essay text to self

Making Connections During Read Aloud

• Select a Student Text  or passage to read aloud. Display it in a visible location.
• Create a list of personal connections you will model while reading the text.
• Introduce the three types of connections: text-to-self, text-to-text and text-to-world.
• Read the text aloud. Use the Think Aloud strategy to model one of the three types of connections. Emphasize connections that add to the understanding of this particular text. Explain why some of those connections aid understanding of the text better than others.
• What does this story remind you of?
• Can you relate to the characters in the story?
• Does anything in this story remind you of anything in your own life?
• What does this remind you of in another book you have read?
• How is this text similar to other things you have read?
• How is this text different from other things you have read?
• What does this remind you of in the real world?
• How are the events in this story similar to things that happen in the real world?
• How are events in this story different from things that happen in the read world?
• Provide a three-column chart to record all three types of text connections. Display sample connections in the classroom for students to reference.

English language learners

Making connections allows English language learners to comprehend texts using information that is already familiar. Consider allowing English language learners to make connections to texts in their first language to assist them in compartmentalizing what they know and what they learn.

Connections to anti-bias education

Making connections gives students space to share their own experiences and hear about the experiences of others in their community. Making connections also encourages students to think about their learning in the context of the larger world.

• Student sensitivity.
• The Power of Advertising and Girls' Self-Image

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Making Connections

About this printout

Using this printout, students make personal associations to a text by finding and describing text-to-text, text-to-self, and text-to-world connections.

Teaching with this printout

More ideas to try, related resources.

• Explain to students that they are going to practice the comprehension strategy of making connections to find ways that readers can personally relate to a text.  Direct students to look at the questions at the top of the printout; explain to them that these questions can help them think about ways in which they can connect to the text that they are reading.
• Remind students of the three types of connections: Text-to-Self Connections , Text-to-Text Connections , and Text-to-World Connections (use the linked Making Connections Posters as an aid, if needed) . Explain how readers often make connections to a text to help them better understand the plot/storyline.
• When I was in second grade, I moved to a new school like Shirley did.  I remember feeling like everyone ignored me and missing my home, so I can relate to what she’s going through.
• Shirley likes the Dodgers.  So do I.
• Ask students to share a few quick examples of both kinds of connections (those that enhance understanding vs. those that are "there"), and explain why some might help their understanding of the text more than others.
• After you are certain that students have a firm understanding of making connections, allow them to begin listing their own connections using the printout (after completing a reading).
• Discuss students’ connections that they found within the text, either as a whole class or in partners or small groups.
• Students can organize and write an essay about a connection to the text using the Essay Map interactive or choose a different student interactive to use to create a project based on a connection to the text.
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• Kindergarten K

This Reading Mama

Making Connections – Reading Strategy

By thisreadingmama 2 Comments

Making connections to the text is just one way we can help learners understand what they are reading.

As readers connect the text to self, to other texts, and to events that have or are happening in the world, they have a clearer focus for using many of the other comprehension reading strategies .

We want our learners to be actively engaged while they are reading. This means they are interacting with what they read, not just saying words on a page.

One effective way we can do this is making connections to the text. There are three kinds of connections readers make before, during, or after reading:

1. text to self , which could sounds like:

This reminds me of my own life… I can relate to this character because… If it was me, I would…

2.  text to text , which could sounds like:

This reminds me of another book I’ve read/movie I’ve watched… This is different from the other book because… This is the same as the other book because…

3. text to world , which could sounds like:

This reminds me of _______ in history… This reminds me of ________ going on in the word right now… This is similar to _________ that’s happening in the news… This is different to _______ that’s happening in the news…

Making Connections: Text-to-Text

Now, we usually integrate all three kinds of connections as we read. When introducing this comprehension reading strategy, it’s good to separate them so that learners get the skills they need in bite-size pieces.

Just recently, my second grader and I read Jessica by Keven Henkes and Leon and Bob by Simon James. Both are endearing stories about characters with imaginary friends.

We read each book on a separate day. After reading both books, we used this simple organizer {find the download at the end of this post} to talk about the similarities in the two books.

I asked her: What are some ways that these two books are similar? And I have to say that I was kind of stunned that my daughter never even picked up on the fact that the two books were so similar until I pointed it out.

