Purpose and Mechanism of Preventing Suicide in Schools Discussion Read and look over the two documents provided. (Find attached)Preventing suicide a toolki

Purpose and Mechanism of Preventing Suicide in Schools Discussion Read and look over the two documents provided. (Find attached)Preventing suicide a toolkit for high schoolsProfessional Issues In School Counseling and Suicide PreventionWrite a 3- 4 page reflection (Not counting title page and references) on suicide prevention. Use critical thinking skills to write an insightful analysis and provide a profound reflection on the matter of the article and toolkit overview. Support your conclusions.Look over the material and write from using the perspective that a school counselor would have. Make sure to follow APA style and include a title page, in-text citations, reference page, exc. Professional Issues in School Counseling and Suicide Prevention
Laura L. Gallo
Boise State University
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Abstract
Suicide is the second leading cause of death for adolescents and has become a public
health concern in the United States. In addition, certain groups of students are more at
risk for suicide than others. School counselors have an ethical obligation to protect their
students and are in an ideal position to educate students and staff about the risks and
warning signs of suicide. Ethical issues such as counselor competence, school
responsibility, and community buy in are important considerations for educators. Lastly,
implications for practicing school counselors in preventing suicide are provided.
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Professional Issues in School Counseling and Suicide Prevention
Internationally, almost one million people die from suicide every year
(International Association for Suicide Prevention, 2014). This number roughly
corresponds to one death every 40 seconds (International Association for Suicide
Prevention, 2014). In the U.S., there is an average of one suicide every 13 minutes
(Drapeau & McIntosh, 2014). Suicide has become a public health concern for people in
the U.S. and across the world. Within the 14-24 year age group, suicide is the second
leading cause of death (International Association for Suicide Prevention, 2014). This
correlates to one young person killing themselves every hour and 48 minutes (Drapeau
& McIntosh, 2014).
Figure 1. Suicide Injury Deaths and Rates per 100,000 in the United States from 2006-2014. All races,
both sexes, ages 5-24. Data taken from National Center for Injury Prevention and Control, CDC, 2015.
The number of young people lost each year through suicide exceeds the number
of deaths due to homicide and war combined (International Association for Suicide
Prevention, 2014). The rates of suicide between 2002 and 2012 have steadily increased
for both children and young adults (Drapeau & McIntosh, 2014). These figures do not
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include suicide attempts, which can be many times more frequent than completed
suicides (10, 20, or more times according to some studies; International Association for
Suicide Prevention, 2014). Among young adult’s ages 15 to 24 years old, there are
approximately 100-200 attempts for every completed suicide, more than any other age
group (International Association for Suicide Prevention, 2014). In a 2011 nationally
representative sample of youth in grades 9-12, 15.8% of students reported that they had
seriously considered attempting suicide during the 12 months preceding the survey and
12.8% reported that they made a plan about how they would attempt suicide during
those 12 months (CDC, 2012). As Juhnke, Granello, and Granello (2011) report, these
statistics are most likely an underestimation of the actual number of suicides and
suicide attempts that take place each year. Many suicides are not reported and instead
are considered accidental deaths. Suicide rates for adolescents have doubled since
1950 (Juhnke, Granello, & Granello, 2011).
There are many consequences to the tragedy of suicide. In addition to the
emotional costs, suicide deaths cost $44 billion annually in the U.S. (CDC, 2015). There
is also the loss of potential; our nation loses what these individuals could have
contributed to society throughout their lives. According to Juhnke, Granello and Granello
(2011), the government labels this as “Years of Potential Life Lost” and each year the
U.S. loses 270,000 years of potential life because of the number of young people
committing suicide. In addition, each suicide intimately affects at least 6 other people
(Drapeau & McIntosh, 2014). Family and friends are left to grieve, trying to understand
the reasons for the loss, and having to move forward with their lives. There is the
additional impact of enduring the social stigma, secrecy, and blame that often
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accompanies suicide. Family and friends may also be at risk for their own mental health
struggles, such as depression, dealing with complicated grief, and even future suicides
(Drapeau & McIntosh, 2014). Suicide affects more than just the victim, including family
and friends. Nevertheless, focusing efforts on preventing suicide could help decrease
these numbers and even help family members become more knowledgeable about who
is at risk.
