OBJECTIVES:
To describe and explain Gen Z
To highlight the differences between Gen Z and Millennials
To explore the problems of Anxiety and Depression in this group
Book Ambra to speak or train: http://ambrawatkins.org/speaker. As digital natives mature into adults, the impact technology has had on their mental health is undeniable. One in four students have a diagnosable illness, and 40% do not seek help. What are the causes? What can young people do to recover? How can parents and mentors help?
The document is a presentation by the Client Empowerment Council on self-stigma. It defines stigma and self-stigma, and discusses how self-stigma can involve negative thoughts like feeling worthless. Members of the Client Empowerment Council then share their personal experiences with mental illness and self-stigma, and how getting involved in volunteering, education, and helping others has helped them combat self-stigma. The presentation concludes with a question and answer session.
This is a presentation for the topic 'Teenage Suicide'. Topics covered in this presentation are :
i. What is Suicide?
ii. How is Self Injury different from Suicide
iii. Causes of Suicide (short clip)
iv. Protection against Suicide
v. Suicide Risk Factors
vi. Suicide Warning Signs
vii. Involvement/Role of School
viii. Postvention after suicide
ix. Steps Parents and Teens can take
This document summarizes research from the Adverse Childhood Experiences (ACE) Study, which found strong associations between adverse experiences in childhood (such as abuse, neglect, household dysfunction) and negative health and social outcomes later in life. The ACE Study showed that two-thirds of participants reported at least one ACE, with higher ACE scores correlated with increased risk for health problems (like heart disease and cancer), mental health issues, risky behaviors, and early death. Further research cited found high rates of ACEs among at-risk groups like juvenile delinquents and Head Start children, as well as links between ACEs and problems with learning, behavior, and health among young children and students.
This document discusses alcohol-related brain injury (ARBI), its effects on individuals, families, and society. ARBI is caused by excessive alcohol intake and nutritional deficiencies, leading to structural and functional changes in the brain affecting memory, executive functions, and balance/coordination. It can affect 0.4-2.8% of the general population and is prevalent in acute hospital patients, homeless populations, prisons, and those with dementia. Caring for someone with ARBI can be challenging for families who experience ambiguous loss and difficulties accessing services. With proper support, individuals with ARBI and their families can learn to manage symptoms and live successfully in the community.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
This document provides information on assessing and preventing late-life suicide. It discusses risk factors like prior suicidal thoughts or behaviors, mental illness, medical illness, and negative life events. Warning signs of suicide risk include suicidal thoughts, plans, substance abuse, purposelessness, anxiety, feeling trapped, and withdrawal. Key questions to ask include whether they have thoughts of suicide, specific plans or means, and reasons to live. Risk management involves immediate safety planning and ongoing treatment of underlying issues, monitoring of risk, and enhancing hope and meaning in life.
Book Ambra to speak or train: http://ambrawatkins.org/speaker. As digital natives mature into adults, the impact technology has had on their mental health is undeniable. One in four students have a diagnosable illness, and 40% do not seek help. What are the causes? What can young people do to recover? How can parents and mentors help?
The document is a presentation by the Client Empowerment Council on self-stigma. It defines stigma and self-stigma, and discusses how self-stigma can involve negative thoughts like feeling worthless. Members of the Client Empowerment Council then share their personal experiences with mental illness and self-stigma, and how getting involved in volunteering, education, and helping others has helped them combat self-stigma. The presentation concludes with a question and answer session.
This is a presentation for the topic 'Teenage Suicide'. Topics covered in this presentation are :
i. What is Suicide?
ii. How is Self Injury different from Suicide
iii. Causes of Suicide (short clip)
iv. Protection against Suicide
v. Suicide Risk Factors
vi. Suicide Warning Signs
vii. Involvement/Role of School
viii. Postvention after suicide
ix. Steps Parents and Teens can take
This document summarizes research from the Adverse Childhood Experiences (ACE) Study, which found strong associations between adverse experiences in childhood (such as abuse, neglect, household dysfunction) and negative health and social outcomes later in life. The ACE Study showed that two-thirds of participants reported at least one ACE, with higher ACE scores correlated with increased risk for health problems (like heart disease and cancer), mental health issues, risky behaviors, and early death. Further research cited found high rates of ACEs among at-risk groups like juvenile delinquents and Head Start children, as well as links between ACEs and problems with learning, behavior, and health among young children and students.
This document discusses alcohol-related brain injury (ARBI), its effects on individuals, families, and society. ARBI is caused by excessive alcohol intake and nutritional deficiencies, leading to structural and functional changes in the brain affecting memory, executive functions, and balance/coordination. It can affect 0.4-2.8% of the general population and is prevalent in acute hospital patients, homeless populations, prisons, and those with dementia. Caring for someone with ARBI can be challenging for families who experience ambiguous loss and difficulties accessing services. With proper support, individuals with ARBI and their families can learn to manage symptoms and live successfully in the community.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
This document provides information on assessing and preventing late-life suicide. It discusses risk factors like prior suicidal thoughts or behaviors, mental illness, medical illness, and negative life events. Warning signs of suicide risk include suicidal thoughts, plans, substance abuse, purposelessness, anxiety, feeling trapped, and withdrawal. Key questions to ask include whether they have thoughts of suicide, specific plans or means, and reasons to live. Risk management involves immediate safety planning and ongoing treatment of underlying issues, monitoring of risk, and enhancing hope and meaning in life.
The document discusses raising children with disabilities. It notes that 12.1% of Americans report having a disability. Common disabilities include ADHD, blindness/visual impairment, developmental delay, Down syndrome, emotional disturbance, learning disabilities, and rare disorders. Parents of children with disabilities may experience denial, anger, fear, guilt, confusion, powerlessness, disappointment, and rejection initially. However, having a child with a disability can also have positive impacts like increased family unity and personal growth. Resources for parents include professional partnerships, family-centered practices, and national organizations supporting children with disabilities.
This document discusses mental illness and the stigma surrounding it in society. It notes that 1 in 5 Canadians will experience a mental illness in their lifetime. Mental illnesses include anxiety disorders, mood disorders like depression, personality disorders, schizophrenia, and others. While treatable with support and medication, mental illness remains a taboo topic shrouded in misunderstanding. The document argues for educating the public to reduce stigma and encourage those in need to seek help.