Because I knew that asking her to write the text-to-text connections she had would derail our lesson {into a complete meltdown}, I wrote them. But we worked together to make these connections.

If you teach learners who struggle to write, I would encourage you to let them draw and label their drawings or you can write down what they say. While it’s great to integrate writing, if you teach learners who struggle to get their thoughts on paper, asking them to write takes away from the purpose of the lesson which is comprehension through making connections.

Be sure to also discuss the “why” behind the connection as you go. For example, “How did it remind you of Ruthie meeting Jessica at school when Leon met Bob? How are those experiences similar?”

Included in the free pack are five different making connections pages: 1- text-to-self, 2/3- text-to-text (and text to movie), 4-text-to-world, and 5- making connections (which could include all three kinds).

Enjoy teaching! ~Becky

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October 28, 2020 at 8:46 pm

this can be useful to me.

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I am grateful for these freebies, I really appreciate you sharing your knowledge and expertise.

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The English Classroom

A GUIDE FOR PRESERVICE AND GRADUATE TEACHERS

Making Connections Between Texts, Self and The World

The situation.

You want your students to make connections between their reading and viewing to other media that have experienced.

The Solution

Making Connections is the process of making connections between personal contexts/experiences, similar text and worldly events and issues in society.

Making connections is a type of reading strategy that students need to learn. Through a variety of question types, they can begin to see that stories are connected. For example, if students are reading a gothic text, you can ask students, “what does this remind you of?” or “what other types of films have you seen that are similar? “

Check out this video below for further information:

What do students need to know?

Text to Text Connection: making connections between texts (Characters, setting, conflict, genres). Finding commonalities.

Text to World Connection: Making connections between stories and worldly events, history and contemporary events. For example, if you were studying Oliver Twist, it would be wise to observe and understand Victorian history.

Text to Self Connections: Making connections between the text and the reader’s own experiences, values and attitudes, beliefs and ideals.

Question Stems:  

• Does this remind you of anything?  Why?
• Is there a moment in this selection that make you think of something in your own life, another book, TV, movie..?
• Describe the historical context of the book/story.
• What connections can you make between the characters and the era which it is set?
• How do the characters experiences relate to your own experiences?

Here is a Choice Board that I created based around making connections for a novel study:

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College Minor: Everything You Need to Know

14 fascinating teacher interview questions for principals, tips for success if you have a master’s degree and can’t find a job, 14 ways young teachers can get that professional look, which teacher supplies are worth the splurge, 8 business books every teacher should read, conditional admission: everything you need to know, college majors: everything you need to know, 7 things principals can do to make a teacher observation valuable, 3 easy teacher outfits to tackle parent-teacher conferences, how to implement the text-to-text, text-to-self, text-to-world teaching strategy in your classroom.

Description

Reading comes alive after we recognize how the concepts in content connect to our experiences and beliefs, events happening in the world, our comprehension of history, and our knowledge of other content. The text-to-text, text-to-self, text-to-world method helps learners develop the habit of making these connections as they read. When learners are given a purpose for their reading, they can comprehend better and make meaning of the ideas in the content. You can use this method with any content—historical or literary—and with other media, such as film. It can be used at the beginning, middle, or end of the reading process to get learners engaged with content, to help learners understand the content more intensely, or to assess learners’ comprehension of the content.

Implementation

• Select a Text: This method works best with content that raises universal themes that may resonate with learners’ own experiences and with the material they have studied previously. Instructors often give learners their copy of the content so that they can mark it up, although this is not required.
• Guide Learners through Text-to-Text, Text-to-Self, Text-to-World: The accompanying handout for this method provides you with sample questions that you can give learners to guide them through this learning activity. The questions included in the instructions are general but can be easily modified to connect to the material your class is studying. For instance, you may ask learners to connect what they read to particular contents or to events you have studied earlier in the school year.
• Debrief: Learners gain a deeper comprehension of the content and the world around them when they have the opportunity to discuss their responses with peers. Learners can share their answers with a partner, in small groups, or as part of a broader discussion.

Modifications

• One Connection:  If you are short on time, you can give learners the option of writing about one connection they have found between the content and their lives.
• Mapping Relationship:  Social maps are a visual way to illustrate connections between people, but they can also be used to show relationships between ideas and events. An extension of this learning activity would be to have learners draw the connections they find between the content and other ideas, occurrences, or experiences. Learners can work on these maps in groups, noting the relationships among their responses.