Groups at Risk for Suicide
It is important to understand the breakdown in demographic groups of who is
most at risk for suicide. Boys are more likely than girls to die from suicide and are more
likely to use lethal means such as firearms (Drapeau & McIntosh, 2014). Girls are two to
three times more likely to attempt suicide and are more likely to choose methods such
as pills or poisons (Drapeau & McIntosh, 2014). Native American/Alaskan native youth
have the highest rates of suicide (CDC, 2015). In a nationwide survey, Hispanic youth
were most likely to attempt suicide when compared to other racial and ethnic groups
(CDC, 2015). Youth who identify as lesbian, gay, bisexual, transgender, and
questioning are also at higher risk for suicide (CDC, 2014). Many studies have reported
LGB youth may be up to twice as likely to attempt suicide as their heterosexual peers
(CDC, 2014). Transgendered students are also at risk, in one study, the authors found
that 25% of transgendered students reported suicide attempts (CDC, 2014). Other
groups who are at higher risk for suicide are those who have attempted suicide in the
past, have a family history of suicide, have a history of depression or other mental
illness, are abusing drugs or alcohol, have access to lethal means, are exposed to the
suicidal behaviors of others, or who have stressful life events or loss (CDC, 2015).
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A more recent group of young people receiving attention for suicidal concern are
victims of cyberbullying. With the increase in social media usage, the influence of the
internet on suicide behavior is worth considering. Cyberbullying has become an
anonymous way to harass and victimize others and studies have shown victims of
cyberbullying are more at risk for depression and suicide (Juhnke, Granello, & Granello,
2011; King, Foster, & Rogalski, 2013). Young people readily seek out the internet to
communicate, interact with their peers, and form connections. Unfortunately, these
interactions are not always positive, and when left unmonitored, may cause great
psychological harm to victims. Unfortunately, children and adolescents who feel
victimized or isolated may also use the internet to search for solutions or support for
ways to end their suffering, and this includes accessing websites that support suicide
(Juhnke, Granello, & Granello, 2011). Information can be found encouraging suicide
with tips and methods for carrying out suicidal acts (Juhnke, Granello, & Granello, 2011).
Although there are resources available online that can help young people who are at
risk for suicide, more needs to be understood regarding how to protect young people
from the potentially harmful content that can be located on the internet.
Lastly, to understand the current status of suicide, it is important to recognize that
many experts believe that approximately 90% of the adolescents who completed suicide
gave warning signs beforehand (Capuzzi, 2002). This leaves friends, families, and
educators wondering if something may have been done to prevent a suicide from
occurring. If a system was in place to help identify warning signs or a program
incorporated into the curriculum that offered supports, would the adolescent have
received the help they needed before considering suicide as their only option?
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Adolescent Development and Risk Factors for Suicide
More than 13 adolescents commit suicide every day in the U.S. (Drapeau &
McIntosh, 2014). Therefore, it is evident adolescents are capable of thinking about
ending their own lives. Adolescents have the ability to think abstractly and it is a normal
part of development for them to consider issues of life and death. Manor, Vincent, and
Tyano (2004) believe there are two different ways adolescents think about the wish to
die. The first, the suicidal act, is an expression of suicidal thoughts. The second, a death
wish, can exist, but does not necessarily manifest as a suicidal expression. The authors
stress the idea that adolescents may see the act of suicide as reversible. At this stage,
and with their pathology, the focus may be on the act itself and not the unalterable
consequences. Some experts believe suicide is not about death, but rather severe
emotional pain (Juhnke, Granello, & Granello, 2011).
In addition, adolescents encounter problems just as adults, however they often
have not developed the coping skills needed to adequately deal with these problems.
Significant characteristics can be identified within the adolescent stage of development
that are important for adults to consider when working with them. For example, teens
are more impulsive, more susceptible to black and white thinking, and may struggle with
finding options for dealing with stress or depression. Adolescents do not always
possess the sophistication and experience of adults, who have acquired coping skills
throughout their lives. According to Juhnke, Granello, and Granello (2011), adolescents
today may face situations or be exposed to information that is beyond their ability to
comprehend. Because they are minors, they may also have little control over their lives
at home and school, which can add to their stress and hopelessness.
