HELPING TEENS COPE WITH GRIEF AND LOSS RESPO NDING TO SUIC IDE - - PowerPoint PPT Presentation

RESPO NDING TO SUIC IDE

HELPING TEENS COPE WITH GRIEF AND LOSS

HOW TEENS COPE WITH LOSS & GRIEVE

• Grie f is pe rso na l
• T

he re is no rig ht o r wro ng wa y to g rie ve

• I

nflue nc e d b y de ve lo pme nta l le ve l, c ultura l tra ditio ns, re lig io us b e lie fs, me nta l he a lth, disa b ilitie s, fa mily, pe rso na l c ha ra c te ristic s, a nd pre vio us e xpe rie nc e s

HOW TEENS COPE WITH LOSS & GRIEVE

• Grie f is influe nc e d b y the na ture o f the lo ss.
• Wa s the de a th
• Antic ipa te d = Grie f
• Sudde n a nd une xpe c te d = T

ra uma + Grie f

HOW TEENS COPE WITH LOSS & GRIEVE

• Grie f is influe nc e d b y the na ture o f the lo ss
• Wa s the de a th a suic ide ?
• Uniq ue re a c tio ns
• Guilt a nd sha me
• Mo re de pre ssio n a nd c o mplic a te d g rie f
• L

e ss vita lity a nd mo re pa in

• So c ia l stig ma , iso la tio n, a nd lo ne line ss
• Po o re r so c ia l func tio ning , a nd physic a l/ me nta l he a lth
• Se a rc hing fo r the me a ning o f the de a th
• Be ing c o nc e rne d a b o ut the ir o wn inc re a se suic ide risk

HOW TEENS COPE WITH LOSS & GRIEVE

• Grie f is influe nc e d b y the na ture o f the lo ss
• Wa s the de a th a suic ide ?
• Multiple le ve ls o f g rie f re a c tio ns
• Co mmo n g rie f re a c tio ns
• e .g ., so rro w, ye a rning to b e re unite d
• Une xpe c te d de a th re a c tio ns
• e .g ., sho c k, se nse o f unre a lity
• Vio le nt de a th re a c tio ns
• e .g ., tra uma tic stre ss
• Uniq ue suic ide re a c tio ns
• e .g ., a ng e r a t de c e a se d, fe e ling s o f a b a ndo nme nt

HOW TEENS COPE WITH LOSS & GRIEVE

• Grie f is influe nc e d b y the na ture o f the lo ss
• Wa s the de a th a suic ide ?
• So c ia l Stig ma
• Bo th yo uth a nd c a re g ive rs ma y b e unc o mfo rta b le

ta lking a b o ut the de a th

• Yo uth ma y re c e ive muc h le ss so c ia l suppo rt fo r the

suic ide de a th.

• T

he de a th is vie we d mo re ne g a tive ly b y o the rs a s we ll a s the mse lve s

• T

he re ma y e xist a re luc ta nc e to pro vide suppo rtive se rvic e s

CHILD AND ADOLESCENT RESPONSES TO DEATH

• Grie f is c ha ra c te rize d b y sa dne ss, e mo tio na l pa in, a nd

intro spe c tio n in a dults. Childre n’ s g rie f re a c tio ns diffe r a c c o rding to a g e a nd de ve lo pme nta l le ve l:

• Pr

esc hool - Re g re ssive b e ha vio rs, de c re a se d ve rb a liza tio n,

inc re a se d a nxie ty

• E

lementar y - De c re a se d a c a de mic pe rfo rma nc e ,

a tte ntio n/ c o nc e ntra tio n, a nd a tte nda nc e ; irrita b ility, a g g re ssio n, a nd disruptive b e ha vio rs; so ma tic c o mpla ints; sle e p/ e a ting disturb a nc e s; so c ia l withdra wa l; g uilt, de pre ssio n, a nd a nxie ty; re pe a te d re -te lling o f the e ve nt

• Middle and High Sc hool - De c re a se d a c a de mic pe rfo rma nc e ,

a tte ntio n/ c o nc e ntra tio n, a nd a tte nda nc e ; a vo ida nc e , withdra wa l, hig h risk b e ha vio rs o r sub sta nc e a b use , diffic ulty with pe e r re la tio ns, nig htma re s, fla shb a c ks, e mo tio na l numb ing

• r de pre ssio n

CHILD AND ADOLESCENT RESPONSES TO DEATH

• Grie ving do e s no t ha ve a time line
• Pa re nts sho uld b e a wa re o f a nnive rsa rie s, b irthda ys,

de ve lo pme nta l mile sto ne s, a nd o the r fa c to rs tha t c o uld a ffe c t stude nts mo nths o r ye a rs a fte r the lo ss

CHILD AND ADOLESCENT RESPONSES TO DEATH

• Grie ving invo lve s me e ting spe c ific mile sto ne s
• I

ndividua ls a re like ly to e xpe rie nc e (a nd o fte n re - e xpe rie nc e ) so me o r a ll o f the fo llo wing a djustme nts/ re spo nse s:

• Ac c e pting the de a th
• E

xpe rie nc ing the fe e ling s a nd e mo tio na l pa in a sso c ia te d with de a th a nd se pa ra tio n fro m the de c e a se d

• Adjusting to c ha ng e s a nd a n a lte re d e nviro nme nt tha t no

lo ng e r inc lude s the de c e a se d

• F

inding wa ys to re me mb e r a nd me mo ria lize the de c e a se d

TEENAGERS’ RESPONSES TO A SUICIDE

• Grie f
• T

ra uma tic stre ss

• I

n so me c a se s, suic ida l thinking

• While ra re , o ne suic ide de a th c a n le a d to o the r suic ide s
• T

his is kno wn a s “suic ide c o nta g io n”

• I

t is impo rta nt to kno w suic ide risk fa c to rs a nd wa rning sig ns

TEEN SUICIDE RISK FACTORS

• No n-suic ida l se lf-injury (AK

A “c utting ”)

• Ho pe le ssne ss
• Me nta l illne ss (e .g ., de pre ssio n, PT

SD)

• Dissa tisfa c tio n with we ig ht
• Po o r pa re nta l re la tio nship(s)
• I

nte rpe rso na l c o nflic t

• Bullying vic tim, b ully pe rpe tra to r, o r b ully/ vic tim
• L
• ss o f re la tio nship
• Prio r suic ide a tte mpts, prio r a tte mpts b y fa mily me mb e rs
• r frie nds
• Sub sta nc e a b use
• Ha ving run a wa y
• Se xua l a b use

TEEN SUICIDE WARNING SIGNS

1. Dire c t ve rb a l thre a ts (“I a m g o ing to kill myse lf.”) 2. I ndire c t ve rb a l thre a ts (“I wish I c o uld fa ll a sle e p a nd ne ve r wa ke up,” o r “Yo u wo n’ t ha ve me to wo rry a b o ut a ny mo re .”) 3. Cha ng e s in mo o d, b e ha vio r, a ppe a ra nc e

• Sudde n/ dra ma tic c ha ng e in mo o d
• Anxie ty a nd a g ita tio n; re c kle ss b e ha vio r; ra g e a nd unc o ntro lle d

a ng e r; wa nting re ve ng e

• I

nc re a se d a lc o ho l/ drug use

• Giving a wa y prize d po sse ssio ns
• Withdra wing fro m frie nds, fa mily, a nd a c tivitie s
• Re fusing he lp, a nd/ o r b e lie ving tha t the re is no he lp fo r the m
• E

xpre ssing de a th/ suic ide the me s in writing s, a rt, o r via so c ia l me dia

• Disturb e d sle e p
• De c line in a ppe a ra nc e a nd hyg ie ne

THE ROLE OF PARENTS IN PROVIDING SUPPORT

• Grie ving is a no rma l re spo nse to lo ss, b ut ma y

re q uire so me suppo rt. Additio na l a ssista nc e sho uld b e pro vide d whe n the fo llo wing a re no te d:

• Ma rke d lo ss o f inte re st in da ily a c tivitie s
• Cha ng e s in e a ting a nd sle e ping ha b its
• Wishing to b e with the de c e a se d
• F

e a r o f b e ing a lo ne

• Sig nific a nt de c re a se s in a c a de mic pe rfo rma nc e a nd

a c hie ve me nt

• I

nc re a se d so ma tic c o mpla ints

• Cha ng e s in a tte nda nc e pa tte rns (e .g ., c hro nic

a b se nte e ism)

THE ROLE OF PARENTS IN PROVIDING SUPPORT

• T

hing s to a vo id

• E

uphe misms whe n re fe rring to the de c e a se d suc h a s “the y a re sle e ping ,” o r “the y we nt a wa y”

• Minimizing sta te me nts suc h a s “it wa sn’ t yo ur b e st frie nd”
• Pre dic ting a time fra me to c o mple te the g rie ving pro c e ss

suc h a s, “it ha s b e e n a mo nth, yo u sho uld b e g e tting o ve r this,” o r “the pa in will fa de so o n”

• Ove r-ide ntifying , (e .g ., “I

kno w e xa c tly ho w yo u fe e l”)

• T
• o muc h se lf-disc lo sure (e .g ., I

lo st my mo m to c a nc e r) a s no t e ve ryo ne ha ndle s se lf-disc lo sure the sa me wa y a nd the fo c us sho uld re ma in o n the te e n’ s g rie f

• F
• rc ing the te e n to ta lk

THE ROLE OF PARENTS IN PROVIDING SUPPORT

• T

hing s to do

• Ma inta in ro utine s a s no rma lly a s po ssib le
• Ask q ue stio ns to a sc e rta in the te e n’ s unde rsta nding o f the

e ve nt a nd e mo tio na l sta te

• Give the te e n pe rmissio n to g rie ve
• Co nne c t the b e re a ve d with he lping pro fe ssio na ls, o the r

truste d me nto rs a nd a dults, a nd c lo se frie nds

• E

nc o ura g e te e ns to a do pt a da ptive c o ping stra te g ie s, pa rtic ula rly o ne s tha t will invo lve inte ra c tio n with o the r yo uth (e .g ., spo rts, c lub s)

ADDRESSING MENTAL HEALTH CONCERNS

• I

am flu vs

• I

have the flu

• I

am de pre sse d vs

• I

have de pre ssio n

• While up to 1 in 5 te e ns ha ve a me nta l he a lth

c ha lle ng e , o nly a b o ut 20% g e t a ny tre a tme nt

WHAT IF I THINK MY CHILD IS SUICIDAL?