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Reading Comprehension: Making Connections

• March 20, 2022

Teaching students to make connections when reading is valuable for multiple reasons! Not only does it increase student engagement, but it also helps support retention and comprehension. In this post, I’ll explain three types of connections that we can teach our students to make. I’ll also provide examples of how I’d teach and prompt for each type of connection!

**This post is part of a series on reading comprehension, so if you haven’t had a chance to check out the other posts, here they are: Reading Comprehension: Summarizing & Retell

Reading Comprehension: Main Idea & Details

Reading Comprehension: Cause & Effect

What Are the 3 Types of Connections?

There are three different types of connections, and some connections are easier for students to make than others.

1. Text-to-Self: If you’ve ever been in the middle of a read-aloud and a student interrupts (“I like pizza, too!”) after hearing something you’ve read, they were most likely actually making a text-to-self connection! A text-to-self connection is one where students are reminded of personal experiences when reading a book or passage. An event, character, or feeling in the book prompted the student to recall something similar in their own lives.

• For example: while reading a book about animals, a student says, “I saw a giraffe this weekend when I went to the zoo.”

The text-to-self connection is usually the easiest to teach and utilize because it’s something that students tend to do naturally. 

As students become more proficient with text-to-self connections, we want to encourage them to go deeper: “How does making this connection help you better understand the text?”

2. Text-to-Text: Exactly as it sounds, this is when students make connections between two different texts. They might notice similarities between the topics, author/illustrator, similar events in the plot, and/or characters.

• For example: while reading a poem about falling leaves, a student says, “This makes me think of the book we read about the changing seasons.”

Purposefully choosing texts where students can easily make text-to-text connections helps facilitate development of this skill.

3. Text-to-World: For this type of connection, students are thinking of real events or social issues as they are reading a text. Students might have learned about these topics from technology (i.e. TV or computers) or from hearing other people’s discussions.

• For example: while reading a story about a family struggling to make ends meet, a student says, “On the news this morning, I also saw a family who was needing some things. They were asking for donations because the family had a fire.”

This is presumably going to be the most difficult type of connection for students to make, especially considering their age and level of exposure to history, current events, etc. 

You can make it easier for students to practice text-to-world connections by providing background knowledge via a news clip or article.

How Can You Teach Making Connections?

Making connections as described above comes naturally to some students, but for others, explicitly teaching and reviewing will be key. 

Here are a few tips and activities:

• As with so many literacy skills, the first step is to model the skill for your students! As you’re reading, say aloud the genuine connections you make – “As I was just reading that, it made me think about when I went to Arizona and saw a mountain for the first time. I remember there was a little bit of snow at the top, which helps me understand that it may get colder as you go up a mountain.” It’s important to also name what you’re doing – “I just made a text-to-self connection.”
• If you’re looking for specific lesson plans to help teach text-to-text connections, check out Unit 5 of my Reading Comprehension Lesson Plans for Kindergarten and First Grade !

• Something I’ve seen done really successfully in classrooms is to teach students a non-verbal cue for when they’ve made some sort of connection. That way, they can be making connections as you’re doing a read-aloud, but not interrupt. In fact, once I was in a preschool classroom with 3 year olds, and the teacher taught them to do the shaka sign (thumb and pinky out, other fingers in a loose fist) every time a book made them think of something from their own lives. It was amazing to see students this young making text-to-self connections! Having the non-verbal cue was key because students could freely do this without interrupting the lesson.
• Put up anchor charts around the room that remind students of the different types of connections, and include examples of each. Having this visual is a great reminder!
• As students are reading independently, you can encourage them to use sticky notes in books to make note of their connections. You could even write back to the student to acknowledge the connection they made.
• During your read aloud, shared reading, or small group instruction, provide opportunities for students to share their own connections. Having them work with partners is a way to save a bit of time but also ensure everyone has a chance to share. Students can always write down their connections later, too.

What Can You Do If Students Are Struggling to Make Connections?

If students are not making connections on their own, prompting can help. Here are some prompts I’d use in either a whole group or small group setting:

For text-to-self:

• Has anything like that ever happened to you?
• Tell me about a time when you _____. How is that similar to what happened in this text?

