Argumentative essay
Abstract
Introduction
Detection
Degrees of severity
General risk factors
Suicidal behavior
Intervention
Prevention
Postvention
Conclusion
Abstract
In the society of today, adolescents experience constant stress, and many of them consider suicide as the only possible solution to their problems. Examinations of the risk factors and prevention programs are extremely important because suicide claims more than five thousand adolescents per year. Determining the individuals who are at-risk is a difficult task because frequently suicidal signs are exhibited in a subtle way. Moreover, the occurrence of suicides depends on factors such as gender, sexual orientation, family problems, etc. everyone who deals with suicidal individuals including parents, friends, school personnel must be properly taught how to react effectively to suicidal adolescents and intervene carefully to prevent future suicide attempts. Powerful school counseling programs, caring parents and helpful peers must be ready to provide adolescents with the help they so hopelessly need because young individuals are our future, thus, we should do everything to keep them alive.
In general, suicide is a permanent means of solving a temporary problem. Nowadays, it is ranked third or fourth cause of death among teens and numerous adolescents make unsuccessful attempts. “Shneidman defined suicide in the western world as a conscious act of self-induced annihilation, best understood as a multidimensional malaise in a needful individual who defines an issue for which suicide is perceived as the best solution” (Popenhagen & Qualley, 1998). It is important to explain to an adolescent the finality of death and that suicidal behavior is self-destructive. However, suicidal individuals feel great pain and want to be rid of it. Everyday trifles may seem serious for them, so, they begin contemplating death. One of the posthumous notes is given as an example by Popenhagen and Qualley in their article, “The pain was too much. I couldn’t stand it anymore. No one loved me anymore, my grades stunk, and I was sick and tired of living. Life would be much better without me. And the best of all, the pain would finally go away and I could be in peace”. Detection and understanding of the behavior of suicidal adolescents, intervention and the prevention of self-destruction are the most important things in suicide prevention as well as the postvention phase.
An early detection is a vital tool in preventing suicide attempts. Those adolescents who show signs of contemplating self-murder should be taken to health-care professionals and observed properly. Everyone who deals with a suicidal adolescent such as parents, fellows, and teachers should try to use prevention techniques and be extremely careful because such individuals are very vulnerable. People should be educated enough to recognize suicidal behavior by interpreting the adolescent’s verbal and situational signs. Verbal signs are usually subtle and it is difficult to understand that they are a call for help. Behavior can give direct or indirect hints at the suicidal individuals. Explicit behavior includes suicidal attempts whereas indirect behavioral signs can be setting of personal affairs such as creating a will, breaking a relationship with a boyfriend or a girlfriend, some personal failures in competitions or saying “good - bye” to the family members. Additional signs are risk-taking behavior, loss of appetite, insomnia, and lack of energy. Indeed, everyone who has recently split with a beloved or who has changes in appetite will commit a suicide and should be watched carefully for suspicious behavior. Nevertheless, a combination of several signs is a serious reason to worry. My son, Josh Gonzalez, was seventeen when he took his own life: he had hung himself in the garage. When I and my eldest son, Marcus, found him there, we cut the rope and started doing CPR. We continued doing useless thing because he had already passed away. Josh suffered from bi-polar and was disappointed for several reasons, and, possibly, his disappointment transformed into depression. Undoubtedly, he was showing several behavioral changes as well as verbal but I missed them. Previously, he had got into a fight with his girlfriend and texted her she would regret about everything in the morning. Moreover, he was a wrestler but had been injured seriously that prevented him from future competitions. Finally, he wrote to his best friend who was a girl that he always loved her and would love and to his friends on Facebook that all he had to do was to dye.
Actually, there are various degrees of severity among those adolescents who demonstrate suicidal tendencies. Suicidal ideation is represented by three categories: passive suicide, impulsive suicide, and suicidal gestures ad manifestations (Martin & Dixon, 1986). Individuals inclined to passive suicide usually experience unintentional self-destructive impulses. They engage in a variety of dangerous activities, drive recklessly, and simply lead a life, in which circumstances may result in a fatal way. The following category consists of people who, actually, never have such goal to end their life; they just manipulate by other people and make quite successful attempts in achieving the desired. Jealous girls usually choose such type of manipulation to punish their unfaithful boyfriends or capricious teens to intimidate parents. Those individuals who make attempts to cut their wrists just show suicidal gestures without any sincere attempts to kill themselves. Undoubtedly, no suicidal attempts should be left unnoticed because, possibly, one of such gestures may become the last one. The third category of adolescents is those who make impulsive suicidal attempts and very often are successful in pursuing their goal: they really die. These teenagers are usually revengeful and angry with people or failures and consider them to barriers in their lives. Facing any serious obstacle, such adolescents think that the life is over or, on the other hand, they consider suicide as the only attempt to gain independence and prove anything to others. However, typical suicidal teenagers have several features in common that will help to detect that an adolescent has serious emotional problems. I think that my son committed the impulsive suicide because he faced such obstacles as a quarrel with his girlfriend and the inability to continue to take parts in wrestling competitions.
