Responses by schools to adolescent suicide (1991)
RESPONSES BY SCHOOLS TO
ADOLESCENT SUICIDE

Question: "How should schools respond to adolescent suicide?"

Experience tells us humans respond to death by suicide differently than to death by other means. Emotionally devastating to all involved, there is often a deep sense of failure felt by those close to the Suicide victim, even if the relationship was not a intimate one (ACP, 1990). That incidence of adolescent suicide continues to rise illustrates that many of the prevention and intervention techniques which have been tried have not succeeded. Rather than to despair, this seems more a cause for better comprehensive planning.
A crisis-intervention planning committee formed to prepare in advance for such situations could include representatives of various groups such as teachers, health and mental health professionals from the school and community, administrators, students, parents, law-enforcement officials, ministers and physicians. Though it may seem macabre, or difficult for some committee members to contemplate, suicide and certain other severe crisis situations must be planned for in much the same way as snowdays, fires and more traditional, less personal problems. Planning does not encourage the event; it allows the school to react in a manner that serves all students and staff as well (Bloom, 1984).
A major concern should be that suicide not be unintentionally glamorized. It can be contagious among vulnerable adolescents who sometimes "copycat" even the most desperate acts while fantasizing of being remembered as larger than life, courageous or self-sacrificing. School support personnel can review cases on which they have recently spent significant time, designate those who might be at risk and arrange individual contact with those students. Appropriate intervention steps should be taken with students who are thought to be in serious difficulty. Teachers can encouraged to talk with students about the events in each of their classes. They might be assisted by trained facilitators or be given some kind of written guidelines to use. Students who appear to have unusual difficulty dealing with the issue should be referred to professional counselors who should be readily available. In some cases, schools might need to remain open on a weekend and be staffed with trained volunteers to provide an immediate counseling resource for students and parents.
The student body as a whole might be offered opportunities for counseling and debriefing involving appropriate self-examination and communication regarding such feelings as guilt, anger and grief. In order to deal effectively with these and other normal responses among survivors, professionals involved must view suicide as a phenomenon that can be dealt with; not a process to which they have contributed. As a part of the planning process described above, the faculty members should be encouraged to explore their own feelings before attempting to intervene with students. Particularly under highly stressed circumstances, transference and countertransference can be as damaging in a teacher-student relationship as between counselor and Client.
Topics which could be covered in community meetings open to the public might include the early warning signs of suicide, why people do it, reactions of survivors, and more. Parents and youth must be given permission to grieve, and learn that sharing grief often lessens the burden. Adolescents often view themselves as'. immortal, and must be brought to recognize that suicide is death, that death is permanent, and that all of us are vulnerable (Conroy, 1987). A question/answer period at the conclusion might require breaking into small groups, but is critical to the success of this intervention. During this period, groups members should be encouraged to openly discuss their feelings about suicide, including any current or past thoughts they may have or have had about committing suicide themselves. It is important to end a session like this on a hopeful note, including mentioning where people can go for further counseling. Regular counseling groups might continue to meet in the school setting, either weekly or less frequent, to continue to focus on developing self-awareness, self-esteem, decision-making and problem-solving skills, and interpersonal communication.

REFERENCES
American Academy of Pediatrics (1990). Guidelines. for parents depression and suicide (pamphlet). Elk Grove Village, Ill. - Surviving: Coping with adolescents

Bloom, Joel (1984). Adolescent suicide awareness training manual. Trenton: New Jersey State Department of Education, Division of General Academic Education.

Conroy, David (1987). Suicide prevention: Information for teachers and counselors in New York City. Privately published: The Samaritans.


Thomas S. Rue, MA, NCC
December 7, 1991

Psychological and Quantitative Foundations 7P:109
The University of Iowa - College of Education
Socialization of the School Age Child - Assignment #6
© 1991, Thomas S. Rue



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