The objective of the qualitative study was to investigate the perceived competency of school counselors in working with at-risk students who engage in self-injury, and their use of professional standards to effectively navigate their intervention. Self-injury (SI) is a behavioral concern defined as the intentional injuring of body tissue without suicidal intent. Effective treatment of self-injury in schools necessitates the implementation of certain policies and protocols, which are essential for guiding school counselors in their response to self-injury and ensuring consistent care for students who self-injure. Participants consisted of twelve middle and high school counselors across the United States. Using Consensual Qualitative Research, the researcher identified six domains that address school counselors' experience working with students who self-injure: a) counselor competency; b) SI policies/procedures; c) counselor interventions; d) stigmas/prejudices; e) barriers; and f) counselor advice. Key findings center around the need for schools to create and maintain a policy related to self-injury, which includes collaboration and consultation with relevant stakeholders; the need for ongoing professional development related to self-injury intervention; and continued advances in the area of reducing stigmas and barriers to seeking assistance among students who self-injure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]