Suicidal adolescents are diverse and have various backgrounds. There is no single type of a personality who contemplates suicide but there are several risk factors that help to predict suicidal attempts. On the contrary, such factors are also affected by such aspect as gender, race, sexual orientation, etc. In fact, adolescents are more likely to self-destruct immediately after a loss of someone very close and dear such as a member of the family, a beloved or unemployment. A previous attempt of self-murder is extremely alarming. Drug or alcohol abuse, some psychiatric problems, the absence of family cohesion refers to other general risk factors. As a matter of fact, gender differences are essential while talking about adolescent suicide. According to the research, male adolescents have a tendency to choose violent ways of self-destruction such as shooting or road accidents. Females, in their turn, use more passive and less lethal ways, for example, sleeping pills or poisoning (Popenhagen & Qualley, 1998). This statistics explains why male adolescents are less successful in their attempts than female ones. As for sexual orientation, gays and lesbians among adolescents have more frequent and successful suicidal attempts than individuals with general orientation. Such statistics proves that sexual minorities lack social support and understanding, homophobia, isolation. African-American adolescents tend to commit fewer attempts of suicide than, for example, Caucasian adolescents but more than Mexican – American (Popenhagen & Qualley, 1998). Unfortunately, gifted adolescents have a tendency for self-murders more frequently than their ordinary peers. The reasons are the excessive self-assurance, perfectionism, academic success, or parental demand. “Suicide risk factors can be classified as acute and chronic. Acute risk factors may be amenable to intervention and modification while the chronic risk factors are not. When assessing an individual for suicide risk, it is important to consider the real and perceived lethality of the suicide plan” (D’Orio & Garlow, 2004).
In general, suicidal adolescents are characterized by social isolation, emotional instability, depression, stress, and ambivalence (Martin & Dixon, 1986). Moreover, an adolescent’s sex and his or her marital status are also can become predictors of self-murder. Depression is considered a major feature of the suicidal mood. Teens with low self-esteem have a tendency to compare themselves to their cheerful and well-balanced peers and become more aware of their own problems and difficulties. Depression manifests in a number of ways such as disobedience, nonattendance, self-destructive conduct (Martin & Dixon, 1986). Adolescents usually feel confusion about their self-identity. Anger and rage are often displaced, but, on the other hand, depressive feelings and manifestations tend to be concealed. In addition, depression can be masked by alcohol and drug abuse, confusion, instability, unpredictability, social withdrawal, and isolation. Ambivalence is a typical feature of those adolescents who really contemplate suicide. However, they sometimes communicate their intentions to others in some fashion. For example, “I will not be here Sunday night”. Suicidal teenagers feel stress and consider it unresolvable. Stress usually leads to the loss of concentration and appetite, insomnia, tiredness, and fatigue. Numerous adolescents experience social isolation and prefer solitude. Psychologists think that it is alienation that increases the level of suicides. For example, isolation from friends, family, and other dearest people may cause the feeling of loneliness and abandonment and very often adolescents then decide to commit suicide to escape all this. Indeed, my son, Josh experienced great pain because of the fight with his girlfriend and their following breakup, thus, he was depressed and contemplated suicide very seriously. Josh thought that the only way to relieve pain was to dye.