• Ask if the y a re ha ving tho ug hts o f suic ide
• Be g in with c le a r a nd no njudg me nta l q ue stio ning a b o ut

whe the r the te e n ha s suic ida l tho ug hts

• Yo u mig ht a sk:
• “Ha ve yo u e ve r wishe d yo u c o uld g o to sle e p a nd no t

wa ke up a g a in? ”

• “I

s dying so me thing yo u’ ve tho ug ht a lo t a b o ut re c e ntly? ”

• “So me time s whe n pe o ple ha ve ha d yo ur e xpe rie nc e s, a nd

a re fe e ling a s yo u do no w, the y ha ve tho ug hts o f suic ide . I s this so me thing yo u a re thinking a b o ut? ”

• Avo id sta te me nts suc h a s:
• “Yo u a re no t thinking o f killing yo urse lf, a re yo u? ”
• Suc h sta te me nts c o uld b e vie we d a s judg me nta l a nd ma y

disc o ura g e the te e n fro m b e ing ho ne st

WHAT IF I THINK MY CHILD IS SUICIDAL?

• I

f the te e n a c kno wle dg e s suic ida l tho ug hts, yo u c a n g e t a se nse fo r the se rio usne ss o f the situa tio n b y a sking a b o ut a suic ide pla n

• Yo u sho uld a sk q ue stio ns a b o ut ho w: ho w pre pare d, a nd ho w

so o n the y pla n to c o mmit suic ide

• Mo re spe c ific a lly, it is impo rta nt to a sk:
• “Ha ve yo u tho ug ht a b o ut ho w yo u wo uld kill yo urse lf/ ma ke yo urse lf

die / c o mmit suic ide ? ”

• “Do yo u ha ve , o r c a n yo u g e t: (whate ve r is ne e de d to e xe c ute the

suic ide plan)? ”

• “Whe n a re yo u pla nning to : (e xe c ute the state d suic ide plan)? ”
• I

f the stude nt’ s a nswe rs sug g e st tha t the risk o f a suic ida l b e ha vio r is imme dia te (e .g ., the stude nt ha s the me a ns o f the thre a te ne d suic ide in the ir po sse ssio n a nd re fuse s to g ive it up), the n c all 911 r

ight away.

WHAT IF I THINK MY CHILD IS SUICIDAL?

• I

f the re do e s no t a ppe a r to b e risk o f a suic ida l b e ha vio r

• c c urring in the pre se nt mo me nt, the n do NOT

le ave the te e n alone

• Sta y with the m c o nsta ntly, a nd witho ut e xc e ptio n, until a

me nta l he a lth pro fe ssio na l is a b le to c o nduc t a mo re de ta ile d risk a sse ssme nt

• A ho spita l e me rg e nc y ro o m a nd/ o r a c o mmunity me nta l

he a lth c e nte r like ly ha s the c risis inte rve ntio n c o unse lo rs c a pa b le o f c o mple ting the suic ide risk a sse ssme nt

WHAT IF I THINK MY CHILD IS SUICIDAL?

• Re mo ve fro m the ho me a ny fire a rms o r o the r

we a po ns, a s we ll a s a ny drug s o r o the r sub sta nc e s tha t c o uld b e use d to die b y suic ide

• F

ire a rms a re a n e spe c ia lly de a dly suic ide me tho d

• Whe n a pe rso n use s a fire a rm in a n a tte mpt to die b y suic ide ,

de a th is the re sult 85% o f the time (c o mpa re d to 3% o f fa ta litie s tha t fo llo w a drug o ve rdo se )

• T

hus, re mo ving fire a rms fro m the ho me is a n e spe c ia lly e ffe c tive suic ide pre ve ntio n me a sure

• Do ing so is e spe c ia lly impo rta nt whe n the re is a me nta lly ill

te e n in the ho me a nd/ o r the re a re pe rso ns in the ho me who a re e xpe rie nc ing a psyc ho lo g ic a l c risis

WHAT IF I THINK MY CHILD IS SUICIDAL?

• Co nside r c o nta c ting o the r re so urc e s tha t c a n he lp

with the suic ida l c risis:

• Na tio na l Suic ide Pre ve ntio n L

ife line a t 1-800-273-T AL K

• Crisis T

e xt L ine , whic h c a n b e a c c e sse d b y te xting “HOME ” to 741741

• Ma rin Co unty the Mo b ile Crisis Re spo nse T

e a m a t 415-473- 6392

• Afte r ho urs c a ll 415-473-6666