Showing posts with label students. Show all posts
Showing posts with label students. Show all posts

Wednesday, May 15, 2013

Teen Suicide-Related Behavior: Risk and Protective Factors

May has been designated as Mental Health Awareness Month. Given the prevalence of suicide related behaviors (suicidal thoughts or suicide attempts) among adolescents, I feel it is important for us to become aware of this issue. It is particularly important for parents to be knowledgeable about what signs to look for and when it is appropriate to seek treatment.

According to the National Institute of Mental Health (NIMH), suicide remains the third leading cause of deaths among adolescents. Spirito and Esposito-Smythers (2006) reported that within a twelve-month period, 16.9% of adolescents seriously considered attempting suicide, 16.5% developed a suicide plan, 8.5% attempted suicide (female, 11.5%; male, 5.4%), and 2.9% of adolescents required emergency treatment as a result of a suicide attempt. In my recent Psychology Today blog post, I discussed the rates of suicide among lesbian, gay, and bisexual (LGB) youth. LGB youth also are at high risk of suicidal behavior due to bullying and lack of acceptance by peers and family. While depressive symptoms are a risk factor, even among those who exhibit depression or depressive symptoms, clinician face difficulties predicting self-harm or suicide attempt (Hetrick, et al., 2011). Therefore, it is important for parents to pay attention if they notice differences in their child’s behavior.

Risk Factors of Suicide

Risk factors for suicide are characteristics or conditions that increase the chance that a person may try to take her or his life. Suicide risk tends to be highest when someone has several risk factors at the same time. The most frequently cited risk factors for suicide are: 
  • Mental disorders, in particular:
  • Depression or bipolar (manic-depressive) disorder
  • Alcohol or substance abuse or dependence
  • Schizophrenia
  • Borderline or antisocial personality disorder
  • Conduct disorder (in youth)
  • Psychotic disorders; psychotic symptoms in the context of any disorder
  • Anxiety disorders
  • Impulsivity and aggression, especially in the context of the above mental disorders
  • Previous suicide attempt
  • Family history of attempted or completed suicide
  • Serious medical condition and/or pain

It is important to bear in mind that the large majority of people with mental disorders or other suicide risk factors do not engage in suicidal behavior. 

Warning Signs of Suicide 
  • Threatening to hurt or kill oneself or talking about wanting to hurt or kill oneself
  • Looking for ways to kill oneself by seeking access to firearms, available pills, or other means
  • Talking or writing about death, dying, or suicide when these actions are out of the ordinary for the person
  • Feeling hopeless
  • Feeling rage or uncontrolled anger or seeking revenge
  • Acting reckless or engaging in risky activities - seemingly without thinking
  • Feeling trapped - like there's no way out
  • Increasing alcohol or drug use
  • Withdrawing from friends, family, and society
  • Feeling anxious, agitated, or unable to sleep or sleeping all the time
  • Experiencing dramatic mood changes
  • Seeing no reason for living or having no sense of purpose in life  

Protective Factors for Suicide

Protective factors for suicide are characteristics or conditions that may help to decrease a person’s suicide risk. While these factors do not eliminate the possibility of suicide, especially in someone with risk factors, they may help to reduce that risk. Protective factors for suicide have not been studied as thoroughly as risk factors, so less is known about them. Protective factors for suicide include: 
  • Receiving effective mental health care
  • Positive connections to family, peers, community, and social institutions such as marriage and religion that foster resilience
  • The skills and ability to solve problems

Protective factors may reduce suicide risk by helping people cope with negative life events, even when those events continue over a period of time. The ability to cope or solve problems reduces the chance that a person will become overwhelmed, depressed, or anxious. Protective factors do not entirely remove risk, however, especially when there is a personal or family history of depression or other mental disorders. 

