Suicide Prevention Awareness
There is one suicide every 40 seconds that results in death worldwide. That is almost one million people who die every year. The global mortality rate is 16 per 100,000. Suicide rates have increased by 60% worldwide in the last 45 years. Suicide attempts are up to 20 times more frequent than completed suicide (World Health Organization).
In Canada, suicide is the 2nd leading cause of death (preceded only by accidents) among young aged 15-34 years of age (according to Statics Canada). The youth are now considered to be the group at highest risk of suicide (World Health Organization). The leading risk factor for suicide is depression. Thankfully depression is treatable. Early diagnosis and treatment are critical.
As part of Suicide Prevention week we should all take the time to inform ourselves of the warning signs of suicide, what to do, and prevention strategies.
What are the warning signs?
The American Association of Suicidology has developed a simple tool that we can use to recognize those who are at risk. This tool is called “IS PATH WARM” and outlines the key points to remember.
I – Ideation (suicidal thoughts):
Ø Notes and verbal threats of suicide that can be direct and indirect expressions: “I don’t want to live”, “I want to die”, “people will be better off without me”.
Ø Making final arrangements such as giving away prize possessions and/or saying goodbye to loved ones
S – Substance Abuse
Ø Increase in drug and alcohol use
P – Purposelessness
Ø Loss of interest in previously enjoyed activities
Ø Lack of self care or outright neglect of self
A – Anxiety
Ø Excessive worries
T – Trapped
Ø Agitation
H – Hopelessness/Helplessness
Ø Low self-image, low self-esteem
Ø Expresses thoughts and feelings that nothing will get better and there is nothing good in his or her life
W – Withdrawal
Ø Withdrawal from family, friends, and interests
Ø Giving away prize possessions and/or making a will
Ø Changes in eating and sleeping patterns
A – Anger
Ø Aggressive, impulsive and/or violent acts
Ø R – Recklessness
Ø Engages in risky or self-destructive behaviour (i.e. smoking, dangerous driving, unprotected sexual activity)
Ø Risk taking behavior
Ø M – Mood changes
Ø Dramatic changes in mood
Ø Changes in eating and sleeping patterns
Risk Factors: In addition to the warning signs parents and teachers should be aware of the risk factors for depression and suicide.
Ø Diagnosis of depression or other psychiatric disorder
Ø Previous suicide attempt
Ø Family history of suicide
Ø Recent suicide of family member, friend, classmate
Ø History of sexual, physical, or verbal abuse
Ø History of self injury
Ø Chronic or terminal illness
Ø Social isolation or neglect from family
Ø A traumatic or recent loss (includes divorce)
What to do:
According to NASP the following tips for parents and teachers are helpful:
Tips for Parents
1. Know the warning signs. (See above)
2. Talk to your child. Being open and discussing with suicide has been shown to lower the risk of suicide, provide that the message from the discussion is “Suicide is not an option, help is available."
3. Suicide-proof your home. Make any potentially dangerous objects (e.g., knives, pills) inaccessible.
4. Seek out school and community resources such as your school psychologist or guidance counsellor, suicide prevention groups or hotlines, or private mental health professionals.
5. Take action immediately. If you have concerns that your child might hurt themselves, get help. Do not leave your child alone, but reassure him or her that you are there to help even if he or she denies “meaning it,” . Seek professional help and if necessary, take your child to the hospital’s emergency room to ensure his or her safety until a psychiatric evaluation can be conducted.
6. Take note to what your child’s friends are saying. Friends may hint at being worried about your child because they may feel uncomfortable telling a parent directly. Be open and ask questions.
Tips for Teachers
1. Know the warning signs. (See above)
2. Be aware the school's responsibilities. Schools must warn parents in a timely fashion and provide adequate supervision of the suicidal student.
3. Create an open environment where students feel safe to confide in you. Build relationships with students where they feel that you care and they know that you are there to help. Encourage them to come to you if they or someone they know is considering suicide.
4. Refer student immediately. Escort the child yourself to the school’s psychologist or guidance counsellor, principal, or social worker.
5. Advocate for the child until you are certain the child is safe.
For more information please visit http://www.nasponline.org/resources/crisis_safety/suicidept1_general.aspx
Prevention:
A critical method to prevent suicide and other mental illnesses is to help children build skills that will help them be resilient in times of adversity. Some key areas or ways to help them build their resiliency include:
Ø Build a sense of belonging. By helping the child feel connected to a group (e.g., family, school, community) instills a sense of being supported and not being alone. Belonging helps the child build relationships with others by building a sense of trust in others and oneself.
Ø Establish a safe and trusting relationship. Everyone of us needs someone we can turn to in times of diversity or crisis where we can feel that we can share our feelings in a safe environment with care and acceptance.
Ø Develop areas of competencies. Areas of strength such as talents, interests and achievements, if developed, provides a child with a sense of accomplishment and success. These are areas that help us overcome challenges and areas through which a child can accomplish goals and strengthen one’s feelings of worth and help one feel stronger to deal with life stress.
Ø Help them make a contribution. Providing a child with the opportunity to experience how he or she can make a difference is very powerful. Such situations allow the child to experience the feeling that he or she matters. Helping others through such things as tutoring, helping someone with a simple chore, or developing a project for the environment helps fosters connections to others, personal responsibility, and builds self-esteem.
Ø Encourage healthy habits. Good physical health reinforces and supports positive mental health. Good health (which includes a healthy diet, exercise, and enough sleep) is a protective factor in times of stress. Regular exercise is also known to decrease the occurrence of negative emotions such as anger, anxiety, and depression.
Ø Help a child develop a coping “tool kit”. Helping the child find different ways that can help him or her cope or process stressors is critical. Such a tool kit can be one that the child can access anytime he or she feels distress. Some coping strategies can include: exercise, talking to a trusted friend, writing in a journal, listening to music, playing a musical instrument or any other activity that can help comfort the child in a time of need. Such activities can help soothe a person and help them be in a better place to address the stressor they are experiencing.
For further information and resources contact Despina Vassiliou, MHRC coordinator, at