For text-to-text:

• Does this remind you of another book you’ve read before?
• What is similar between _____ and _____? (comparing Text A to Text B)

For text-to-world:

• Does this remind you of anything you’ve seen or heard about in the world?
• We learned about _____ (insert real life event/topic). How does this text relate to that?

When thinking about making connections, we also want to consider the range of depth of each connection.

Some connections are more surface level (i.e. “My neighbor has a red car like the one in the book!”) while others hit at a deeper level (“When the boy in the book felt left out, it reminded me of a time when I was really sad because I didn’t have anyone to play with at recess.”)

Help push students to make those deeper connections when applicable.

If you’re in need of student-led, highly-effective strategies (that require NO PREP!) to teach reading comprehension, here’s another blog I wrote on that very topic: 2 High-Impact Reading Comprehension Activities that Require No Prep Whatsoever!

Happy teaching!

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I’m Alison, a literacy specialist. I love getting kids excited about reading and writing – and sharing teaching ideas with other teachers!

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Essays About Myself: Top 5 Essay Examples Plus Prompts

We are all unique individuals, each with traits, skills, and qualities we should be proud of. Here are examples and prompts on essays about myself .

It is good to reflect on ourselves from time to time. When applying for university or a new job, you may be asked to write about yourself to give the institution a better picture of yourself. Self-understanding and reflection are essential if you want to make a compelling argument for yourself.

Reflect on your life: look back on the people you’ve met, the places you’ve been, and the experiences you’ve had, and think about how they have shaped you into the person you have become today. Think of the bigger picture and be sure to consider who you are based on what others think and say about you, not just who you think you are. 

If you are tasked with the prompt, “essays about myself,” keep reading to see some essay examples.

1. It’s My Life by Ann Smith

2. how i see myself by leticia woods, 3. the truth about myself by madeline dyer, 4. what we see in others is a reflection of ourselves by sandra brossman, 5. a letter to myself by gladys mclaughlin, 1. introducing yourself, 2. describing your strengths and weaknesses, 3. what sets you apart from others, 4. your beliefs and values, 5. an experience that has defined you as a person, 6. what family means to you, 7. your favorite pasttime.

“Sure, I’ve had bad experiences in my life too, but this is exactly what made me the way I am now: grateful, full of love, with a desire to study well because it will help me become a successful person in future and have a high quality of life. I believe that it is manifesting day by day and I feel even more responsibility for what I do and where I go. With all I already have, I know that I’m on the right path and I will do my best to inspire others to live the way they feel like living as well.”

In her essay, Smith describes her interests, habits, and qualities. She writes that she is sociable, enthusiastic about studying, and friendly. She also touches on others’ opinions of her- that she is funny. One of Smith’s hobbies is photography, which allowed her to meet her best friend. She aims to study hard so she can be successful on whatever path she may follow, and inspire others to live their best life. 

“It is this drive that will carry me through my degree program and allow me to absorb the education that I receive and develop solid practical applications from this knowledge. I feel that I will eventually become highly successful in my chosen field because my past has clearly shown my commitment to excellence in every endeavor that I have chosen. Because I remain incredibly focused and committed for future success, I know that my future will be as rewarding as my past.”

Woods discusses how her identity helps her achieve her career goals. First, her commitment to her education is a great asset. Second, prior education and her service in the US Air Force allowed her to learn much about life, the world, and herself, and she was able to learn about different cultures. She believes that experience, devotion, and knowledge will allow her to achieve her dreams. 

“I’m getting better as I recover from the brain inflammation which caused my OCD, but I want to have a day like that. A day where I can relax and enjoy life fully again. A day where I haven’t a care in the world. And for that, I need to be kind to myself. I need to relax and remove any pressure I place on myself.”

Dyer reflects on an important part of herself- her Obsessive Compulsive Disorder. Brain inflammation has made her a perfectionist, and she cannot relax. She is constantly compelled by an inner voice to do things she “should” be doing. She wants to be happy, and will try to shut off this voice by practicing self-affirmation. You might also be interested in these essays about discovering yourself .

“Believe it or not, forgiving YOURSELF is the most effective way to disengage from negative interactions with people.  We can only love and accept others to the degree that we love and accept ourselves.  When you make it a habit to learn from your relationships, eventually you will discover that you can observe negative traits within others without judgment and without getting hooked into someone else’s drama.”