What To Do When You Suspect Someone May Be at Risk for Suicide

1. Take it Seriously
  • 50% to 75% of all people who attempt suicide tell someone about their intention.
  • If someone you know shows the warning signs above, the time to act is now.
2. Ask Questions
  • Begin by telling the suicidal person you are concerned about them.
  • Tell them specifically what they have said or done that makes you feel concerned about suicide.
  • Don't be afraid to ask whether the person is considering suicide, and whether they have a particular plan or method in mind. These questions will not push them toward suicide if they were not considering it.
  • Ask if they are seeing a clinician or are taking medication so the treating person can be contacted.
3. Do not try to argue someone out of suicide. Instead, let them know that you care, that they are not alone and that they can get help. Avoid pleading and preaching to them with statements such as, “You have so much to live for,” or “Your suicide will hurt your family.”

4. Encourage Professional Help
  • Actively encourage the person to see a physician or mental health professional immediately.
  • People considering suicide often believe they cannot be helped. If you can, assist them to identify a professional and schedule an appointment. If they will let you, go to the appointment with them.
5. Take Action
  • If the person is threatening, talking about, or making specific plans for suicide, this is a crisis requiring immediate attention. Do not leave the person alone.
  • Remove any firearms, drugs, or sharp objects that could be used for suicide from the area.
  • Take the person to a walk-in clinic at a psychiatric hospital or a hospital emergency room.
  • If these options are not available, call 911 or the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) for assistance.
6. Follow-Up on Treatment
  • Still skeptical that they can be helped, the suicidal person may need your support to continue with treatment after the first session.
  • If medication is prescribed, support the person to take it exactly as prescribed. Be aware of possible side effects, and notify the person who prescribed the medicine if the suicidal person seems to be getting worse, or resists taking the medicine. The doctor can often adjust the medications or dosage to work better for them.
  • Help the person understand that it may take time and persistence to find the right medication and the right therapist. Offer your encouragement and support throughout the process, until the suicidal crisis has passed.


References


American Foundation for Suicide Prevention https://www.afsp.org/
National Suicide Prevention http://www.suicidepreventionlifeline.org/

Copyright 2013 Erlanger A. Turner, Ph.D.


I'm Blogging for Mental Health.

Monday, August 20, 2012

ADHD in young children: One of the most common difficulties of childhood

Working as a licensed clinical psychologist I am often faced with parents coming to me for help with their young child. These families may seek help with managing a number of concerns such as anger, excessive worrying, or attention problems. Now that summer vacation for children has ended and the school year is here, many parents and teachers will be confronted with over-active children. Some of these concerns may be due to limited opportunities to go outside and play, while others may have difficulties resulting from a more complex issue such as a diagnosable disruptive behavior disorder.


During early childhood children often have difficulty sitting still, paying attention, or controlling their impulses. This is part of the normal developmental process. However, for a small number of these children the problem is more persistent and impacts their daily lives at home and at school. Children with pervasive over-activity levels and inattention may have Attention-Deficit Hyperactivity Disorder also known as ADHD.  ADHD is a neurobiological disorder characterized by developmentally inappropriate impulsivity, inattention, and in some cases, hyperactivity. There are several types of ADHD that can be diagnosed and children may present with different symptoms. About 9.5 percent of children ages 4 to 17 in the United States have been diagnosed with ADHD, according to the Centers for Disease Control and Prevention. People with ADHD can be very successful in life. But without appropriate identification and treatment, ADHD can have serious consequences such as difficulties with school work, poor social skills, and conduct problems. Early identification and treatment are extremely important so if you notice concerns please consult with a psychologist.

The best outcomes for children with ADHD are associated with the use behavior therapy and medication management. According to Pediatrics, it is recommended that young children with ADHD receive behavioral interventions first, such as parent training in behavior management techniques. These treatments can be followed-up with medication if behavioral interventions are not successful.  In my practice, I typically recommend that parents attempt to implement behavior treatments. If the difficulties associated with ADHD are moderate or severe I will recommend consultation with a pediatrician or psychiatrist for medication management considerations. There is some evidence showing benefits of medication for treating ADHD in young children, however it is unclear how medication affects the child’s brain.