One an adolescent has been detected as a suicidal individual, steps and measures to be taken to prevent him or her from suicidal attempts and try to help to solve problems and return an individual to an ordinary way of life. The sooner such adolescents are recognized, the easier efforts to intervene become. “While attempting to help, one should never make condescending statements such as, “That is stupid. How could anyone be so dumb as to think about killing themselves?” or “Just forget it, things will be fine” (Popenhagen & Qualley, 1998). In such situations honesty is the best policy, and one should be supportive and caring. The example of a proper phrase is, “Tell me about your feelings and pains”. One should never promise to provide the confidentially of adolescent’s suicidal contemplation because suicide prevention is not a solitary action. A suitable therapy should be given to a suicidal adolescent to help him arrange thoughts and feelings in a right way. Suicide is frequently impulsive and, by doing away the possible hazards, numerous suicide attempts can be stopped. Dangerous objects such as guns, pills, drugs, ropes should be removed from the house and constant watching will help to save the individual. However, is a person is extremely intent upon killing himself, hospitalization can help that will provide constant professional care and attention. Adequate treatment will be assigned after the detailed examination and the personnel will do their best to prevent suicide. Nevertheless, hospitalization does not guarantee that everything will be good with a suicidal adolescent because those who are very persistent usually make their attempts real. Popenhagen and Qualley in their article state that there are three types of intervention such as psychotherapeutic-cognitive attempts that try to diminish alienation, rejection, pain, loss, etc. Then there is environmental-stabilizing methods that include parental and peer identifying problems and intervention. And, finally, psycopharmacotherapy, which means the use of treatment and medications to remove or reduce suicidal signs and attempts. “Intervention should include promoting self-esteem among young people and should take educational failure into account as an underlying factor that might drive adolescents to think in terms of attempting suicide. The promotion of sports or other activities that clearly imply the building of strong relationships with other adolescents also seems to be advisable when seeking to improve suicide prevention” (Molina & Duarte, 2006). I understood that my son suffered from bipolar disorder and had no possibility to take up wrestling again, however, I could not even thought that these things would lead to such pain and later suicide. At that time, I had four sons and the job, so, it was difficult for me to pay to everyone necessary attention. Moreover, he did not show explicit sighs besides disappointment and aggression sometimes. The quarrel with the girlfriend was the last straw. I greatly regret about everything and that missed numerous chances to talk to my son about his feelings and pains so that relieve his sufferings.
Obviously, adolescents spend most of their time in school, thus, the majority of suicide prevention programs should be established there. Researchers think that the key aspect in suicide prevention is education (Popenhagen & Qualley, 1998). By means of education about suicide, people will know the alarming signs of it and help to prevent someone’s self-destruction. However, discussing suicide at the educational lessons will not force a suicidal individual to rethink his future suicide attempts. Peers and school teacher have more contact with suicidal adolescents rather than parents. Moreover, very often, adolescents find it difficult to talk to their parents or siblings about the things that bother them. Thus, peers are the first people suicidal individuals go to, thus they should be educated about possible intervention methods. Improper treatment of a crisis situation will lead to fatal consequences, that is why one should be extremely careful, knowledgeable and stay with a problem adolescent in distress and talk to him about his concerns. One should remember never keep a secret because confidentiality will bring no good. The possibility that a suicidal individual will ask a teacher, a school counselor or other personnel, it is important to establish prevention programs that will help to identify suicide behavior and will know how to react and conduct themselves in a crisis situation. One of the particularly effective ways of education is a method called a teachable moment (Popenhagen & Qualley, 1998). It means modeling a separate crisis situation is depicted and then discussed by the members of the training about possible solutions and prevention methods. Such technique is effective either in classrooms or at the meetings of the school personnel. Tracing current scientific knowledge is also important because progress moves further and discovers new aspects of suicide prevention. Various seminars for teachers are helpful because there they discuss myths about suicide and addresses at-risk concerns such as drug abuse, teen pregnancy, etc. In addition, a teacher should promote such qualities as personal control, rational decision making, enhancement of self-esteem, and interpersonal communication. “One of the most widely used forms of suicide prevention training is “Question, Persuade, and Refer”, more commonly known as QPR training. It posits a chain of survival for a suicidal person that involves recognizing warning signs, directly questioning, (Q) the person about his or her condition, establishing a dialogue to persuade (P) the person to accept help, and then taking appropriate steps to refer (R) the person for treatment ( Reis & Cornell, 2008).
Once the recent crisis is over, the following stage of dealing with suicide prevention is called the postvention phase. Successful suicide attempts among adolescents have reached a critical number. This act affects not only the deceased individual but family, friends, schoolmates, etc. These people are left with the traumatic aftermath of person’s self-destruction. They are burdened physically, mentally, and emotionally and really need postvention intervention. To provide a professional help is the first step to be taken by school personnel including postvention consultation either by internal or external specialists. “Consultants trained in the practice of suicide postvention, whether they are external or internal, to the school system, can be avenues of support for administrators, faculty, staff, students, and families and can provide opportunities for shared feelings and pooled resources (Mauk & Gibson & Rodgers, 1994). To address the phenomenon properly, the personnel must establish caring and calm atmosphere. Is the suicidal attempt was not successful, school personnel should be extremely sensitive and supportive to the suicidal adolescent but show no signs of having the information about the incident. However, is the attempt led to death, use this case as an informative one to educate peers about nonsuicide options. The school counselor should organize a habitual way of life in school and try to keep to an ordinary schedule to prevent further traumatization. His primary goal not to glorify the suicidal act but emphasize the finality and uselessness of it.