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According to the CDC (2012), 26.1% of high school students reported feeling sad
or hopeless almost every day for 2 weeks in a row. The criteria for major depression is
reported in 8% of the adolescent population on any given day, yet one in five teens are
reported to have had depression at some time (Pratt & Brody, 2014). Students who
have been diagnosed with mental health disorders are at risk for suicide but those who
have not yet been diagnosed may be at a higher risk. A reported 90% of adolescents
who commit suicide suffered from some type of mental health problem, such as
depression, anxiety, drug/alcohol abuse, or behavior issues (American Academy of
Pediatrics, 2011). If a young person is also experiencing hopelessness and having
feelings that life will not get better, they are at a great risk (Juhnke, Granello, & Granello,
2011).
In order to understand how to best approach and educate adolescents about
handling stress, anxiety, depression, and thoughts of suicide, it is important to
understand more about their thoughts and behaviors. Casey and Caudle (2013)
examined adolescents’ self-control and how this varies at different ages and in different
circumstances. They stated that adolescents’ impulse control is comparable to or even
better than some adults in neutral situations but becomes quite strained in emotional
situations when compared to children or adults (Casey & Caudle, 2013). How well an
adolescent adapts to the demands of their changing environment is a product of genetic
factors and environmental influences (Casey & Caudle, 2013). In other words, though
adolescents are known for poor impulse control, this is more evident in times of distress
and how well they adapt to this stress depends on both their innate ability and their
environment. In fact because of this tendency to be impulsive, adolescents may spend
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less time planning a suicide, which provides even less warning for adults to intervene
(Juhnke, Granello, & Granello, 2011). It is important for adults who work with teens to
understand they are not always out of control or will make the wrong choice; it is about
their ability to make healthy choices during strong emotional situations. Casey and
Caudle’s (2013) study also emphasizes the importance of environmental influences,
which can come from home, school, and other areas of a young person’s life. Spending
time talking with an adolescent can help an adult understand the adolescent’s current
level of judgment. If the teen has limited judgment, it is important to recognize they may
be less likely to find positive ways of coping with their feelings and seeing their options,
because of limited experience, which can increase their risk. King, Foster, and Rogalski
(2013) note the importance of assessing an adolescent’s insight and judgment, which
varies greatly at this age. One could ask themselves, do they have good insight and
recognize their risk and the need for treatment? Taking the time to interview the
adolescent can help understand their level of risk.
When considering other common adolescent characteristics, risk taking is
another notable area of concern. Galvan, Hare, Voss, Glover, and Casey (2006)
conducted a study that looked at risk-taking during adolescence and found young
people who are already prone to risky behavior experience greater risk during this time
because neural systems are undergoing significant development. In other words, young
people already at risk because of a genetic predisposition or negative environmental
influences should be assessed even more closely. For this reason, the authors stress
the importance of looking at individual variability when considering how brain behavior
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corresponds to risk taking behavior. Adults, especially mental health providers, need to
take the time to work with young people and consider their needs on an individual basis.
King, Foster, and Rogalski (2013) reported on the tensions that may arise for
practitioners when working with adolescents. Counselors may struggle with the ability to
establish rapport and create a therapeutic environment while also taking control and
managing the teen’s safety. Working with adolescents is different than working with
adults. Adolescents are still minors and adults have a responsibility to keep them safe.
Working with students who are a danger to themselves can create anxiety and fear in a
counselor, prompting them to hastily suggest hospitalization without taking the time to
complete a more thorough assessment of the child (King, Foster, & Rogalski, 2013).
This haste can damage a relationship between the student and counselor, with the
student no longer trusting the counselor and ending an opportunity for long term support
within the school.
As adults encounter adolescents and attempt to help them through the turmoil of
this developmental stage, it is important to consider that while there are common
markers of this stage, each child is different and deserves individual consideration.