Christina Carew presented on digital media and mental health. She discussed research on digital media and teen mental health. She outlined a curriculum website, virtual classroom, and e-learning center for teaching about mental health. The presentation also described available resources like videos, reviews, frameworks and training programs to educate on adolescent mental health issues.
The document discusses mental health and defines it as a state of well-being where one can cope with stress and function productively. It notes that mental health affects daily living and relationships and can be impacted by interpersonal and physical factors. Common mental disorders include anxiety disorders, mood disorders, and schizophrenia. Depression is a leading cause of disability worldwide while suicide is the second leading cause of death among youth. Everyone is at some risk of a mental health issue regardless of demographics. Families tend to thrive when members are mentally healthy as it allows them to be productive and contribute to the family and community. Risk factors for mental health issues include genetics, stressful life events, medical conditions, trauma, substance use, childhood abuse/neglect
Suicide is the third leading cause of death for teens aged 15-24. According to a 2008 survey, 24.1% of students had seriously considered suicide, 17.7% had a specific plan, and 8.7% had attempted it. Female students were more likely than male students to consider or attempt suicide. Some common causes of stress for teens include school, work, parents, money, and relationships. The average stress level reported by students was 6.5 out of 10. Most students felt alone or knew someone who had considered suicide.
The document defines emotional hygiene as adopting daily habits to monitor and address psychological wounds, similar to how dental hygiene involves daily brushing and flossing. It then outlines 5 essentials of emotional hygiene: clean your emotions by dealing with psychological pain daily; pay attention to emotional pain and seek help if it persists; stop poking at emotional wounds; protect your emotional immune system by battling negative thinking; and practice self-compassion to heal damaged self-esteem. The overall message is that maintaining psychological health requires being mindful of stresses and trauma, and treating emotional wounds with the same care as physical injuries.
This guide provides information for parents of children who self-harm, including:
- Self-harm is a way for young people to manage difficult emotions and can include cutting, overdosing, or other behaviors.
- Parents may feel upset, angry, or helpless when discovering their child's self-harm. It is important to listen without judgment and seek help.
- Signs a child may be self-harming include unexplained cuts or bruises, wearing long sleeves in warm weather, and low mood.
- Triggers for self-harm include depression, family problems, bullying, and peer influences. Parents should focus on understanding the emotions driving self-harm and suggesting alternative coping strategies.
This document discusses depression and suicide prevention. It begins with introductions and an icebreaker activity. It then defines depression and lists its symptoms. Risk factors for suicide are outlined, including previous attempts, substance abuse, and family history. Protective factors like family support and problem solving skills are also identified. Early and late warning signs of suicide risk are provided. The document presents two case studies and questions for assessing suicide risk. It concludes by discussing prevention efforts and their effectiveness.
Children can experience depression, which may present differently than in adults. Rather than sadness, depressed children may display anger, irritability, arguing, fighting, and avoiding tasks. They are also unlikely to say they feel depressed. Depression in children can be caused by genetic factors, loss, divorce, peer rejection, abuse, and low self-esteem. Studies have shown depression is linked to reductions in the volume of the hippocampus region of the brain.
Suicide is the third leading cause of death among Malaysians aged 15 to 34. 90% of those who contemplate suicide face problems in relationships, adapting to new environments, financial insecurity, or pressure to perform well in studies. The remaining 10% attempt suicide due to mental illness. Warning signs of teen suicide include running away, lack of motivation, alcohol abuse, and rebellious behavior. Those who are suicidal suffer privately and inexpressibly, leaving family and friends to deal with immense loss, confusion, and devastation in its aftermath. Suicide contributes greatly to disability and suffering in Malaysia each year.
This document discusses mental health awareness and provides information on various topics related to mental illness. It begins with an introduction that defines mental illness and lists some common causes. It then discusses typical co-occurring conditions like anxiety disorders, mood disorders, depression, and post-traumatic stress disorder. The document emphasizes the importance of mental health awareness and outlines treatment options and the possibility of recovery. It concludes by noting how mental health affects multiple aspects of well-being.
This program is part of a comprehensive School Mental Health and High School Curriculum Guide.
Find out more about the guide by visiting:
teenmentalhealth.org
This document discusses the importance of controlling stress and emotions in developing a strong life foundation. It notes that stress occurs when one does not know how to manage emotions, preventing clear thinking and productive problem solving. Negative emotions like anger are especially dangerous as they can quickly consume the mind and lead to regretful actions. The document stresses staying calm in challenging situations to come up with solutions rather than letting emotions burst out. Maintaining emotional control means nothing others say or do can pull you down and you can be successful.
Elder abuse is a widespread problem affecting millions of older Americans each year. It most often occurs at the hands of family caregivers and goes unreported. Common types of elder abuse include physical, emotional, sexual, and financial abuse as well as neglect. Those at highest risk tend to be females over 80 with physical or cognitive impairments. Screening tools can help identify abuse, while interventions aim to increase awareness, reporting, and support for victims and their caregivers. Adult protective services investigate reports of abuse and provide assistance.
Self-harm involves intentionally injuring oneself as a way to cope with overwhelming emotions or difficult situations. It is commonly seen in those who have experienced abuse, neglect, or other trauma. While self-harm often arises from deep psychological distress, people who engage in these behaviors are not necessarily suicidal. The document provides an overview of common self-harming behaviors, potential triggers, and strategies for coping and getting support.
This document provides an overview of motivational interviewing (MI) for CEAPs (employee assistance professionals). It discusses key concepts in MI including the stages of change, assessing readiness and importance of change using rulers, developing a change plan, and strategies like reflective listening. The core of MI involves eliciting and strengthening a person's own motivation for change by exploring and resolving ambivalence in a collaborative, non-confrontational way. The document emphasizes MI is a communication method and way of relating to clients, not just a set of techniques.
Divorce laws have evolved over centuries from only allowing divorce for causes like adultery to broader acceptance and regulation of divorce through state laws. Currently about half of first marriages in the US end in divorce. Divorce affects both parents and children, with common parental issues including emotional distress, unhealthy coping habits, and social isolation. Children of divorce often experience lower self-esteem, difficulty with relationships, feelings of responsibility for the divorce, and behavioral or academic problems. Effective co-parenting with open communication helps children adjust after a divorce.
