National Conference 2015
We Need to Talk About Suicide: Coping with the Trauma of a Learner’s Suicide and Building Resilience
Martin Gallen, Educational Psychologist, Donegal ETBMartin Gallen, Educational Psychologist, Donegal ETB
What influences our Mental Health……
Reaching Out; Awareness Training on Suicide Prevention in Reaching Out; Awareness Training on Suicide Prevention in Ireland, 2010Ireland, 2010
Vulnerable mental health results in protective factors lessening and risk Vulnerable mental health results in protective factors lessening and risk factors increasing for suicidefactors increasing for suicide
Social SupportSocial SupportAs age increases,increases, self reported levels of
social support decreasedecrease.
PresencePresence of One Good of One Good Adult was a key indicator of Adult was a key indicator of how well a young person is how well a young person is connected, self-confident, connected, self-confident,
future looking and can cope future looking and can cope with problems with problems
AbsenceAbsence of One Good of One Good Adult was linked to higher Adult was linked to higher
levels of distress, anti- social levels of distress, anti- social behaviour and increased risk behaviour and increased risk
for suicidal behaviour for suicidal behaviour
One One Good Good AdultAdult
Creating a Coping, Supportive and Caring Ethos
Physically Safe Environment
Equip learners to deal with mental health problems and seek help for same (MINDOUT)
SPHE programmes- Grief and Loss - Stress/Anger/Conflict Management;- Problem Solving- Communication Skills/Help Seeking- Decision Making- Alcohol and Drug Prevention (Foroige)
Psychological Safety
Mentoring Programmes (One good Adult)
Policies/Inclusion/Anti-bullying/Cyber bullying
Restorative Practices
In-centre Counsellor
Books/Resources
Psychological SafetyLiaison with external agencies (developing
good communication pathways)
Staff TrainingMental Health Issues (JIGSAW – Level 1 & 2)Child Protection TrainingSuicide Awareness (ASIST and safeTALK
training)Signs and Symptoms of
stress/anxiety/depression
Risk Factors for suicide
Reaching Out; Awareness Training on Suicide Prevention in Ireland, 2010
Vulnerable mental health
Hopelessness – no positive view of the future
History of suicidal behaviour
Suicide and/or DSH in a family member/relative or friend
Diagnosis of a serious illness e.g. terminal illness or long-term pain
(presence of 4 key factors outlined below may increase the likelihood of impulsive
deaths by suicide)
Stress – acute or prolonged which can result in a real or perceived sense of overwhelming loss or hopelessness which can trigger fleeting thoughts of suicide
Impulsivity – past behavioural patterns of acting without thinking about consequences
Past or current substance abuse or misuse
Access to means of suicide
PAGE 15 RESPONDING TO CI GUIDELINES IN YOUTHREACH AND CTCs
Unexpected reduction in academic performance
Change in mood and marked emotional instability, either more withdrawn, less energy or more boisterous, talkative, outgoing
Withdrawal from relationships, separation from friends or break-up of a relationship
Getting into trouble at the centre, discipline problems, suspension or expulsion; trouble with the law
Loss of interest in usual pursuits, study, relationships
Ideas and themes of depression, death or suicide
Hopelessness and helplessness
Giving away prized possessions
Information about self-harm or intention to self-harm coming to centre staff attention
Notes or online posts found about a desire for death, an ‘impossible situation’, or an end to problems
A growing interest in death or death by suicide
Steps to take when concerns arise (PAGE 15 RESPONDING TO CI GUIDELINES)
Concern is reported to the designated staff member, or a Guidance Counselling and Psychological Services Practitioner serving the centre
A meeting takes place with the reporting staff member or learner
A meeting takes place with learner* (see R15, R16 & R17),
A judgement is made about the seriousness of the situation
Where concern appears unfounded, feedback is given to the original referee and a monitoring plan is drawn up for the learner. After an agreed period, the situation is reviewed to ensure there are no underlying issues that need to be addressed
Where a concern is confirmed, it is reported to the coordinator/manager, leading to a consultation with the Guidance Counselling and Psychological Services Practitioner (GP&PS), or with local Child and Adolescent Mental Health services
Coordinator/manager informs parents or caregivers as a matter of urgency
Coordinator/manager and guidance counsellor may seek a consultation with their local Child and Adolescent Mental Health Service
Management plan, appropriate to the risk level is established, with onward referral to the family GP.