Below are a few suggestions for managing difficulties associated with ADHD:
  • Provide positive attention to the child
  • Target performance goals and monitoring behavior by tracking progress
  • Implement individualized home and school reinforcement programs
  • Utilize non-physical punishment procedures such as time-out or response cost systems

It should be noted that some of these recommendations may be implemented at home without a professional. However, if the child’s difficulties are persistent and long-standing you will benefit from contacting a psychologist in your area who can help tailor treatment to you and your child. Additionally, teachers and parents may consult with a school psychologist at their local school who can assist with interventions in the classroom settings and developing appropriate educational accommodations.

Additional suggestions for parents:

Driven To Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood Through Adulthood By: Edward M. Hallowell and John J. Ratey

Taking Charge of ADHD: The Complete, Authoritative Guide for Parents  By: Russell A. Barkley PhD




© Copyright 2012 Erlanger A. Turner 

References:

http://www.chadd.org/ http://www.apa.org/monitor/2012/03/adhd-guidelines.aspx
http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml
http://www.cdc.gov/ncbddd/adhd/
http://kidshealth.org/teen/school_jobs/school/adhd.html#

Monday, July 2, 2012

Resources for Psychology Students

There is an abundance of information available on the internet for students who are interested in being a licensed psychologist. As a graduate student not so long ago, there was a time when I was overwhelmed with the knowledge base available. As a former member of the Committee for the American Psychological Association of Graduate Students (APAGS), I became abreast of some pertinent resources while serving at the Member at Large, Practice (2008-2010). Below is a list of sites that I have compiled. The goal is to provide practice oriented graduate students with information pertinent to the internship process, licensure preparation, and business of psychological practice.
Licensed Psychologist
National Register Health Service Provider in Psychology


v  American Psychological Association  http://www.apa.org/
Find information about psychology and membership in APA.

v  Internships and Postdoctoral Programs
Association of Psychology Postdoctoral and Internship Centers (APPIC) http://www.appic.org/
The APPIC site provides information regarding internship and postdoctoral programs, internship match rates, and resources for internship preparation.

v  APAGS Listservs
Stay abreast of current topics related to graduate education and training. Join APAGS listservs targeting clinical psychology.
CLINAPAGS, for students studying clinical psychology
APAGSINTERNSHIP, focused on issues faced by students currently on internship
MENTORS, connecting students with practicing psychologists
Note: To subscribe to any listserv, send an e-mail to (listserv@list.apa.org) with the following in the BODY of the message (leave the subject line blank): SUBSCRIBE <listserv name in capital letters> <firstname> <lastname>
Example: SUBSCRIBE CLINAPAGS Jill Smith

v  APA Practice Central  http://www.apapracticecentral.org/
As an APAGS member, the Practice Central allows you access to protected content related to the practice of psychology.
Staying competitive in the evolving health care marketplace requires you to take an active role in building, managing, marketing and diversifying your practice.
Provides steps towards completing licensure and starting a practice.

v  Licensure and Certification Information
Association of State and Provincial Psychology Boards (ASPPB) http://www.asppb.net/
ASPPB is the association of psychology licensing boards. Information can be obtained regarding specific jurisdiction requirements for licensure, licensure mobility, and the Examination for Professional Practice in Psychology (EPPP)
           
American Board of Professional Psychology (ABPP) http://www.abpp.org
Interested in establishing a certified specialty area? Visit the ABPP site to obtain information about becoming a board certified psychologist. Specialty areas cover a variety of areas such as clinical, health, school, counseling, and neuropsychology.

National Register of Health Service Providers in Psychology http://www.nationalregister.org
The National Register of Health Service Providers in Psychology credentials doctoral level psychologists, offer free continuing education, and work closely with doctoral level psychology students to verify and bank their credentials.

v  APA Divisions for Student Practitioners
Find your niche within the psychology field by joining an APA Division that fits your career goals.

v  Transitioning to an Early Career Psychologist
Get connected through APA Early Career Psychologist. The link provides information regarding financial planning, licensure, and career development.

© Copyright 2012 Erlanger A. Turner