This document discusses domestic violence and its effects on children. It defines domestic violence and outlines the power and control wheel model. Statistics are provided showing that millions of children witness domestic violence each year. Living with domestic violence can negatively impact children's psychological and physical health, development, behavior, and brain development. The effects of domestic violence exposure can last into adulthood and include increased risks of perpetrating or experiencing domestic violence, mental health issues, and criminal behavior. Theories like social learning theory and intergenerational transmission of violence help explain the intergenerational nature of domestic violence. The document discusses implications for social work practice, including the need for education, advocacy, and policy work to address this issue.
Suicide -HOW TO START A SURVIVORS GROUP-PREVENTING SUICIDE selvaraj227
This document provides information on starting a survivors group to prevent suicide. It discusses epidemiology of suicide, risk factors, warning signs, methods used, and management strategies. The key points are:
1) Suicide is a major public health issue, with over 100,000 deaths annually in India.
2) Risk factors include depression, substance abuse, family history, and access to lethal means.
3) Warning signs can be verbal, behavioral, or situational clues of suicidal ideation.
4) Prevention involves identifying at-risk individuals, ensuring their safety, helping them connect to resources, staying connected over time.
OBJECTIVES:
To describe and explain Gen Z in COVID 19
To highlight the differences between Gen Z and Millennials
To explore the problems of Anxiety and Depression in this group
Objectives
Describe and Discuss major
Gen Z issues :
Isolation Bullying, Cutting,
Vaping, Texting ,Self Harm
Teen Suicide
Alcohol, Marijuana and Other
Drug Use
Tips for Parents and Counselors
The document discusses raising children with disabilities. It notes that 12.1% of Americans report having a disability. Common disabilities include ADHD, blindness/visual impairment, developmental delay, Down syndrome, emotional disturbance, learning disabilities, and rare disorders. Parents of children with disabilities may experience denial, anger, fear, guilt, confusion, powerlessness, disappointment, and rejection initially. However, having a child with a disability can also have positive impacts like increased family unity and personal growth. Resources for parents include professional partnerships, family-centered practices, and national organizations supporting children with disabilities.
This document discusses mental illness and the stigma surrounding it in society. It notes that 1 in 5 Canadians will experience a mental illness in their lifetime. Mental illnesses include anxiety disorders, mood disorders like depression, personality disorders, schizophrenia, and others. While treatable with support and medication, mental illness remains a taboo topic shrouded in misunderstanding. The document argues for educating the public to reduce stigma and encourage those in need to seek help.
Christina Carew presented on digital media and mental health. She discussed research on digital media and teen mental health. She outlined a curriculum website, virtual classroom, and e-learning center for teaching about mental health. The presentation also described available resources like videos, reviews, frameworks and training programs to educate on adolescent mental health issues.
The document discusses mental health and defines it as a state of well-being where one can cope with stress and function productively. It notes that mental health affects daily living and relationships and can be impacted by interpersonal and physical factors. Common mental disorders include anxiety disorders, mood disorders, and schizophrenia. Depression is a leading cause of disability worldwide while suicide is the second leading cause of death among youth. Everyone is at some risk of a mental health issue regardless of demographics. Families tend to thrive when members are mentally healthy as it allows them to be productive and contribute to the family and community. Risk factors for mental health issues include genetics, stressful life events, medical conditions, trauma, substance use, childhood abuse/neglect
Suicide is the third leading cause of death for teens aged 15-24. According to a 2008 survey, 24.1% of students had seriously considered suicide, 17.7% had a specific plan, and 8.7% had attempted it. Female students were more likely than male students to consider or attempt suicide. Some common causes of stress for teens include school, work, parents, money, and relationships. The average stress level reported by students was 6.5 out of 10. Most students felt alone or knew someone who had considered suicide.
The document defines emotional hygiene as adopting daily habits to monitor and address psychological wounds, similar to how dental hygiene involves daily brushing and flossing. It then outlines 5 essentials of emotional hygiene: clean your emotions by dealing with psychological pain daily; pay attention to emotional pain and seek help if it persists; stop poking at emotional wounds; protect your emotional immune system by battling negative thinking; and practice self-compassion to heal damaged self-esteem. The overall message is that maintaining psychological health requires being mindful of stresses and trauma, and treating emotional wounds with the same care as physical injuries.
This guide provides information for parents of children who self-harm, including:
- Self-harm is a way for young people to manage difficult emotions and can include cutting, overdosing, or other behaviors.
- Parents may feel upset, angry, or helpless when discovering their child's self-harm. It is important to listen without judgment and seek help.
- Signs a child may be self-harming include unexplained cuts or bruises, wearing long sleeves in warm weather, and low mood.
- Triggers for self-harm include depression, family problems, bullying, and peer influences. Parents should focus on understanding the emotions driving self-harm and suggesting alternative coping strategies.
This document discusses depression and suicide prevention. It begins with introductions and an icebreaker activity. It then defines depression and lists its symptoms. Risk factors for suicide are outlined, including previous attempts, substance abuse, and family history. Protective factors like family support and problem solving skills are also identified. Early and late warning signs of suicide risk are provided. The document presents two case studies and questions for assessing suicide risk. It concludes by discussing prevention efforts and their effectiveness.
Children can experience depression, which may present differently than in adults. Rather than sadness, depressed children may display anger, irritability, arguing, fighting, and avoiding tasks. They are also unlikely to say they feel depressed. Depression in children can be caused by genetic factors, loss, divorce, peer rejection, abuse, and low self-esteem. Studies have shown depression is linked to reductions in the volume of the hippocampus region of the brain.
Suicide is the third leading cause of death among Malaysians aged 15 to 34. 90% of those who contemplate suicide face problems in relationships, adapting to new environments, financial insecurity, or pressure to perform well in studies. The remaining 10% attempt suicide due to mental illness. Warning signs of teen suicide include running away, lack of motivation, alcohol abuse, and rebellious behavior. Those who are suicidal suffer privately and inexpressibly, leaving family and friends to deal with immense loss, confusion, and devastation in its aftermath. Suicide contributes greatly to disability and suffering in Malaysia each year.
This document discusses mental health awareness and provides information on various topics related to mental illness. It begins with an introduction that defines mental illness and lists some common causes. It then discusses typical co-occurring conditions like anxiety disorders, mood disorders, depression, and post-traumatic stress disorder. The document emphasizes the importance of mental health awareness and outlines treatment options and the possibility of recovery. It concludes by noting how mental health affects multiple aspects of well-being.
This program is part of a comprehensive School Mental Health and High School Curriculum Guide.