Adolescents do not have the sophistication of refined coping strategies or even the
awareness such strategies are needed. They may fuddle their way through everyday
problems and not realize when these problems are interfering with their everyday lives,
and have begun to take a toll on their mental functioning. The adults in their lives have
the responsibility of helping identify the warning signs of children who are at risk and
need some type of intervention. It is important adults who have regular contact with
children and adolescents are knowledgeable and ready to assist them.
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The Role of Schools and School Counselors
When considering the adults who have frequent contact with adolescents, it is
reasonable to assume those who work in schools would be a likely choice. Many
scholars and experts believe our public schools serve as an ideal location to provide the
programming necessary to help find students at-risk for suicide (Granello & Granello,
2007; Joe & Bryant, 2007; Katz et. al, 2013). Students are in daily contact with staff and
spend a large portion of their day in school.
Schools are also a logical place to identify suicidal students because their
problems with academics, peers, or other issues are more likely to be evident and
warning signs may appear more frequently at school than at home (Granello & Granello,
2007). In addition, students have the greatest access to multiple helpers (teachers,
counselors) in their schools (Granello & Granello, 2007). Schools are ideal places for
prevention activities because students are already in the environment where they are
interacting with their peers and learning is taking place. Over twelve years ago,
President Bush recognized the need for suicide prevention efforts in readily accessible
settings such as schools and advocated for regularly scheduled mental health
screenings to help prevent suicide (President’s New Freedom Commission on Mental
Health, 2003). The President’s initiative raised awareness of mental health concerns
across the country and provided the impetus the mental health care community needed
to mobilize efforts (Iglehart, 2004). Thirteen large mental health organizations, including
the National Alliance for the Mentally Ill and the National Mental Health Association
joined efforts to create the Campaign for Mental Health Reform (Iglehart, 2004). The
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campaign worked to implement the commission’s recommendations as well as other
federal policy issues related to mental health services and funding (Iglehart, 2004).
With this increased attention on mental health, the next steps are to look for
leadership within schools in carrying out these efforts. School counselors can provide
leadership in suicide prevention through the facilitation of gatekeeper trainings with staff
and implementation of suicide prevention programs (Granello & Granello, 2007;
Gibbons & Studer, 2008). These types of trainings can describe what staff, faculty, or
students should do if they suspect that a student may be potentially at risk for suicidal
ideations and/or behavior (Doan, Roggenbaum, & Lazear, 2003). Identifying criteria for
assessing the lethality of a student potentially at risk for suicidal behavior may help
prevent future suicide attempts and help students get the mental health support they
need.
Granello and Granello (2007) described the importance of universal approaches,
selective interventions targeted towards groups of students who demonstrate risk
factors, and individual interventions targeted at students who screened positive for a
risk factor. Universal approaches have many positive components, including the
education and awareness of suicide for all students in the school. This aligns well with a
school counselor’s role of incorporating curriculum that benefits all students (ASCA,
2013). With universal approaches, it is more likely educators will create a culture that
promotes discussion of problems and encouragement for seeking out adults. Most
teens will confide in their peers before coming to an adult. But if those peers are
concerned about their friend, they may encourage them to seek help or tell the adult
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themselves. Therefore, adults in the school need to be prepared when a student
approaches them.
Examining what is happening in schools across the country may provide insight
for school counselors and counselor educators. Crepeau-Hobson (2013) conducted a
study to look at suicide risk assessment practices in three large school districts over a
three year period. The author found that following implementation of prevention and
intervention efforts, each district had either a decrease or small increase well below the
rising numbers in suicides. In addition, of the 3,443 students who underwent a suicide
risk assessment, none followed through with taking their own life. This study provides
important empirical support for the use of suicide assessment procedures in the school
setting.
When considering the professionals qualified to lead suicide prevention efforts,
school counselors are in the ideal position to work with students, identify warning signs,
and inform parents (Erickson & Abel, 2013; King, Price, & Telljohann, 2000; Ward &
Odegard, 2011). School counselors are employed in most schools across the country
and more importantly, have been trained in suicide risk assessment (CACREP, 2009).
The American School Counselor Association (ASCA) created…
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