HELLO CAN YOU HEAR ME?

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Edith Rose
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1 HELLO CAN YOU HEAR ME? IMPORTANT ISSUES FOR TEACHERS WORKING WITH ADOLESCENTS Kristin Walker, M.A. East Tennessee State University Department of Psychology November 6, 2012

2 Objectives 1. Participants will be able to identify prevalence of bullying and impact of bullying on suicidal behavior 2. Participants will increase awareness of bullying among Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth 3. Participants i will be able to recognize and identify if risk factors and warning signs for suicidal behavior. 4. Participants will be able to intervene with a person in crisis using the QPR (Question, Persuade, and Refer) method

3 Teen Suicide Statistics: 3 rd leading cause of death in adolescence (15-24 years)! 4,600 deaths in death every 2 hours 103,500 attempts/year 284 attempts/day 11.8 attempts/hour

4 Teen Suicide Statistics: In a typical 12-month period, almost 14% of American high school students seriously consider suicide Nearly 11% make a plan for a suicide attempt Over 6% attempt suicide

5 Teen Suicide Risk Factors: Previous Suicide Attempt History of Psychiatric Disorder Substance Abuse Depression/Hopelessness Loneliness & Isolation LGBTQ Youth Bullying

6 Risk Factors: Depression What does Depression look and feel like?

7 Risk Factor: Depression Signs: Withdrawal from friends and family Loss of interest in activities Changes in sleep and eating patterns Tearfulness or frequently crying Irritability, anger, or hostility Lack of motivation Symptoms: Fatigue or lack of energy Sadness or hopelessness Feelings of worthlessness and guilt Difficulty concentrating Restlessness and agitation agao Thoughts about suicide

8 Risk Factor: Hopelessness What does Hopelessness look like?

9 Risk Factor: Hopelessness Hopelessness involves a negative view of the future and the belief that things won t ever get better Common hopeless statements: What s the point? Nothing matters anyway Nobody cares anyway It would be better if I weren t here

10 Risk Factor: Loneliness Lonely (adj.): a) being without company b) being cut off from others c) sad from being alone d) not frequented by human beings e) producing a feeling of bleakness or desolation

11 Risk Factor: Loneliness

12 Risk Factor: Loneliness

13 Risk Factor: Bullying

14 Bullying Bullying: the ongoing g physical or emotional victimization of a person by another person or group of people. Cyberbullying is an emerging problem in which people use new communication technologies, such as social media (Facebook, Twitter) and texting, to harrass and cause emotional harm to their victims

15 Bullying

16 Bullying Statistics During the school year, 32% of the nation s students (ages 12-18) reported being bullied Of these students: 21% reported being bullied once or twice per month 10% reported being bullied once or twice per week 7% reported being bullied daily Almost 9% reported being physically injured as a result of bullying 4% reported cyberbullying; another study reported 13% of students in grades 6-10 reported being cyberbullied

Bullying Statistics Nearly 20 percent of high school students surveyed by the CDC report being bullied on school property during the previous 12 months; 5 percent report not going to school on a

17 Bullying Statistics Nearly 20 percent of high school students surveyed by the CDC report being bullied on school property during the previous 12 months; 5 percent report not going to school on a least one day during the past 30 days as a result of safety concerns. Perhaps even more telling, 26.1 percent of the CDC survey respondents felt so sad or hopeless for a twoweek period or more that they stopped doing their usual activities a a clear sign of teenage depression.

18 Bullying and Suicide Both victims AND perpetrators p of bullying are at a higher risk for suicide than their peers Children who are victims and perpetrators are at the highest h risk All three groups (victims, perpetrators, victims/perpetrators) are at a higher risk for depression compared to their peers Depression is a significant ifi risk factor for suicide

19 Bullying and Suicide Personal characteristics that increase risk of being bullied: Internalizing problems (withdrawal, anxiety, depression) Low self-esteem Low assertiveness Aggressiveness in early childhood, leading to rejection by peers and social isolation Other characteristics: Family life School environment

Risk Factor: Sexuality It is estimated that every 5 hours, a teen takes their own life because of their sexual orientation and the stress it can cause LGBT adolescents must cope with

(Morrow, 2004) A 2005 study of students ages 13-18 reported that 65% reported being verbally or physically harassed because of their perceived or actual appearance, gender, sexual

20 Risk Factor: Sexuality It is estimated that every 5 hours, a teen takes their own life because of their sexual orientation and the stress it can cause LGBT adolescents must cope with developing a sexual minority identity in the midst of negative comments, jokes, and often the threat t of violence because of their sexual orientation and/or transgendered identity (Morrow, 2004) A 2005 study of students ages reported that 65% reported being verbally or physically harassed because of their perceived or actual appearance, gender, sexual orientation, gender expression, race/ethnicity, disability, or religion In contrast, t 90% of LGBT teens reported being harassed or assaulted based on one or more of these characteristics