Find out more about the guide by visiting:
teenmentalhealth.org
This document discusses the importance of controlling stress and emotions in developing a strong life foundation. It notes that stress occurs when one does not know how to manage emotions, preventing clear thinking and productive problem solving. Negative emotions like anger are especially dangerous as they can quickly consume the mind and lead to regretful actions. The document stresses staying calm in challenging situations to come up with solutions rather than letting emotions burst out. Maintaining emotional control means nothing others say or do can pull you down and you can be successful.
Elder abuse is a widespread problem affecting millions of older Americans each year. It most often occurs at the hands of family caregivers and goes unreported. Common types of elder abuse include physical, emotional, sexual, and financial abuse as well as neglect. Those at highest risk tend to be females over 80 with physical or cognitive impairments. Screening tools can help identify abuse, while interventions aim to increase awareness, reporting, and support for victims and their caregivers. Adult protective services investigate reports of abuse and provide assistance.
Self-harm involves intentionally injuring oneself as a way to cope with overwhelming emotions or difficult situations. It is commonly seen in those who have experienced abuse, neglect, or other trauma. While self-harm often arises from deep psychological distress, people who engage in these behaviors are not necessarily suicidal. The document provides an overview of common self-harming behaviors, potential triggers, and strategies for coping and getting support.
This document provides an overview of motivational interviewing (MI) for CEAPs (employee assistance professionals). It discusses key concepts in MI including the stages of change, assessing readiness and importance of change using rulers, developing a change plan, and strategies like reflective listening. The core of MI involves eliciting and strengthening a person's own motivation for change by exploring and resolving ambivalence in a collaborative, non-confrontational way. The document emphasizes MI is a communication method and way of relating to clients, not just a set of techniques.
Divorce laws have evolved over centuries from only allowing divorce for causes like adultery to broader acceptance and regulation of divorce through state laws. Currently about half of first marriages in the US end in divorce. Divorce affects both parents and children, with common parental issues including emotional distress, unhealthy coping habits, and social isolation. Children of divorce often experience lower self-esteem, difficulty with relationships, feelings of responsibility for the divorce, and behavioral or academic problems. Effective co-parenting with open communication helps children adjust after a divorce.
This document discusses domestic violence and its effects on children. It defines domestic violence and outlines the power and control wheel model. Statistics are provided showing that millions of children witness domestic violence each year. Living with domestic violence can negatively impact children's psychological and physical health, development, behavior, and brain development. The effects of domestic violence exposure can last into adulthood and include increased risks of perpetrating or experiencing domestic violence, mental health issues, and criminal behavior. Theories like social learning theory and intergenerational transmission of violence help explain the intergenerational nature of domestic violence. The document discusses implications for social work practice, including the need for education, advocacy, and policy work to address this issue.
Suicide -HOW TO START A SURVIVORS GROUP-PREVENTING SUICIDE selvaraj227
This document provides information on starting a survivors group to prevent suicide. It discusses epidemiology of suicide, risk factors, warning signs, methods used, and management strategies. The key points are:
1) Suicide is a major public health issue, with over 100,000 deaths annually in India.
2) Risk factors include depression, substance abuse, family history, and access to lethal means.
3) Warning signs can be verbal, behavioral, or situational clues of suicidal ideation.
4) Prevention involves identifying at-risk individuals, ensuring their safety, helping them connect to resources, staying connected over time.
OBJECTIVES:
To describe and explain Gen Z in COVID 19
To highlight the differences between Gen Z and Millennials
To explore the problems of Anxiety and Depression in this group
Objectives
Describe and Discuss major
Gen Z issues :
Isolation Bullying, Cutting,
Vaping, Texting ,Self Harm
Teen Suicide
Alcohol, Marijuana and Other
Drug Use
Tips for Parents and Counselors
Foster care youth resource sheet may 2012LuiFer Tirado
Foster youth are at an increased risk of suicidal behaviors compared to other youth. Risk factors for foster youth include trauma, abuse, neglect, mental illness, substance abuse and family dysfunction. Warning signs of imminent suicide risk include threats or talk of self-harm, seeking access to lethal means, depression, anxiety and feelings of hopelessness. If a youth expresses suicidal thoughts or exhibits warning signs, caregivers should take them seriously, ask directly about suicidal plans, stay with the youth, remove lethal means and contact a mental health professional for help.
This presentation provides information to parents about the Netflix series "13 Reasons Why" which depicts the story of a teenage girl's suicide. Key points of concern with the show include graphic depictions of rape, violence, and substance abuse. Professionals warn the show may glorify suicide or influence vulnerable youth. However, students say the issues aren't as common as adults think. The presentation covers suicide statistics, warning signs, risk factors, and actions parents and schools can take to prevent suicide and encourage help-seeking behavior.
elementary school suicide prevention training powerpoint.pptEl Viajero
This document provides an overview of a presentation on youth suicide given by two psychiatrists from Denver Health. It discusses risk and protective factors, warning signs, statistics on youth suicide nationally and in Colorado, and recommendations for what schools and individuals should do if a youth is exhibiting warning signs of suicide. The presentation aims to educate about youth suicide and how to identify at-risk youth so that lives can be saved through prevention and intervention efforts.
Bullying causes serious physical, emotional, and social harm in both children and adults. It can lead to depression, anxiety, poor school performance, substance abuse, and even criminal behavior or suicide. Bullying violates human rights and healthy development. It is important to identify and support both bullies and victims early to promote positive relationships. Adults must work to prevent and address bullying through education, encouraging children to speak up, and creating safe environments where all children feel included.
Major causes of suicide include untreated mental illness, depression, and the inability to cope with problems. Nearly 1 million people commit suicide each year globally, with suicide being the second leading cause of death among those aged 10-24. Warning signs include self-harm, reckless behavior, verbalizations of suicide, and feelings of hopelessness. It is important to prevent suicide by treating mental illness, talking openly about feelings, and getting help from crisis resources and healthcare professionals.
Bullying is unwanted aggressive behavior among school-aged children involving a power imbalance that can cause physical and psychological harm. It includes verbal threats, spreading rumors, attacks, and social exclusion. Bullying occurs in different forms like verbal, social, physical, and cyberbullying. Children who are bullied, bully others, or witness bullying are at risk for issues like depression, poor school performance, substance abuse, and in rare cases, suicide or violence. Recognizing the warning signs of bullying is important to address the problem and support victims.