In her essay, Brossman writes how we see what we desire for ourselves in others. Our relationships help us understand ourselves better; we see people’s bad qualities and criticize them, professing that we will not be like them. On the other hand, we see qualities we like and try to imitate them. To become a better version of yourself, you should learn from your relationships and emulate desirable qualities. 

“I never tell anyone that I am tired of work or study. Success will come to those who get up and go far. This is my life motto which always reminds me of how vital it is to be hard-working and resilient towards failures. I learn that no matter what others say (even mother and father) if their

thoughts contradict my goals, I don’t have to listen to them. Nobody will live your life, and nobody should tell you who you are and what you are.”

Mclaughlin writes a letter to her future self, explaining what she envisions for herself in the coming years. She writes about who she is now and describes her vision for how much better she will be in the future. She believes that she will have great encounters that will teach her about life, a loving, kind family, and an independent spirit that will triumph over all her struggles

Writing Prompts For Essays About Myself

Write a basic description of yourself; describe where you live, your school or job, and your family and friends. You should also give readers a glimpse of your personality- are you outgoing, shy, or sporty? If you want to write more, you can also briefly explain your hobbies, interests, and skills. 

Each of us has our own strengths and weaknesses. Reflect on what you are good at and what you can improve on and select 1-2 from each to write about. Discuss what you can do to work on your weaknesses and improve yourself. 

An essential part of yourself is your uniqueness; for a strong essay about “myself,” think about beliefs, qualities, or values that set you apart from others. Write about one or more, but be sure to explain your choices clearly. You can write about what separates you in the context of your family, friend group, culture, or even society as a whole. 

Your beliefs and values are at the core of your being, as they guide the decisions you make every day. Discuss some of your basic beliefs and values and explain why they are important to you. For a stronger essay, be sure to explain how you use these in day-to-day life; give concrete examples of situations in which these beliefs and values are used. 

We are all shaped by our past experiences. Reflect on an experience, whether that be an achievement, setback, or just a fun memory, and explain its significance to you. Retell the story in detail and describe how it has impacted you and helped make you the person you are today. 

More often than not, family plays a big role in forming us. To give readers a better idea of your identity, describe your idea of family. Discuss its significance, impact, and role in your life. You may also choose to write about how your family has helped shape you into who you are. This should be based on personal experience; refrain from using external sources to inspire you.

Our likes and dislikes are an important part of who we are as well; in your essay, discuss a hobby of yours, preferably one you have been interested in for a long period of time, and explain why you enjoy it so much. You should also write about how it has helped you become yourself and made you a better person.  

Grammarly is one of our top grammar checkers. Find out why in this Grammarly review . If you’re stuck picking your next essay topic, check out our round-up of essay topics about education .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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Essay on My Self for Students and Children

500+ words essay on my self.

Seven billion people are on this Earth, and everybody is different from the rest of others. There is nothing without purpose in this world. Everything has some purpose. Humans are the best creation, and each person is exclusive. Thus, writing about myself, I’m here to express myself that what I see, what I experience and what I plan for my life. I try myself to be modest, passionate, devoted, hardworking and honest.

My Family and My Childhood

I’m from a middle-class family of Bihar, I am Naresh Shukla. Nobody comes in this world, without the support of family and friends. Actually, whatever you will be, it is just because of your family. My father is a respectable businessman in our community.

My mother is a doctor. They both love their occupation. That’s I have learned from my parents the value of time, honesty, hard work and commitment to the purpose.

We are three brothers and sisters. Being the eldest I am the most liable from my brothers and sisters. I am wanted to guide and take care of my other siblings. We all are in the same school. Reading is my passion.

I am a keen reader of novels and history books as I have a strong interest in Indian History and classical architecture. I love to read books that refer to the rich history and civilization of ancient India.  At my pre-childhood, I used to listen to stories from my grandmother, and this has a long-lasting effect on me.

Get the huge list of more than 500 Essay Topics and Ideas

My Education

I am studying at the best school in my city. I am presently in class 10th. I feel happy to be a part of this great school with the good friends, helpful and loving teacher and sound school administration. I have extraordinary skills in some subjects whereas I am very weak in the few.

