Suicide is the third-leading cause of death for 15- to 24-year-olds, according to the Centers for Disease Control and Prevention (CDC). Girls think about suicide twice as often as boys. Girls tend to attempt suicide by overdosing or cutting. Boys die by suicide four times as often, as they attempt suicide by hanging, firearms, or jumping from heights.
Factors that increase the risk of teen suicide:
•a psychological disorder, especially depression, bipolar disorder, and alcohol and drug use (in fact, approximately 95% of people who die by suicide have a psychological disorder at the time of death)
•feelings of distress, irritability, or agitation
•feelings of hopelessness and worthlessness that often accompany depression (a teen, for example, who experiences repeated failures at school, who is overwhelmed by violence at home, or who is isolated from peers is likely to experience such feelings)
•a previous suicide attempt
•a family history of depression or suicide (depressive illnesses may have a genetic component, so some teens may be predisposed to suffer major depression)
•physical or sexual abuse
•lack of a support network, poor relationships with parents or peers, and feelings of social isolation
•dealing with homosexuality in an unsupportive family or community or hostile school environment
A teen who is thinking about suicide might:
•talk about suicide or death in general
•talk about "going away"
•talk about feeling hopeless or feeling guilty
•pull away from friends or family
•lose the desire to take part in favorite things or activities
•have trouble concentrating or thinking clearly
•experience changes in eating or sleeping habits
•self-destructive behavior (drinking alcohol, taking drugs, or driving too fast, for example)
(http://kidshealth.org/parent/emotions/behavior/suicide.html#)
Maine Crisis Hotline:
1-888-568-1112
National Suicide Prevention Lifeline:
1-800-273-TALK (8255)
Friday, February 12, 2010
Tuesday, February 9, 2010
School Phobia
QUESTION:
I have a student with school phobia. What is the prognosis that he will "recover" after he leaves school? Is he more likely to develop other phobias?
ANSWER:
Students who have school phobia with early onset, ages 5-7, have the best chance of recovery as this may be a form of separation anxiety from parents. However, onset after age 11 may be due to depression, anxiety, or other issues going on at home or school, i.e. bullying. Adolescents in this scenario have more chance of developing other mental health issues later in life. It is best to talk with the child/adolescent, find out what the cause of the school phobia is, and help him or her with those underlying issues, referring to a counselor as needed.
(http://www.phobics-awareness.org/schoolphobia.htm)
I have a student with school phobia. What is the prognosis that he will "recover" after he leaves school? Is he more likely to develop other phobias?
ANSWER:
Students who have school phobia with early onset, ages 5-7, have the best chance of recovery as this may be a form of separation anxiety from parents. However, onset after age 11 may be due to depression, anxiety, or other issues going on at home or school, i.e. bullying. Adolescents in this scenario have more chance of developing other mental health issues later in life. It is best to talk with the child/adolescent, find out what the cause of the school phobia is, and help him or her with those underlying issues, referring to a counselor as needed.
(http://www.phobics-awareness.org/schoolphobia.htm)
Monday, February 8, 2010
Positive Psychology
Positive Psychology states that fostering positive qualities in an individual is more effective in behavior change than remediation of problem behavior.
…“Research has shown that teaching optimism (Jaycox et al., 1994; Seligman et al., 1995) can be effective in preventing at-risk children from developing depressive symptomology. By using cognitive training and social problem solving, elementary school aged children at risk for depression were taught optimistic ways to view events. Following the training, a significant difference was noted with the treatment groups reporting less depression than the
control group with this effect increasing over a two-year follow-up. Roberts, Brown, Johnson, and Reinke (2002) described work by Snyder and colleagues that demonstrated modest positive changes in children who were taught cognitive beliefs in one’s own ability to produce workable paths to goals….”
“…In addition, developing Individual Education Plan (IEP) goals is another area that school psychologists might use positive psychology. As research has shown, the more clear the goals, the more likely participants are to meet them (Melton, 1978). This may hold implications for school psychologists as they focus on developing IEP goals. By developing goals directed toward the students strengths and increasing them, it will force the clinician to “think outside the box.” When writing goals that directly assess remediation of areas of deficiency, school psychologists can think of addressing and reinforcing the student’s strengths so that they may indirectly affect the areas of deficiency.