Causes of teenagers sucide in bangladeshAhsAn AunTu
Teenage suicide is a leading cause of death worldwide, particularly among those aged 15-24. Suicide rates are higher among females than males. Common risk factors for teen suicide include depression, substance abuse, family history of mental illness, physical or sexual abuse, stress, and feelings of hopelessness. Warning signs can include changes in behavior, sleep, interests and talk of suicide. Prevention efforts should encourage communication, ensure access to mental healthcare, and remove means of self-harm.
This document provides information and guidance for recognizing and responding to students who may be at risk of suicide. It outlines key warning signs and risk factors, as well as steps staff should take to ensure the student's safety and notify parents and mental health professionals. These steps include supervising the student, conducting a risk assessment if trained to do so, informing administrators, and documenting all actions. The document emphasizes that asking a suicidal student if they are thinking of suicide does not increase risk and stresses the importance of not keeping a student's suicidal thoughts confidential.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
The document discusses several challenges facing teenagers including mood swings, peer pressure, unhealthy eating habits, lack of sleep, depression, anxiety, and stress from high expectations. It recommends that parents get help immediately if their teen shows signs of anxiety or depression, look out for signs of stress and address them, help teens manage anxiety and build self-esteem, and show appreciation and love.
Bullying and suicide are closely related public health issues. Youth involved in bullying in any way, whether as the target, perpetrator, or witness, are at higher risk of negative mental health outcomes like depression and suicidal thoughts. While bullying does not directly cause suicide, it is one risk factor that may contribute to feelings of helplessness and hopelessness. Schools can help address this issue by fostering connectedness, teaching coping skills, supporting all students involved in bullying, empowering bystanders, and adopting comprehensive anti-bullying policies and programs. Ongoing research seeks to better understand these complex issues to guide prevention efforts.
Students Against Violence and what causes bullying.docxwrite5
Bullying is a widespread problem that can have serious negative consequences. It is often caused by social factors like an imbalance of power between the bully and victim. Common types of bullying include physical, verbal, and cyber bullying. Effective anti-bullying programs involve creating a supportive environment at home and school, establishing clear rules against bullying, and consistently enforcing negative consequences for bullies. While bullying can never be fully eliminated, well-designed prevention programs have been shown to significantly reduce incidents of bullying.
Escalating rates of teen dating violence nationwide is reason for concern and intervention. When Love Hurts is a campaign created by four NC State Graduate students with the intent of empowering teens to become educated so they can end the epidemic.
This document provides information about bullying, including definitions, types, where and when it occurs, who is at risk, and the effects on those involved. It defines bullying as unwanted, aggressive behavior among school-aged children involving a real or perceived power imbalance that is repeated over time or has the potential to be repeated. There are three main types of bullying: verbal, social, and physical. Bullying can occur in school, on the way to/from school, and online. Children who are bullied, bully others, or witness bullying are more likely to experience negative physical, school, and mental health issues. It is important for adults to respond quickly and consistently to bullying to prevent its negative effects.
This document discusses intimate partner abuse, also known as domestic violence. It defines intimate partner abuse as a pattern of behavior using power and control within an intimate relationship that threatens a person's well-being. Intimate partner abuse can take many forms, including physical, emotional, financial, sexual, or psychological abuse. The document also provides statistics on the prevalence of intimate partner abuse in the United States.
Essay- The Roots to Teens Making Their Own DecisionsVincent Foong
Teenagers face many problems as they transition from childhood to adulthood including underage pregnancy, peer pressure, and substance abuse. During puberty, teens experience physical and mental changes that can negatively impact their self-esteem. Peer influence can also affect teen behavior and lead them to engage in risky acts. Family dynamics additionally play a role, as teens from dysfunctional families may suffer from poor mental health and engage in dangerous behaviors. Overall, teenagers would benefit from guidance on dealing with problems, understanding consequences, and making safe decisions during this developmental period.
Facilitating an open discussion about abuse with 7th grade students. All too often abuse remains in shameful shadows. Information is power when informing students about abuse in a positive, sensitive way.
Similar to Gen Z - the kids are not all right (20)
Learn about Treatment Without Walls.
We help individuals AND families navigate life’s challenges.
We work in home – to provide support in the family’s environment.
We create healthy long-term dynamics.
We tailor programs that work toward results-oriented living.
We are fully bespoke. We are there for you and your family, wherever and whenever.
We collaborate with the best behavioral health specialists and centers across the globe.
This is the guidebook I wish I had when I was first learning about addiction and mental health disorders when I was a young woman.
It’s the book I give to every client who walks through my door. It is Family Focused, Practical, Hopeful and full of real life examples to help you understand and have the courage to change your experience.
At the end of the presentation, you will be able to:
Identify, Describe and Discuss, How Clients and Families Come to your Practice
Identify Describe and Discuss Addiction, Mental Health, Trauma, Chronic Pain and Process Disorders
Identify how Trauma, Shame, Guilt, Humiliation, Embarrassment, Grief and Loss Effect Ones Story about themselves
Identify how Growing Up in An Alcoholic Family can effect one
Review evidence based strategies
Identify and Differentiate trauma as both objective and subjective and how it effects people over the life span
Recognize how trauma can be precipitating factor which leads to a substance use disorder and vice versa the activities one engages in the midst of a substance use disorder can be traumatic
Identify and Describe Addiction per ASAM new definition
Describe and Discuss Qualitative Methods of Inquiry and Family Mapping as a Way into Story
Demonstrate, Recognize, Define and Identify what we mean by aging
Describe Substance Use Disorders (Marijuna, Alcohol & Opioids)
Identify Mental Health Issues (Depression & Anxiety, Grief and Loss, Suicide )
OBJECTIVES
Identify, Describe and Discuss Trauma and Collective Trauma Describe and Discuss how Holidays are being altered by Covid 19 Identify and Describe How to deal with Holiday Stress
Identify Describe and Discuss Addiction, Mental Health, Trauma, Chronic Pain and Process Disorders
Identify how Trauma, Shame, Guilt, Humiliation, Embarrassment, Grief and Loss Effect Ones Story about themselves
Identify how Growing Up in An Alcoholic Family can effect one Review evidence based strategies
At the end of this session, participants will be able to:
Identify and define their philosophical orientation
Become Acquainted with Appreciative Inquiry
Identify Intergenerational patterns in their clients
Assess the value of Portraiture as a qualitative mode of inquiry to gain valuable data about an individual and family themes as a nonjudgemental way into story
Demonstrate pictorially family resilience and wounds and use this as broad map for clinical interventions ( in private practice, in interventions and in behavioral health centers
How do you discover joy and gratitude and move forward in life with purpose and hope? We explore these and other issues related to addiction, mental health, chronic pain, and trauma.