My Strengths

In compare to studies, I am good at sports. so I am the captain of my class football team. I am the best football player at my school. Besides this, I am a fast runner also and I love athletics. I am in expert swimming.

The advice of my parents had a keen effect on my habits. I believe to speak the truth and try my best not to lie. My parents always advised me that if I commit a mistake, I should admit it. I try my best to do so. I know how to remain happy in every condition. Because I believe that: “Happiness is not out there; it’s in you.”

I am a very adventurous person too and like to take the risk. I like to do a creative thing besides doing old stuff again and again. Learning new things is one thing which I always enjoy. I always update myself with the news.

Along with this, I fond of reading a few children magazines in which different motivational stories are there. They taught me a high moral lesson. I am a very confident person and know how to talk. I always try to speak to every person according to his requirement so I understand people.

My Weaknesses

As every man have weaknesses, so have also. I am a little bit lazy at some places which I do not like. While playing time, I pass my lot of time there which is not a good habi t, but I try my best to overcome my weaknesses.

My Ambitions in Life

Everybody has an ambition in life . Aim or ambition is the inner aspiration of man. No man can do anything in the world without aim. So, all of us should be very determined about our aim in life.

Without good career planning, right from the start, one can’t be on the right track. One has to set the goals in accordance with his or her broad career goals.

I have studied biology and I will seat for the competitive entrance exam for admission to reputed medical college. I shall try to be a good and honest student. Then I shall be a qualified doctor. I will do all that to be a good doctor and will be sincere to it.

These are all the things which express me. Though nobody can be described in a few sets of sentences. One needs to have yet command of oneself before going to write something about his life. Life is meant to be lived avidly and with visualization to do good for your fellow beings. Keeping this aim in mind, I have always desired to serve my people in whatever capacity I can.

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How to Deal with Self Harm

We all need healthy ways to cope with the hard stuff. We’re here to help you find a healthy alternative to self-harm.

What is Self-Harm?

For some people, when depression and anxiety lead to a tornado of emotions, they turn to self-harm looking for a release. Self-harm and self-injury are any forms of hurting oneself on purpose. Usually, when people self-harm, they do not do so as a suicide attempt. Rather, they self-harm as a way to release painful emotions.

Types of Self-Harm

Self-harm can manifest differently for everyone. And, the ways people may self-harm extend far beyond the usual references to cutting in media. Simply, self-harm is anything and everything someone can do to purposely hurt their body.

Here are some of the most common types of self-injury:

• Carving words or symbols into the skin
• Hitting or punching oneself (including banging one’s head or other body parts against another surface)
• Piercing the skin with sharp objects such as hairpins
• Pulling out hair
• Picking at existing wounds

Symptoms of Self-Harm

Stigma creates shame and embarrassment, making it hard for people who self-harm to get help. So, look out for yourself and for your pals. If you suspect that someone in your life is self-harming, here are some warning signs to keep top of mind:

• Fresh cuts, burns, scratches, or bruises
• Rubbing an area excessively to create a burn
• Having sharp objects on hand
• Wearing long sleeves or long pants, even in hot weather
• Difficulties with interpersonal relationships
• Persistent questions about personal identity
• Behavioral and emotional instability, impulsiveness, or unpredictability
• Saying that they feel helpless, hopeless, or worthless

Crisis Text Line can help you deal with self-harm. Text a Crisis Counselor at 741741, or use the mobile text button below.

How to Deal With Self-Harm

Emotions can be really painful sometimes. It’s totally normal to need ways to cope with and process the hard things in your life. If you are using self-harm to manage your emotions, we’re here for you. And, we want to help keep you safe.

Here are some ways to push through, process, and cope with your emotions.

• Text to cool down. If you’re dealing with painful emotions, we’re here to help. Shoot us a text to connect with a real human and strategize healthy coping mechanisms to manage your emotions. Text HOME to 741741 to connect with a real human.
• Get creative. Studies show that diving into making art can help people process emotions. So, next time you’re feeling like self-harming, grab your sharpie and doodle your worries away. A bonus: you can totally suck at it and still reap the same rewards.
• Find your zen. Keeping yourself safe from self-harming is all about finding healthy alternatives to work through the hard stuff. Researchers found taking time to re-center through meditation to be a powerful way to find your cool and calm. Try using an app like Headspace to get on the meditation bandwagon.
• Talk to a pro. Self-harm is serious. And, while the intention behind self-harm usually is not death, it can still be dangerous—both physically and emotionally. Talking to someone who can help you find alternatives is incredibly important. Of course, you can start by texting us. Also, consider telling someone you know who can help you connect with a professional.