Actually, adolescent suicide has worried people all over the world, and in the USA, it has reached alarming percentage. While some suicidal individuals manipulate with other people by means of suicidal gestures, the others commit real impulsive suicides. “Depression, ambivalence, social isolation, and stress typically characterize suicidal adolescents. Although more girls than boys attempt suicide, more boys succeed. Boys manifesting these tendencies constitute a high-risk group” (Martin & Dixon, 1986). The primary goal is to intervene before adolescents reach the peak in their depression or crisis and provide help because the most important thing is to save the life. While dealing with the crisis, adolescents are vulnerable, disorganized and aggressive. Thus, the adults should establish the friendly and trustful relationship. They should offer, hope, support, and unconditional help as well as the sense of authority and confident professionalism. Obviously, the responsibility of recognizing suicidal adolescents falls on the school counselor; the classroom teacher seems to be the first to identify such individuals. The classroom teacher, who recognizes suicidal adolescent, should report it to the counselor of the school. The counselor should talk to the adolescent and evaluate his thoughts and actions. In addition, the counselor should warn parents, teachers, and the principal about the potential threat. Although, it the school psychologist’s job to provide a suicidal adolescent with the primary therapeutic help, the counselor should be supportive, polite, and empathic. It is a good idea to provide training for school personnel how to behave in such situations but it is also necessary to educate parents and students because they are more likely to have close contacts with suicidal adolescents.
References
D'ORIO, B., & GARLOW, S. J.. (2004). SUICIDE PREVENTION: A VITAL NATIONAL PUBLIC HEALTH ISSUE. Journal of Health and Human Services Administration, 27(2), 123–141. Retrieved from http://www.jstor.org.queens.ezproxy.cuny.edu:2048/stable/23217379
Martin, N. K., & Dixon, P. N.. (1986). Adolescent Suicide: Myths, Recognition, and Evaluation. The School Counselor, 33(4), 265–271. Retrieved from http://www.jstor.org.queens.ezproxy.cuny.edu:2048/stable/23900851
Another basic source for my paper that describes such important thing as degrees of suicide severity, in other words, its three types, and various symptoms of suicide behavior including depression, isolation, and stress. The authors state that it is important to evaluate the adolescent’s behavior according to the degree of its severity and suicide attempts. Once a suicidal individual is identified, school counselors and parents should take measures to prevent the attempts of self-destruction. Mental health professionals and school psychologists should provide consultations on he topics concerning suicide.
Mauk, G. W., Gibson, D. G., & Rodgers, P. L.. (1994). Suicide Postvention with Adolescents: School Consultation Practices and Issues. Education and Treatment of Children, 17(4), 468–483. Retrieved from http://www.jstor.org.queens.ezproxy.cuny.edu:2048/stable/42900483
The article provides the information on the topic of the last phase in the process of dealing with suicide, which is called postvention. The authors claim that adolescent suicide has reached the alarming number of incidents. However, the act of self-murder and following death of the adolescent affects greatly his family, peers, school teachers, etc. Peers represent the most vulnerable group from listed above, thus, they should be treated in a proper way. Schools and school personnel have the most responsible role in dealing with students because they should explain the consequences of such acts and provide postvention consultation. The article was useful for my research because it depicts postvention phase in a detailed way, explains the impostance of this phenomenon and gives information on how it works.
Molina, J.-A., & Duarte, R.. (2006). Risk Determinants of Suicide Attempts among Adolescents. The American Journal of Economics and Sociology, 65(2), 407–434. Retrieved from http://www.jstor.org.queens.ezproxy.cuny.edu:2048/stable/27739568
This research describes the most important risk factors including race, gender, sexual orientation, etc. Moreover, it presents the information about factors, which determine decisions of adolescents to commit suicide. The authors state that suicide is determined mostly by psychological and demographic factors such as age, academic failure, ethnicity, possession of a gun or pills, participation in sporting activities as well as adolescent pregnancy, drug abuse, and sexual relationships. School personnel, community members, and family members should be aware of such risk factors and provide immediate help for suicide adolescents.
Popenhagen, M. P., & Qualley, R. M.. (1998). Adolescent Suicide: Detection, Intervention, and Prevention. Professional School Counseling, 1(4), 30–36. Retrieved from http://www.jstor.org.queens.ezproxy.cuny.edu:2048/stable/42731820
Reis, C., & Cornell, D.. (2008). An Evaluation of Suicide Gatekeeper Training for School Counselors and Teachers. Professional School Counseling, 11(6), 386–394. Retrieved from http://www.jstor.org.queens.ezproxy.cuny.edu:2048/stable/42732852
