Data were analysed using Spearman’s correlations, McNemar-Bowker test, and logistic regression models.
There was a significant correlation between formats on the full scale and item level. Age predicted the outcome, such that lower age was associated with a lower odds of discrepancy between formats. No clear preference for assessment format emerged among participants. These findings contribute to the understanding of NSSI assessment and, if replicated in larger samples, may support greater flexibility in the use of assessment formats in clinical and research settings.
Keywords: Adolescents, Assessment, Interview, Nonsuicidal self-injury, Self-report
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Title: The Silence Says It All: Cyberbullying and schools’ issues management from a communicative perspective.
Author: Olle Lindholm
Release date: 13 June, 2016
Genre: Master’s Thesis / Academia
Language: Swedish
Length: 71 pages
Supervisor: Professor Marja Åkerström
Download for free at Lund University Publications.
Abstract
This study explores how schools can better handle cyberbullying through strategic communication and issues management. The problem stems from a change in the media climate and the rise of a new visibility culture.
Through a case study of two Swedish high schools, I have conducted qualitative interviews in regards to students’ relationship to cyberbullying, how they wish to tell schools about it, as well as suggestions on how schools can improve their issues management. Interviews with school staff and analysis of documents have also been conducted.
The results indicate the importance for schools to build an open communication climate and a crisis-aware organisation. Furthermore, the study shows that schools need to increase the sense of moral responsibility within the organisation, and close the gap between teachers and students. The strategic work against cyberbullying has to be anchored in the organisational culture for it to be effective in the long-term.