Why Do People Self-Harm?

Let’s start with this: everyone needs a way to cope with their emotions. People who self-harm have turned to hurting themselves as their coping mechanism to manage their emotions.

So, people might self-harm to:

• Process their negative feelings
• Distract themselves from their negative feelings
• Feel something physical, particularly if they are feeling numb
• Develop a sense of control over their lives
• Punish themselves for things they think they’ve done wrong
• Express emotions that they are otherwise embarrassed to show

Effects of Self-Harm

Self-harm can be seriously dangerous—physically, emotionally, socially, all of it.

Physical Effects of Self-Harm

• Permanent scars
• Uncontrolled bleeding
• Emotional Effects of Self-Harm
• Guilt or shame
• A diminished sense of self, including feeling helpless or worthless
• Addiction to the behavior

Social Effects of Self-Harm

• Avoiding friends and loved ones
• Becoming ostracized from loved ones who may not understand
• Interpersonal difficulty from lying to others about injuries

Recovering from Self-Harm

A lot of people who self-harm do so because they are dealing with painful emotions. If this applies to you, hi—we believe in you and recognize your pain. Because painful emotions are at the root of self-harm, quite often recovering from self-harm involves addressing emotions.

Breaking away from the cycle of self-harm can feel like a huge climb. It involves breaking a habit that has once brought comfort from pain. But, it is not impossible. Here are some steps to set you up for success:

• Name your reason for hurting yourself and your reason for quitting. Ask yourself: “What do I feel before, during, and after self-injury? Which of those emotions do I actively seek out, and which are harmful?”
• Identify other ways of achieving the same result. For example, if you self-harm for the physical sensation, seek other ways of releasing endorphins, like exercise. For real, try throwing a few punches at a kickboxing class or tapping it back in a spin class with the *perfect* playlist. If you self-harm to express your emotions, practice expressing them in words by writing them down. Grab a pen and your favorite notebook, or start typing away in your notes app.
• Tackle the underlying emotions. Explore the feelings that lead you to want to hurt yourself. If it’s guilt, where is that guilt coming from? Maybe try finding a therapist—there are pros trained specifically to help with this.
• Tell someone you trust. Let a friend, family member, or trusted adult know what you’re going through and that you need their support. Opening up to people can be easier said than done. Here’s a place to start: “I’m having a hard time processing some painful emotions and I could use your support right now.”

Getting healthy—both in your brain and in your body—takes hard work. You got this. And, we believe in you.

Text a Crisis Counselor at 741471 or use the mobile click to text button below. You’re not alone.

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Guest Essay

The Constitution Won’t Save Us From Trump

By Aziz Rana

Mr. Rana is a professor of law at Boston College and the author, most recently, of “The Constitutional Bind: How Americans Came to Idolize a Document That Fails Them.”

On Thursday, the Supreme Court gathered to consider whether Donald Trump, as president, enjoyed immunity from prosecution for attempting to overturn the 2020 election. Even if the justices eventually rule against him, liberals should not celebrate the Constitution as our best bulwark against Mr. Trump. In fact, the document — for reasons that go beyond Mr. Trump, that long preceded him and could well extend past him — has made our democracy almost unworkable.

For years, whenever Mr. Trump threatened democratic principles, liberals turned to the Constitution for help, searching the text for tools that would either end his political career or at least contain his corruption. He was sued under the Constitution’s emoluments clauses. He was impeached twice. There was a congressional vote urging Vice President Mike Pence to invoke the 25th Amendment to proclaim Mr. Trump unfit for office. More recently, lawyers argued that the states could use the 14th Amendment to remove Mr. Trump from the ballot because of his role in the Jan. 6 attack.

Each of these efforts has been motivated by a worthy desire to hold Mr. Trump accountable for his actions. Each of them has failed. As we head into the heat of an election season, we need to confront a simple truth: The Constitution isn’t going to save us from Donald Trump. If anything, turning the page on the man — and on the politics he has fostered — will require fundamentally changing it.