OBJECTIVES:
Examine the history of suicide in the medical professional and how that differs from other groups
Look at variables which contribute to physician burn out
Describe and Discuss Depression, Stress and Anxiety in the Medical Community
Describe how Addiction, Depression and Anxiety and Suicide Effect Families
OBJECTIVES
-Who-s Your Family? Describe and Define using Family Maps
-Learn how to have open ended Conversations through the Art & Science of Portraiture
-Teach the us of Memoir as a way to learn to live with Possibility & Affirm Resilience.
OBJECTIVES
- Identify, Describe How Clients and Families Come to your
Practice
- Identify , Describe and Discuss Addiction, Mental Health ,
Chronic Pain and Process Disorders
-Identify how Trauma, Shame ,Guilt, Humiliation, Embarrassment , Grief and Loss Effect Ones Story about Themselves
-Identify how we as clinicians, behavioral health care professionals identify our clients
The document outlines 5 phases of recovery after returning home from treatment: 1) Change agreements work both ways, expectations need adjusting on both sides. 2) Excitement about being cured quickly turns to questioning when life isn't perfect. 3) A daily routine of meetings, work/school, sponsors, and service helps adjustment. 4) Cooperating with a higher power, setting reasonable goals, and accepting what can't be changed aids progress. 5) Turning complaints into gratitude and accepting what can't be changed leads to final acceptance.
OBJECTIVES:
Learning how to care for ourselves and not being attached to the problem to find joy in recovery.
Letting Go of what we cannot control.
Learning about SA, MH, CP and other Disorders and how they effect us all.
OBJECTIVES:
Identify, Describe How Clients and Families Come to your Practice
Identify , Describe and Discuss Addiction, Mental Heath , Trauma , Chronic Pain and Process Disorders
Identify how Trauma, Shame ,Guilt, Humiliation, Embarrassment , Grief and Loss Effect Ones Story about Themselves
This document provides an overview of aging-related issues for seniors in Virginia. It discusses several topics:
- The increasing senior population in the US and changing views of aging
- Common health concerns among seniors like chronic pain, mental health issues, and substance abuse
- Signs of potential substance abuse or addiction among seniors
- Challenges seniors face related to isolation, loss, and medical issues
- Strategies for supporting seniors' well-being through treatment, education, and engaging activities.
This document discusses chronic pain and strategies for clinicians to help clients dealing with chronic pain. It begins by outlining the prevalence and types of chronic pain, noting it affects over 100 million Americans. It then discusses how chronic pain is not just a physical problem, but also involves mental health and emotional factors. The document presents evidence-based strategies clinicians can use, such as cognitive techniques, exercise, and complementary therapies. It emphasizes the impact of chronic pain on families and provides tips for clinicians to help clients support their loved ones. Overall, the summary emphasizes a biopsychosocial approach to chronic pain that addresses physical, mental, and social factors.
Dr. Louise Stanger gave a presentation at the 2019 Jocelyn Center Health & Wellness Fair. She shared discoveries from experiencing life as a woman, including no longer being able to get pregnant or have periods, and speaking her mind freely. She encouraged attendees to take care of themselves physically, emotionally, and spiritually, set healthy boundaries, make mistakes and learn from them, engage with others, and expect good things. Dr. Stanger's presentation focused on resilience, growth, and self-care.
This document discusses creating sustainable family programs. It begins with introducing the speaker, Dr. Louise Stanger. The objectives of the talk are then outlined, which include describing and defining family programs, identifying the purpose and mission of programming, reviewing philosophical underpinnings, and discussing evaluation. Key aspects of developing a family program are then covered in more depth, such as defining family, identifying family needs and assumptions, discussing family dynamics, the purpose of programs, qualifications of staff, and desired outcomes. Recommendations and resources are provided at the end.
More from Louise Stanger Ed.D, LCSW, CDWF, CIP (20)
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
4. Objectives
To describe and explain Gen Z
To highlight the differences
between Gen Z and
Millennials
To explore the problems of
Anxiety and Depression in this
group
5. Objectives
Describe and Discuss major
Gen Z issues :
Bullying, Cutting, Vaping,
Texting ,Self Harm
Teen Suicide
Alcohol, Marijuana and Other
Drug Use
Offer Tips to Parents and
Counselors
6.
7. The World Is Dangerous-
I am Not Safe
Born at the time of the Columbine
Massacre
Witnesses World Towers fall in slow
motion
Experienced Economic Recession of 2008
Traumatized by Sandy Hook shootings
2012 & more recently Parkland, Florida
Intergenerational stress-Parents try to
Control Children More
There has been about one school shooting
a month or other type since Columbine
8. Gen Z
High Levels of Loneliness
Substitution of social media
for true friendship network
Constant bombardment of
negative self-comparisons
A narrowing definition of life
success leading to destructive
perfectionism all or nothing
thinking
9. Gen Z- The Instant
Generation
Communicates with images
Uses multiple channels at one time
Takes in information immediately
and loses interest instantly
“I can simultaneously create a
document, edit it, post a photo on
instagram , all from the user
friendly I phone “ Hannah NY
Times
The 8 second wonder
10. Gen Z & Social Media
Use for Research
HDVideo is the Norm
4DLifestyle
Emotes/Emojis
FOMO
Global Friends
Less is More
Facebook, Instagram, Twitter
Snapchat, U-Tube, Vine Camera,
Peach,
Reddit, Pintrest, ASk.fmTumbler,
Flickr, Google
EPOXY.tv-Share Video
buffer.com, Sproutsocial,
Hootsuite-SMM
WhatsApp, Messenger, Instagram
(Facebook)
Treat Others the Way They Want to Be Treated
11.
12.
