青少年尤其是从少年向青年阶段过度的初中生是发生自我伤害行为的高发群体，其自伤行为产生原因、影响因素及机制一直是国内外青少年研究者关注的问题。

本文以Z同学为研究对象，通过质性研究来探讨Z同学产生自我伤害行为的原因，为认识了解青少年自我伤害行为提供一个具体的案例，为有效地预防并减少青少年自我伤害行为的发生提供参考，为家庭、学校和社会对青少年的教育提供借鉴和帮助。

全文共有以下几部分组成：

第一章为绪论，主要阐述了研究青少年“自我伤害行为”的原因、理论意义与实践价值；并对“自我伤害行为”的概念进行了梳理和界定；同时，在对国内外相关文献归纳、总结与分析的基础上确定了研究的问题，并就如何研究Z同学自伤问题等进行了说明。

第二章从个人和家庭两个维度描述了Z同学的情况，并根据Z同学在家庭和学校的表现，分析了Z同学自伤的目的、影响Z同学自伤行为的因素。影响Z同学产生自伤行为的个人因素主要是Z同学的人格特质与情绪因素。

第三章通过对Z同学自我伤害行为的家庭归因分析发现，在Z同学成长过程中，家长对孩子不切实际的过高期望而产生的如影随形的压力、家长与孩子缺少及时有效的沟通交流、因父母情感支持少而导致的亲子关系冷漠以及父母关系不和谐而导致的家庭紧张气氛等是影响Z同学自我伤害行为的主要诱因。

第四章为Z同学自我伤害行为的学校归因分析，学校影响Z同学自伤行为的主要因素包括：升学压力、班级氛围下的学习压力，同伴关系以及师生关系、老师对Z同学的态度。这些因素都对Z同学自伤行为有着重要的影响。

第五章为结论部分，回答了Z同学为什么自伤及其产生自我伤害行为的原因，同时就如何预防及调节学生自伤行为，提出了若干对策与建议，以促进学生健康成长和发展。

Adolescence, especially junior high school students who transition from adolescence to youth, is a high incidence group of self-injurious behaviors. The causes, factors and mechanisms of NSSI have always been the focus of youth researchers at home and abroad Based on Z students as the research object, through qualitative research to study the causes of Z students generated self-destructive behavior, to realize how teenagers self-destructive behavior provide a specific case, to effectively prevent and reduce juvenile self-destructive behavior to provide the reference, for home schooling and social education of teenagers to provide reference and help.

The thesis consists of the following parts:

The first chapter is the introduction, which mainly elaborates the theoretical significance and practical value of studying the reasons of adolescents' self-harm behavior; And the concept of self-injurious behavior is combed and defined；At the same time, on the basis of summarizing and analyzing relevant literatures at home and abroad, the research problems are determined, and how to study the NSSI of Student Z is explained.

The second chapter describes Z's situation from two dimensions of individual and family. According to Z's performance at home and school, it analyzes the purpose of NSSI and the factors influencing Z's NSSI. The personal factors influencing Z's NSSI are Z's personality and emotional factors.

The third chapter, through the family attribution analysis of Z's self-harm behavior, found that in Z's growth, parents' unrealistic and high expectations for their children led to the pressure that followed them, and parents' lack of timely and effective communication with their children The apathy of parent-child relationship due to the lack of emotional support from parents and the family tension caused by the disharmonious relationship between parents are the main inducements for Z's self-injurious behaviors.

The fourth chapter is the school attribution analysis of Z's NSSI. The main factors influencing Z's NSSI in school include the pressure of entering a higher school, the study pressure in the classroom atmosphere, the peer relationship, the teacher-student relationship, and the teacher's attitude towards Z. All these factors have a significant impact on Z's NSSI.
         The fifth chapter is the conclusion part, which answers the reason why Z is NSSI and the reason why Z is NSSI. At the same time, it puts forward some countermeasures and suggestions on how to prevent and adjust students' NSSI behavior, so as to promote the healthy growth and development of students.