Forward Planning Key to managing is planning
Quick and effective reaction
Sense of control
Normality returns as soon as possible
Effects on learners and staff are limited.
Avoids “helicopter or paratrooper syndrome”
DocumentsDocuments•Responding to Critical IncidentsResponding to Critical Incidents: : Guidelines for Youthreach & Community Training Centres
•Responding to Critical IncidentsResponding to Critical Incidents: : Resource materials for Youthreach & Community Training Centres
Available at: http://www.youthreach.ieAvailable at: http://www.youthreach.ie
Develop a Critical Incident Plan
Step 1 - Defining a critical incident
Step 2 - Creation of a coping, supportive and caring ethos in the centre
Step 3 - Creation of a critical incident management team
Step 4 - Communication of Plan
What is a Critical Incident
“A critical incident is any incident or sequence of events which overwhelms the normal coping mechanism of the centre”
(NEPS 2014)
3 Levels of Incident1. Death of a student or staff member who was
terminally ill; death of a parent, or sibling; fire or damage to school property
2. Sudden death of a learner or staff member
3. Accident/event involving a number of students; a violent death; an incident with high media profile; event that involves a number of schools
What level?Suicide of a resource person/tutor
Suicide of a former learner
Suicide of a current learner
Suicide of a learner with high media interest
More than one suicide
What is the goal of a CI Plan?
To return the centre to the pre-incident, normal state as soon as possible
Reduce the immediate and long term detrimental impact on learners, tutors and families
First 48 hours crucial/3 weeks vulnerability.
Selection of MembersThe success of the crisis management team can depend on the selection of members
The roles can be rewarding but also considerable stress
Review members of team regularly
Possible RolesTeam Leader
Staff Liaison
Learner Liaison/Counsellor
Parent Liaison
Community Liaison
Administrator
Media
Role of Psychological Support Staff
PlanningPlanning
Information & advice Information & advice
Support – best to come from Support – best to come from familiar facesfamiliar faces
ScreeningScreening
Role of HSE/NEPS• HSE CI management team• Involved when there is a significant impact in the wider
community• Psychosocial provision (Psychological First Aid) v service
provision• Referral pathways• HSE/NEPS working group on the provision of psychosocial
response
Short term actionsEstablish as many facts as possible
Locate CI plan and NEPS publications
Contact appropriate agencies (NEPS,ETB,HSE)
Gather list of parent/guardian contact numbers and begin to text/ ring parents
Possibly dedicate a room for parent drop in
Nominate a staff member to stay in parent room
Arrange cover for tutors on CI Team and convene a CI meeting and delegate tasks
Inform all staff when possible
Maintain routine for other learners
Medium termStaff meeting to outline schedule for the day, update
staff on developments, assign roles
Contact with bereaved family
Decisions re: closure and funeral arrangements
Support to staff
Support to learners
Return of learners
Guidelines following a suicide Terminology
Age appropriate facts
Inform close friends relatives separately
Avoid glorifying the victim and sensationalising the suicide
Encourage help-seeking behaviour
Key messages for learnersSuicide is never a valid option
No criticism of the person but separate the person from the behaviour
Feeling low is temporary. Suicide is permanent
Suicide is the intention to change life not to end it
Suicide is the act of a person for which we cannot take responsibility.
AdolescentsAdolescent’s concept of death becomes more
abstract.
Death is seen as irreversible and personal, mortality is acknowledged.
May feel an array of emotions and death adds to confused emotions
R11: Reactions to a critical incident
How to helpListen
Reflect on justice/injustice, fate etc.
May seek support from outside the family
Allow them to express grief in their own way
General support to Learners
Acknowledgement
Communication
Time to process information
Make the loss real
Develop emotional coping skills
Critical Incident PlansCI plans should be reviewed regularly
Copies of plan readily available
Personal copy – team members
New/temporary staff alerted to plan
Inform parents
PositivesGreater awareness of Mental Wellbeing
Greater numbers of young people seeking help
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