13. Meet The Parents of
Gen Z
Prize Practicality and Self Reliance
Digitally Literate
Heightened concern for safety
Concerned with practical benefits of
what a higher education can do
Demand Professionalism and
Communication
Skeptical and Price Conscious
They pick and choose when to attack
Stealth Bombers
18. GEN Z-Marijuana, Alcohol
Etc
40 yo study says Gen Z avoids sex, alcohol and driving at
record rates -slow life strategy- Twenge
Suicide rate has passed that of millennials
Daily marijuana use surpassed that of alcohol industry
Politically Millennials and Gen Z favor legalization of
marijuana
Gen Z follow millennials in usage-spend $62.35 as compared to
millennials spent $72.94per month and baby boomers $89.24
21. Meet Clark
Adopted FAS- Learning Disabilities
Loved Sports but short
Bullied
Parents Marital Discord
Sells & Abuses Drugs
Graduating Senior
Feisty-Argumentative
Depression
22. Meet Milly
14 yo Fraternal Twin
Mother Actively Abusing
Substances-Parents Divorcing
Stops playing tennis, isolates
Gains 45 pounds in 3 months
weight
Starts Cutting
Has to go to a New school
23.
24. Clark and Milly are Not
Alone
Over 3 million teenagers experienced a major depressive
disorder in the past year
20% of all American teenagers struggle with depression
6.3 million teenagers have been diagnosed with an anxiety
disorder
2013 Ottawa public Health- Teens who use social media
sites for more then 2 hours a day are more likely to
experience anxiety and depression
25. Best Approaches to Buffer
Stress/Anxiety/ depression
Teach better coping skills through mindfulness, breathing,
meditation, yoga, self acceptance
Develop and cultivate close friendships in “real’ time and space
Engage in meaningful actions to address societal sources of
stress
Family communication helps. When Parents Listen Children
will talk
Listen to ask for help. You are Not alone
27. Vaping
A new epidemic-3.6 million
teens -1 in 5 high school students
Vaping is leading teens to try e-
cigarettes- increase in nicotine
addiction
Vaping marijuana according to
Stanford psychologist Bonnie-
Halpern Fisher “damage brain
function’
Gateway Drug or Just Drug
28. Tips for Parents
Be calm, listen , avoid criticism
Ask questions, with interest
Set Tobacco free examples
Choose what you will and will not pay for
Develop parental alliances in the
community
Set healthy boundaries
Remember you are the Parent and you do
not have to pay for bad habits
Keep the dialogue open
30. Cutting
20-25% of adolescent girls and
10-14% of adolescent boys
report self injury
Bully and sexual trauma are
seen as drivers for self injury
LGBTQ+ teens are twice as
likely to self injure
31. Self Injury
Is a way in which teens struggling with their own emotions can
find relief in suffering and emotional pain
Soothes emotions that often originate from feeling poorly
understood in family, friendships, relationships, interpersonal strife
Have the capacity to become habitual
Can increase in severity or frequency when self injury susessfully
helps to manage suffering
Often a behavior that accompanies psychological diagnosis
Jim Holsomback M.A., McLean Hospital
32. Self -Injury in General is
not
A Direct Path to Suicide
Successfully Treated by Medicine ( therapy and support more successful in treating
A cry for help-often initial incidents of self injury are done without others knowing
A painful way to punish or engage others
KNOWTHAT
If a child had a better way to self regulate they would
Don’t let shame prevent anyone from getting treatment
Parents benefit from support groups as well
33. Parent Talk:
How to Respond
BE CALM- Easier said then
done - Your teen is
communicating which is great-
Do Not Overreact
Shut UP and LISTEN!
FOCUS ON GOALS - provide
professional help
PUNISHMENT IS A POOR
AGENT OF CHANGE
34. Bullying
Direct - bullying that occurs in the
presence of another youth
Indirect-spreading rumors etc
Four types- physical, verbal, relational
(hurting reputations) and damage to
property
Cyberbullying - 9% of students grades
61-12
15% of HS students say they have been
electronically cyperbullied
55.2% of LGBTQ report cyberbullying
35. What we know
Between 1-4 US students say they have been bullied
28% if US students grade 6-12
20% of US students 9-12
70.6% of young people report they have sen bullying in schools
70.4 % of staff, 62% witnessed bullying 2 or more times
When bystanders intervene , bullying stops within 10 sec 57% of the time
Most bullying happens in middle school
Children who are perceived as different are more likely to be bullied
Bullies - children who are aggressive easily frustrated. have less parental involvement, think badly of
others, have difficulty following rules, view violence in a positive way, have friends who bully others
36. The More We Know
There is not a single profile of a young person involved
in bullying
Disconnect between adults and youth-Adults don’t know
exactly what to do about bullying
Most bullying takes place in schools or online and cell
phones
37. Respond to Bullying
Do Intervene-Its ok to ask an adult for help
Separate kids involved
Make sure all are sake
Tend to any immediate medical mental health needs
Stay Calm
38. Bullying and Suicide
The relationship between bullying and suicide is complex
It is not accurate and potentially dangerous to present bullying as cause
or reason for suicide
Media should NOT use word “BULLYCIDE”
Persistent bullying can lead to isolation, rejection, exclusion and despair
Vast majority of teens who are bullied do not become suicidal
Most young people who die by suicide have multiple risk factors-
Some youth (LGBTQ) are at increased risk for suicide without bullying
39. Avoid These Common
Mistakes
Do not ignore-thinking kids can work out on their own
Don’t immediately try to sort out the facts
Don’t force kids to say publicly what they saw
Don’t question kids in front of other kids
Don’t talk to kids involved together, talk separately
Don’t make kids involved or patch up relationships on the spot.
If a weapon is involved, threats of physical harm, serious bodily harm, sexual
abuse, anyone accused of an illegal act such as robbery or extortion using force
to get money, property or services immediately get medical and police help
40. Prevention
Help kids Understand Bullying
Keep communication Open-
speak to a trusted adult
Encourage Kids to Do what
they Love
Model How to Treat Others
https://www.stopbullying.gov/
prevention/index.html
42. Statistics
Suicide rates increased 33% between 1999
and 2014
Males are more then 4 times more likely to
complete
Suicide rates for females doubled from
20017-2017 )ages 10-14) compared with other
age groups (hanging and suffocation)
There are 25 attempts to 1 completed suicide
Females have higher rates of suicide ideation
and are more likely to attempt
Firearms are used in over half
2016 Virginia Stats showed increase
43. Warning Signs
Sense of hopelessness
Social Withdrawal and Isolation
Helplessness
Feelings of Failure
Being a Burden to Others
Preoccupation with Death and Dying
Lack of Future Goals
Drop in School Grades
Giving Away Prized Possessions
44. Significant Life Events
Loss of a love object
History of suicide in family
Recent suicide of a friend
Negative parental attitude
toward teen
Disharmony in family
45. Other Causes
Poor Academic Performance
Alcohol or Other Drug Abuse
Unhealthy relationships, physical, sexual abuse
Feelings of Guilt and Shame-targets of Bullying
Feelings of Anger
Physical or Mental Health issues
Sibling Rivalry
46. Types of Teen Suicide
Firearms
Hanging
Alcohol or other drug
overdose
Drowning
Suffocation
Electric Shock
47. Talking with Teens
The suicidal teen may not talk
directly about suicidal plans or
wishes
It is OK to ask : “Are you
thinking about killing
yourself ?”
