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Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force - State of Utah Suicide Prevention Information

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Page 1: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Gregory A. Hudnall, MSWAssociate Superintendent, Provo City School District

Executive Director - Utah Co. HOPE Task Force

Suicide Prevention Task Force - State of Utah

Suicide Prevention Information

Page 2: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

2009 Youth Suicides by States 15 -24 years Rate per 100,000 population

Rank State Rate   Rank State Rate1 Alaska 33.3   26 Missouri 10.52 South Dakota 30.5   27 Nevada 10.43 Montana 26.5   27 Kansas 10.44 New Mexico 24.8   27 South Carolina 10.45 Wyoming 23.3   30 Mississippi 10.16 North Dakota 20.2   30 Delaware 10.17 Colorado 18.4   30 North Carolina 10.18 Hawaii 15.1   33 Nebraska 109 Utah 14.5   34 Florida 9.710 Arkansas 14.1   34 Pennsylvania 9.711 Idaho 14   36 Michigan 9.412 Arizona 13.7   37 Virginia 9.313 Tennessee 13.4   38 Ohio 9.114 Iowa 13.3   38 Rhode Island 9.115 Kentucky 13.1   38 Maryland 9.116 Oklahoma 12.8   41 Georgia 8.917 Washington 12.7   42 Connecticut 8.618 Indiana 12   43 Louisiana 8.419 New Hampshire 11.9   44 Maine 8.219 Wisconsin 11.9   45 Illinois 7.621 Texas 11.5   46 California 7.422 West Virginia 11.4   47 New York 6.823 Minnesota 11.3   48 New Jersey 624 Oregon 11.1   49 Massachusetts 5.725 Alabama 10.8        

Page 3: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force
Page 4: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Ages of Suicide Completers in Utah

Page 5: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Adolescents – Risk Factors

• Mental illness & substance abuse

• Previous suicide attempts

• Firearms in the household• Exposure to suicidal behavior from

   family & friends

• Self-esteemAmerican Association of Suicidology

Page 6: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

• Loss of motivation and joy - hopelessness• Anxiety, agitation, anger• Withdraws from family & friends - isolation• Change in appearance, appetite, sleeping,     

academic performance• Friends who have attempted suicide• Giving away prized possessions• Preoccupation with death (writing, art, music)

• Romantic breakup

What to Watch for - Triggers

Page 7: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

I Ideation: threatening to hurt self; seeking access to weapons; writing, talking or drawing about death

S Substance abuse: increased

P Purposelessness: no reason for living

A Anxiety: agitation, too much/little sleep

T Trapped: there’s no way out

H Hopelessness

W Withdrawal: from friends, family & society

A Anger: rage, uncontrolled anger, seeking revenge

R Recklessness: engaging in risk activities

M Mood Change: dramatic mood changes

Is Path Warm

Page 8: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

“I don’t want to be a burden.”

“I’m going to end it all.”

“I can’t stand it any longer.”

“People would be better off without

me.”

Verbal Warnings

Page 9: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

How to Talk to Children ages 4-8

Help children label their feelings:

How are you feeling?

Are you feeling sad or angry?

Encourage children to express their feelings

Provide other ways to express feelings: writing, drawing or being physically active

Explain being sad or angry is normal from time to time

Ensure there is not access to harmful materials (knives, pills, etc.)

Focus on active involvement with young children (games, sports, playgrounds)

Page 10: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Be aware of depression symptoms that last for two weeks or more.

Be aware of stressors – talk with them about stressors

Help them learn to manage negative thinking

Emphasize that alcohol and drugs are not helpful

Be attentive to risk factors

Encourage them to talk about and express their feelings

How to Talk to Pre-teens ages 9-13

Page 11: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Recognize the signs and symptoms of depression

Ask how they are feeling, what they are thinking about and what they are doing

Provide support if thought of suicide are expressed

Listen to language used: “go away” “just die”

Encourage all teens to be attentive to their peers and quickly report any suicide threats, direct or indirect, urge not to keep “deadly secrets”

How to Talk to Teens ages 14-18

Page 12: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Emotional shock – at time an apparent lack of feelings, which serve to help the child detach from the pain of the moment.

Regressive (immature) behaviors - such as, needing to be rocked or held, difficulty separating from parents or significant others, needing to sleep in parent’s bed or an apparent difficulty completing tasks well within the child’s ability level

Explosive emotions & acting out behavior – reflect the child’s internal feelings of anger, terror, frustration and helplessness. Acting out may reflect insecurity and a way to seek control over a situation for which they have little or no control;

Asking the same questions over and over, not because they do not understand the facts, but rather because the information is so hard to believe or accept. Repeated questions can help listeners determine if the child is responding to misinformation or the real trauma of the event.

Helping Children Cope with Loss, Death & Grief

Page 13: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Helping Children Cope with Loss, Death & Grief

Allow children to be the teachers about their grief experiences: Give children the opportunity to tell their story and be a good listener.

Don’t assume that every child in a certain age group understands death in the same way or with the same feelings: All children are different and their view of the world is unique and shaped by different experiences. (Developmental information is provided below.)

Grieving is a process, not an event: Parents and schools need to allow adequate time for each child to grieve in the manner that works for that child. Pressing children to resume “normal” activities without the chance to deal with their emotional pain may prompt additional problems or negative reactions.

Page 14: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Don’t lie or tell half-truths to children about the tragic event: Children are often bright and sensitive. They will see through false information and wonder why you do not trust them with the truth. Lies do not help the child through the healing process or help develop effective coping strategies for life’s future tragedies or losses.

Help all children, regardless of age, to understand loss and death: Give the child information at the level that he/she can understand. Allow the child to guide adults as to the need for more information or clarification of the information presented. Loss and death are both part of the cycle of life that children need to understand.

Encourage children to ask questions about loss and death: Adults need to be less anxious about not knowing all the answers. Treat questions with respect and a willingness to help the child find his or her own answers.

Helping Children Cope with Loss, Death & Grief

Page 15: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Don’t assume that children always grieve in an orderly or predictable way: We all grieve in different ways and there is no one “correct” way for people to move through the grieving process.

Let children know that you really want to understand what they are feeling or what they need: Sometimes children are upset but they cannot tell you what will be helpful. Giving them the time and encouragement to share their feelings with you may enable them to sort out their feelings.

Children will need long-lasting support: The more losses the child or adolescent suffers, the more difficult it will be to recover. This is especially true if they have lost a parent who was their major source of support. Try to develop multiple supports for children who suffer significant losses.

Helping Children Cope with Loss, Death & Grief

Page 16: Gregory A. Hudnall, MSW Associate Superintendent, Provo City School District Executive Director - Utah Co. HOPE Task Force Suicide Prevention Task Force

Keep in mind that grief work is hard: It is hard work for adults and hard for children as well.

Understand that grief work is complicated: Grieving may also be complicated by a need for vengeance or justice and by the lack of resolution of the current situation: the conflict may continue and the nation may still feel at risk.

Be aware of your own need to grieve: Focusing on the children in your care is important, but not at the expense of your emotional needs. Adults who have lost a loved one will be far more able to help children work through their grief if they get help themselves. For some families, it may be important to seek family grief counseling, as well as individual sources of support.

Helping Children Cope with Loss, Death & Grief