LGBT Youth and Suicide Many LBGT youth drop out of school

verbally attacked at alarmingly l high h rates 25% of LGBT youth

LGBT youth are 2-4x more likely to attempt suicide than

21 LGBT Youth and Suicide Many LBGT youth drop out of school because of bullying and harassment LGBT youth are physically and verbally attacked at alarmingly l high h rates 25% of LGBT youth are estimated to have severe problems with drugs and alcohol LGBT youth are 2-4x more likely to attempt suicide than heterosexual youth It is estimated that 30% of teen suicide deaths are by LGBT youth

22 Teen Suicide: Warning Signs Disinterest in favorite extracurricular activities Problems at work and losing interest in a job Substance S b t abuse, including alcohol and drug (illegal and legal drugs) use Behavioral problems Withdrawing from family and friends Sleep changes Changes in eating habits Does not respond as before to praise Begins g to neglect hygiene and other matters of personal appearance Emotional distress brings on physical complaints (aches, fatigues, migraines) Hard time concentrating and paying attention Declining grades in school Loss of interest in schoolwork Risk taking behaviors Complains more frequently of boredom

23 Teen Suicide: Warning Signs Actually says, I m thinking of committing suicide or I want to kill myself or I wish I could die. There are also verbal hints that could indicate suicidal thoughts or plans. These include such phrases as: I want you to know something, in case something happens to me or I won t trouble you anymore. Teenager begins giving away favorite belongings, or promising them to friends and family members.

24 Teen Suicide: Warning Signs Throws away important possessions. Shows signs of extreme cheerfulness following periods of depression. Creates suicide notes. Expresses bizarre or unsettling thoughts on occasion.

25 Teen Suicide: Situational Risk Triggers or Final Straws : Loss of romantic relationship Loss of friendship Death of a loved one or close friend, especially if that death is by suicide Suspended or expelled from school Kicked off athletic ti team Trouble with law enforcement

The Role of High School Teachers Steps you can take to reduce suicide risk among your students: 1. Understand why suicide prevention is important 2.

26 The Role of High School Teachers Steps you can take to reduce suicide risk among your students: 1. Understand why suicide prevention is important 2. Identify students who may be at risk for suicide 3. Respond to students who may be at risk for suicide 4. Be prepared to respond to a suicide death

27 Helpful Hints: DO s Try to approach the student in a calm and caring way Let the student know how much you care about him or her and believe in his or her potential Listen! Allow the student to talk to you. Be available. Refer that student to your school-based professional (counselor or psychologist) Offer to go with that student to see the professional helper (within the school) Discover what the student s strengths are and encourage him or her to use those strengths Help him or her get involved in some area of interest

28 Helpful Hints: DON T s Ts Say anything to cause the student to feel guilt or shame Act shocked or appalled by his or her thoughts of or desire for suicide Try to teach the student what you think he or she should do Judge the student, even if you do not agree with him or her Tell the student that you won t tell anyone if he or she shares information with you Make promises to the student that you cannot keep

29 Got Help? What can YOU do? 1. Recognize the risk factors and warning signs 2. ASK THE QUESTION! 3. Listen 4. Offer Support & Hope 4. Get Help 5. Follow-up

30 Teen Suicide: Protective Factors Protective Factors: Social Support Friends Family Student Groups Religious Groups Problem-Solving Abilities Help-seeking Mental Health Treatment

31 Protective Factor: Social Support

32 Protective Factor: Problem Solving Ability Suicide is not the problem. It is the solution to a perceived unsolvable problem. Problem solving skills help students to identify the problem, create alternative ti solutions, implement solutions, and evaluate the outcome Associated with better mental health and reduced suicidal behaviors

33 Protective Factor: Help-seeking

34 Got Help? National Resources: National Suicide Prevention Hotline The Trevor Project The Jed Foundation Active Minds Two Write Love on Her Arms

35 Got Help? Local Resources: Frontier Mental Health Services Ph# Woodridge Hospital Ph# ETSU Behavioral Health & Wellness Clinic Ph# Johnson City Medical Center Ph# 911 ETSU Counseling Center (for ETSU students) Ph#

ETSUPEAKS P.E.A.K.S. Prevention Through Education, Awareness, and Knowledge of Suicide ETSU Campus Suicide Prevention Project Funded by SAMHSA (GLS Grant) Goal is to reduce suicide

36 ETSUPEAKS P.E.A.K.S. Prevention Through Education, Awareness, and Knowledge of Suicide ETSU Campus Suicide Prevention Project Funded by SAMHSA (GLS Grant) Goal is to reduce suicide and improve mental health on campus by promoting awareness and coping skills k com/photos/etsupeaks/

37 Conclusion

38 Thank You! Questions? Contact: Kristin Walker, M.A. ETSU PEAKS Project Coordinator Phone:

Hope Begins with You. Jeff Morris, Presenter

Hope Begins with You. Jeff Morris, Presenter What do you want to learn? How to help someone who is depressed. How to help family members of a depressed person. How to identify students who are high-risk.