It is not just that Mr. Trump would never have been president without the Electoral College. Think about why those previous efforts to use the Constitution to hold Mr. Trump accountable failed. Impeachment processes collapsed in the Senate because it lopsidedly grants power to rural, conservative states. The Supreme Court was able not only to keep Mr. Trump on the ballot in Colorado, but also to narrow the circumstances in which disqualification could ever be used, because Republicans have been able to appoint a majority of the justices on the court, despite losing the popular vote in seven of the past eight presidential elections.

For years, liberals were squeamish about acknowledging these facts, perhaps out of habit. While most countries view their documents as rules for governing — rules that may become outdated and can be reworked if necessary — our own politicians routinely tell a story of American exceptionalism rooted in our Constitution. It is a sacred document that, as Barack Obama once put it , “launched America’s improbable experiment in democracy,” grounded on shared principles of equality, self-government and personal liberty.

In these Trump years, as polls have shown some Americans drifting away from those shared ideals, liberals are clinging even more tightly to the document as a symbol under threat.

A year and a half ago, for instance, when Mr. Trump called for the “termination” of existing election rules, liberals were understandably outraged. Representative Don Beyer of Virginia labeled him an “enemy of the Constitution.” Andrew Bates, a spokesman for the White House, proclaimed that “attacking” the “sacrosanct” document was “anathema to the soul of our nation.” The problem is that these pledges of constitutional fealty can’t substitute for actually convincing the public of the importance of inclusive democracy.

Rallying around the Constitution means embracing the very text that causes these pathologies. Its rules strengthen the hand of those indifferent or even opposed to the principle of one person, one vote. After all, those rules smooth the path for a Trumpian right to gain power without winning over a majority. And they throw up numerous roadblocks to accountability — even when presidents attempt to subvert elections.

The shock to the constitutional system that Mr. Trump represents didn’t start, and won’t end, with him. The best — and perhaps only — way to contain the politics around him is to reform government, so that it is far more representative of Americans. The goal is to keep authoritarians from ever again gaining power without winning a majority and stacking powerful institutions with judges and officials wildly out of step with the public. But this requires extensive changes to our legal and political systems, including to the Constitution itself.

We need new campaign finance laws and expanded voting rights. We need to end the Senate filibuster, eliminate the Electoral College, combat gerrymandering and partisan election interference, adopt multi-member House districts and add new states like Washington, D.C. We need to reduce the power of the Senate, perhaps even moving toward a more ceremonial “ council of revision ,” as Jamelle Bouie has proposed.

Such reform requires pushing back against the extreme power of the Supreme Court through measures like judicial term limits and expansion of the size of the court. And an easier amendment process would give Americans the power to update their institutions and incorporate new rights into the document, rather than having to rely only on what judges decide.

No doubt these changes can seem politically unfeasible. But it would behoove Americans concerned about the dangers posed by Mr. Trump to take seriously such a comprehensive agenda, if for no other reason than because many on the right are already working on constitutional reforms of their own.

Groups like the Convention of States (which counts Gov. Ron DeSantis of Florida as a vocal supporter) have succeeded in getting 19 of the 34 states required under Article V of the Constitution to agree to convene a new constitutional convention. The Convention of States package of potential changes includes giving “a simple majority of the states” the ability “to rescind actions by Congress, the President, or administrative agencies,” empowering Republican officials to nullify any policies they oppose, regardless of whether those policies enjoy vast national support. As David Pozen of Columbia Law School has written , the right has even figured out how to run this second convention in a way that would ensure that state officials, again disproportionately Republicans, control what gets proposed and how voting proceeds.

These efforts will persist even if Mr. Trump is no longer on the political stage. And so long as liberals refuse to confront what needs to be done to fix the Constitution, his supporters and groups like the Convention of States will control that debate.

It now falls to Americans to avoid learning the wrong lessons from this moment. Mr. Trump may lose at the ballot box or be convicted in one of the four criminal cases he faces, including the one that started this month in Manhattan. If he is held accountable, it will not be because the Constitution saved us, given all its pathologies.

Aziz Rana is a professor of law at Boston College and the author, most recently, of “The Constitutional Bind: How Americans Came to Idolize a Document That Fails Them.”

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