In summary, instead of a traditional assessment question that asks, “Why might some students experience greater difficulty than others?” perhaps a better question is, “Why might some students succeed in spite of their difficulties?” That is, although a myriad of factors affect learning, one of those factors could be the coping strategies and cognitive approach that a student takes. In our educational assessment and planning, perhaps we should be writing about a student’s strengths along with goals that reinforce and enhance those strengths rather than solely remediate weaknesses.”
Full article at: (http://74.125.155.132/scholarq=cache:KWq7vmQrM0QJ:scholar.google.com/+integrating+the+classroom+with+children+with+mental+illness&hl=en&as_sdt=2000)
How does this work in a practical classroom situation? If a child is having trouble attending school regularly could it be helpful to identify why others are not having this problem and relate it to the individual? Or would reinforcing the child’s strengths while he/she is in school help him/her to attend more often?
…“Research has shown that teaching optimism (Jaycox et al., 1994; Seligman et al., 1995) can be effective in preventing at-risk children from developing depressive symptomology. By using cognitive training and social problem solving, elementary school aged children at risk for depression were taught optimistic ways to view events. Following the training, a significant difference was noted with the treatment groups reporting less depression than the
control group with this effect increasing over a two-year follow-up. Roberts, Brown, Johnson, and Reinke (2002) described work by Snyder and colleagues that demonstrated modest positive changes in children who were taught cognitive beliefs in one’s own ability to produce workable paths to goals….”
“…In addition, developing Individual Education Plan (IEP) goals is another area that school psychologists might use positive psychology. As research has shown, the more clear the goals, the more likely participants are to meet them (Melton, 1978). This may hold implications for school psychologists as they focus on developing IEP goals. By developing goals directed toward the students strengths and increasing them, it will force the clinician to “think outside the box.” When writing goals that directly assess remediation of areas of deficiency, school psychologists can think of addressing and reinforcing the student’s strengths so that they may indirectly affect the areas of deficiency.
In summary, instead of a traditional assessment question that asks, “Why might some students experience greater difficulty than others?” perhaps a better question is, “Why might some students succeed in spite of their difficulties?” That is, although a myriad of factors affect learning, one of those factors could be the coping strategies and cognitive approach that a student takes. In our educational assessment and planning, perhaps we should be writing about a student’s strengths along with goals that reinforce and enhance those strengths rather than solely remediate weaknesses.”
Full article at: (http://74.125.155.132/scholarq=cache:KWq7vmQrM0QJ:scholar.google.com/+integrating+the+classroom+with+children+with+mental+illness&hl=en&as_sdt=2000)
How does this work in a practical classroom situation? If a child is having trouble attending school regularly could it be helpful to identify why others are not having this problem and relate it to the individual? Or would reinforcing the child’s strengths while he/she is in school help him/her to attend more often?
Selective Mutism
I recently had contact from a teacher with a student recently diagnosed with Selective Mutism. Here is some general information that may be helpful:
According to the DSM-IV-TR Selective Mutism is when a child continually (for at least one month, not including the 1st week of school) fails to speak in specific social situations while still speaking in other situations. For example the child will speak to parents at home, but won’t speak at school. (This diagnosis would not be appropriate for a child diagnosed with PDD, a communication disorder, or a psychotic disorder).
Children with Selective Mutism often have severe impairment in school and social functioning. They may be teased by peers in school. Children with this diagnosis are often also diagnosed with an Anxiety Disorder.
This diagnosis is fairly rare, affecting less than 1% of people seen in mental health settings. Usually Selective Mutism has an onset before age 5, but may not be noted until the child starts school. It could last a few weeks to a few years.
As with presentation of other mental health issues a child presenting with these symptoms should be referred to professional services.
According to the DSM-IV-TR Selective Mutism is when a child continually (for at least one month, not including the 1st week of school) fails to speak in specific social situations while still speaking in other situations. For example the child will speak to parents at home, but won’t speak at school. (This diagnosis would not be appropriate for a child diagnosed with PDD, a communication disorder, or a psychotic disorder).
Children with Selective Mutism often have severe impairment in school and social functioning. They may be teased by peers in school. Children with this diagnosis are often also diagnosed with an Anxiety Disorder.
This diagnosis is fairly rare, affecting less than 1% of people seen in mental health settings. Usually Selective Mutism has an onset before age 5, but may not be noted until the child starts school. It could last a few weeks to a few years.
As with presentation of other mental health issues a child presenting with these symptoms should be referred to professional services.
Subscribe to:
Posts (Atom)