It is a myth that talking about
suicide to a distressed
individual can lead to suicide
48. Suicidal Teens are Often in
a Confused State
Talking helps clarify internal
states
Teen may express verbally , by
gesture or expression
You have to try and
understand Implied feelings
and restate and reflect back
49. Dos and Don’ts of
Suicide Prevention
Do Assess for Risk. If risk appears grave then the teen
needs to be taken to hospital
5150 hold for 72 hours
Do Inform parents or guardians of teen suicidal crisis
Do Ensure Follow up by appropriate person
50. DON’TS
Do not put on your super woman or man cape and think
you alone can save
Do not sound shock or say suicide would be an
embarrassment
Do not engage in philosophical debate . You may not
only lose the debate but the suicidal teenager
51. Crisis Interview Model
Present as concerned, effective
helper
Focus on teens emotion and
encourage expression
Empathize with teens expressed
affect
Identify problems with teens
Review mutually determined
strategy with teen and seek
agreement
52. Confront them in calm , warm manner, “when someone is
feeling extremely upset, they may have thoughts of
suicide. Is this something you have been thinking about?
Always ask are you thinking about killing yourselves? the
answer will tell you if teen has a plan etc.
If teen has a plan use SAL
How Specific is the plan
Is there a method Available to carry out the threat
How Lethal is the proposed method
55. Common Texts
LOL-Laugh out loud
GR8=Great
IRL=In real Life
TYVM=Thank you very much
J/K=Just Kidding
L8R=Later
NP= No Problem
WYD=what’s you doing
56. TEXTS
53x= Sneaky way to type sex
KMS= Kill myself
LH6=Lets have sex
KYS=Kill Yourself
MOS=Moms Over the shoulder
POS=Parents over the shoulder
CD9=Parents Around GNOC=Get Naked on Camera
99=Parents are gone
IWSN-I want to have sex now
https://www.usatoday.com/story/tech/columnist/2017/05/21/sneaky-teen-texting-codes-what-they-mean-
when-worry/101844248/
57. Texting and Driving
South Dakota ranks #2 for Distracted
Driving
Hand held Ban-No
All Cell Phone Ban-No
Novice drivers-Drivers with learner or
intermediate license. Secondary Law
Text Messing Ban-Secondary Ban
https://www.ghsa.org/index.php/state-
laws/issues/distracted%20driving
Peer to Peer Guide Governors Traffic
Safety https://www.ghsa.org/sites/
default/files/2019-04/peer-to-
peer-2019.pdf
64% of South Dakota teens admit to texting behind wheel
59. The Oxymoron
89% of all teens have smart
phones (2016, Pew Report)
Jean Twenge reports the
relationships diminish based
on increase of screen
time.Computers etc are used
in school, for homework etc.
60.
61.
62.
63.
64. Screen Time and Teens
Kasier, Pew , Berkley Science for the
Greater Good
65. Screen Time Can Effect
Sleep Patterns
Eating Patterns- Obesity
Loneliness-Interferes with social
Activities
School-Educational-Children
with TV’s in Bedroom do worse
academically
Anxiety-Depression
Marijuana Use
68. Strategies to Limit Teens
Screen Time
Make Screen Time A Privilege
Role Model Healthy Habits-Limit Your own Screen Time
Discourage Multi-tasking
Establish Clear Rules About Electronics
Encourage Physical Activity
No Screen Time in Car
69. Strategies
No digital devices during
family meals
No Screen Time in Car
No Screens on Bedrooms
Develop Alliances with other
Parents, Schools and
Community Groups
70. Strategies
Educate About Media- Discuss
Advertisements and what they do,
Discuss the dangers of too much
exposure to violence in the news and in
games
Don’t allow Electronics During
Mealtimes
Create Screen Free Days
Schedule Family Activities that Do Not
involve Electronics
Hold Family Meetings to Discuss
Screen time
71.
72. Resources
Stanger L.& Weber, L (Ed). (2018) The Definitive
Guide To Addiction Intervention-A Collective
Strategy. New York, Ruthledge
Stanger, L.& Porter, R (ed)(2016) Meet the Parents -
Helicopters, Submarines and You. A Sober World.
73. Resources
Stanger, L.& Porter, R. The Latest Trend in Gen Z-Anxiety and
Depression. 2019 The Sober World.
Stanger, L.(2019) 6 Fears That Drive Snow Plow Parents. Thrive Global
Stanger, L. (2018) Hopping on the Vape Train-What are Teens and
Parents to do .Thrive Global
Stanger, L. Teen Vaping. From Flavored to Marijuana , An Alarming
Epidemic Grows (Feb. 2019) Thrive Global
.http://thatsoberguy.libsyn.com/tsg-ep259-managing-your-kids-screen-
time-teen-vaping-marijuana-parenting-with-dr-louise-stanger april 2019
76. Resources
Most Us Teens See Anxiety & Depression as a Major
Problem Among Their Peers-Pew Research 2019
https://www.stopbullying.gov/what-you-can-do/teens/
index.html
https://www.stopbullying.gov/what-you-can-do/teens/
index.html
https://www.stopbullying.gov/laws/index.html
79. Resources
GenZ is too Busy to Drink or Do Drugs. Vice UK
https://www.businessinsider.com/generation-z-sex-alcohol-driving-
study-2017-9. Business Insider
https://www.insidesources.com/more-sober-than-millennials-generation-z-
could-dramatically-affect-alcohol-market/
https://www.marketwatch.com/press-release/millennials-generation-x-and-
gen-z-are-all-unanimous-in-their-position-to-legalize-marijuana-2019-03-12
https://www.nytimes.com/2019/01/24/us/california-today-marijuana-
consumers-by-the-numbers.html
80. To Contact Dr. Stanger
619-507-1699
DrStanger@allaboutintervetio
ns.com
www.http://
allaboutinterventions.com