A guide for schoolbased responses to preventing selfharm and suicide

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A guide for school-based responses to preventing
self-harm and suicide
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Key messages

• suicide is unpredictable
• teachers role is wellbeing promotion
• take comments seriously and refer
• dont teach suicide
• have critical incident management plans

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The second leading cause of death of 15 19
year olds in 1998
Suicide statistics

• 1998
• males 17.2 per 100,000
• females 5.5 per 100,000
• 1999
• males 14.2 per 100,000
• females 4.2 per 100,000
• Australian Bureau of Statistics

Australian studies found up to 49 of teenagers
have thoughts of suicide at some time Centre For
Adolescent Health
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Suicide rates, 5-yr age groups, 1999
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Suicide rates 15 24 yrs 1970 - 1999
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Suicide rates males 1921 - 1999
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Self harm 1998

• Hospitalised self harm
• 10-14 years
• 534 (419 females, 115 males)
• 15 - 19 years
• 2981 (2040 females, 941 males )
• Australian Institute of Health and Welfare
  database of Australian Hospital statistics 1
  July 1997 to 30 June 1998

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Longitudinal Study
Centre for Adolescent Health 1000 students200
depressive symptoms51 depressive illness 2
suicide attempts Victorian Adolescent Health
Cohort Study 1992 (onwards)
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Depression

• Depression in adolescents is common
• 60 - 90 who attempt suicide experience
  depression
• 1997 National Survey of Mental Health
  and Wellbeing
• 24 experience an episode by the age of 18
• 50 will experience a recurrence

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School scenarios and processes Activity

• PE teacher notices cuts on a students arms.
• Student writes about suicide in an English essay.
• One teacher wants to teach a topic on suicide.
• A student discloses concerns about another
  student.
• A student who is a carer of a parent with a
  mental illness has started to behave negatively
  in class.
• A parent is concerned about his or her childs
  preoccupation with suicide.

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Schools role

• The schools role is effective mental health
  promotion
• safe and supportive learning environments
• life skills curriculum
• pastoral care
• welfare and counselling services
• partnerships with community and services

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Curriculum issues

• Dont
• teach suicide awareness units
• set research or creative projects on suicide
• focus attention in class on suicide
• use statistics with students
• increase knowledge of means/methods

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Curriculum issues

• Do
• debunk myths especially romantic views of suicide
• promote positivity, coping strategies, healthy
  options, help-seeking behaviour, support services
• notify welfare staff about statements or
  behaviours that cause concern
• structure for engagement and participation in
  meaningful work

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Peer programs

• In the context of suicide or attempted suicide
  
• peer counselling and peer mediation are not seen
  as desirable

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Action

• Take seriously all thoughts, threats or attempts.
  
• Use system, sector or school processes.
• Refer to appropriate services.
• Do a follow up check.

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Postvention

• Postvention aims to
• facilitate expression of feelings and avoid
  romanticising the death
• identify troubled or potentially suicidal
  students
• help staff and students understand why suicide
  occurs
• provide accurate information and opportunity to
  discuss the death
• conduct psycho-educational activities to help
  students understand their emotions
• facilitate expressions of condolence

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Postvention Activity

• Find the postvention guide page 33 or use your
  system protocols
• Adapt it to people and processes in your school
  and community
• Discuss
• Was it easy/hard?
• Is there a difference between what should happen
  and what would (or did) happen?

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Four things in common Activity

• How does this activity relate to effective mental
  health promotion?
• Who could use it?
• How?

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Powerful people

• make sure their words or actions cant be
  interpreted as rejection
• are careful not to use sarcasm
• build a two-way street of trust
• encourage others to see an underachieving child
  in a positive way
• engineer some positives to break the cycle
• notice small changes and applaud them
• use student mentors use low achievers in their
  area of strength
• correct students privately when needed
• share their lives to build relationships

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Thought

• Everyone is someones significant adult
• The number of (high school) student references
  to wanting caring teachers is so great that we
  believe it speaks to the quiet desperation and
  loneliness of many adolescents in todays
  society
• Phelan et al in Bernard, B, Fostering Resiliency
  in Kids,, Educational Leadership, Nov 1993

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Personal reflections Activity

• What does this mean for

• me
• model and promote mutual respect and dignity
• listen to my students

• my workplace
• have personal skills programs at all year levels
• support teachers with appropriate professional
  development