Adolescent Suicide Prevention, Research Paper Example

Introduction

LGBTQ youth have been reported to be more suicidal than other youth members. Research has proven that LGBTQ youth is nearly three times more likely to have suicidal thoughts.  The stigma and discrimination they face is directly linked to factors that lead to suicide. Programs aimed at preventing suicide can help to diminish the risk factors that lead to suicide behavior. When these at risk youth have the opportunity to connect with supportive adults and others who have experienced what they are dealing with, their chances of committing suicide is diminished. One venue to help reach out to LGBTQ is the school systems. More than 4,000 youths commit suicide each year (Simon, 2011). Implementing the Trevor Project can help to lower suicide in LGBT youths and reduce ant-gay views.

Implementing Trevor Project

Schools are adopting what is known as the Trevor Project. This project is the leading national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender and questioning (LGBTQ) young people ages 13-24. Every day, The Trevor Project saves young lives through its accredited, free and confidential phone, text and instant message crisis intervention services. A leader and innovator in suicide prevention, The Trevor Project offers the largest safe social networking community for LGBTQ youth, best practice suicide prevention educational trainings, resources for youth and adults, and advocacy initiatives. There are no current laws that mandate suicide prevention education in schools nationwide. 19 states have adopted legislation regarding youth suicide prevention while 4 states—example being California—have specifically mandated a school curriculum. The Department of Education (DEd) and the Department of Health and Human Services (DHHS) should engage in a joint effort to mandate minimum standards for curriculums addressing suicide prevention in all states. These curriculums should address warning signs, ways that young people can help each other, and information for groups—like LGBT young person’s—who are at an increased risk for suicide. As our youth are experiencing more and more bullying for the sexual orientation decisions they are making, we need to be educating our teachers and reaching out to them sooner than what we have. We are seeing an increasing amount of suicides in these children/teens so the sooner our education system can be educated the sooner they can reach out to those in need.

The Research

LGBT youths face many obstacles at school. In a school climate survey conducted in 2012, almost 85 percent of LGBT students expressed that they had been verbally harassed and more than 40 percent said that had been physically assaulted because of their sexual orientation (Garland & Ziglar, 2012). These students tend to have lower grade point averages and absences than other youths. Schools are one of the most vulnerable settings for LGBT youths. During this age frame, LGBT youth have usually come to terms with who they are and “come out” to family and friends. Garland & Ziglar added,

“At first glance, it appears contradictory that GLBQ youth that ‘‘come out’’ at an early age and those that do not ‘‘come out’’ to anyone are both at high risk. The commonality between these two groups is the extreme isolation felt by young people in both cases. A youth who is ‘‘out’’ to others and self at an early age is at increased risk for assaults and harassment, and is thus more psychologically isolated” (2012)

Nevertheless, this disclosure only heightens the youth’s suicide risk. Once they have disclosed their identities, they are under undue stress while seeking acceptance. About 43 percent of LGBT youth have reported that they have lost friends due to the disclosure of their sexual orientation (Simon, 2011).

Verbal Victimization

Homophobic and other derogatory slurs are directed more so to male LGBT youths than females. Nearly 44 percent of LGBT male youths report that they have been threatened with physical violence. Almost 20 percent of LGBT males have been in a physical altercation that required medical attention, as compared to only about 4 percent of heterosexual peers (Stevenson, 2010). Nevertheless, those LGBT youths who report lower levels of verbal victimization at school also report a lower level of suicidal thoughts and attempts. Consequently, that links school intervention as a key factor in lowering suicide rates in school age LGBT youths.

Method of Suicide

Firearms are the most common way of committing suicide. Nearly half of all youths between the ages of 15-24 that committed suicide used a firearm. Another 35 percent was attributed to some form of suffocation (hanging is very common) and about 8 percent use a form of poison. Only about 3 percent jumped from buildings or bridges. Youths have also use drug overdose, self-cutting, and carbon-monoxide poisoning (YRBS, 2011).

Ethnicity and Suicide

Alaskan Natives and American Indians have the highest suicide rates among youths between the ages of 15-24. The second highest rate of youth suicide was among White youths. Latino and Black youths rank about the same in third place. Pacific Islanders and Asians have the lowest suicide rate. Latino, Whites, and Black were more likely to use a firearm to commit suicide (YRBS, 2011).

Lack of School Support

Of 42 school districts surveyed, about 32 of them failed to provide a safe and comfortable environment to youths that identify as LGBT. In that same survey, fifty-eight percent transgendered youths expressed that they did not feel comfortable enough to talk to school staff. Most youth stated that they felt the staff was unsupportive of LGBT issues (YRBS, 2011).

LGBT youths reported that they had been verbally attacked, threatened to be attack, had personal belongings vandalized, been chased or followed, spat at, and in rare cases, sexually assaulted. Mark Simon said:

“To be more specific, a lack of GLB content in classes and teaching may increase suicide risk for GLB youth. Of particular concern is the lack of GLB information in health education contexts. Not only do GLB relationship issues get largely ignored in middle and high school curricula, but safer sex practices for same-sex sexual behavior are rarely introduced. In addition, without the inclusion of adequate role models in the curriculum, GLB youth have little to feel proud about in terms of their identity” (2011).

The victims reported that when staff witnessed such incidences they did not assist them. In some cases, youths have reported being verbally victimized by staff and other adults at the school. For example:

“A ubiquitous tolerance of homophobic and heterosexist attitudes in teachers, peers, religious leaders, and family members may increase suicide risk for GLBQ youth. An overwhelming majority (97%) of GLB youth report hearing homophobic remarks within their immediate school environment, and some of these remarks are made in front of school personnel that do nothing to challenge the peers’ anti-gay attitudes”(Bingham, Bennion, Openshaw, & Adams, 2013).

Youths reported being called “faggot” or “dyke” while at school. Many heterosexual students reported that the use the terms “that’s so gay” as a form of put down when other heterosexual friends do things that are “stupid”. Essentially, they are equating being gay with being stupid.

Conclusion

Once the school staff has been properly trained in issues with LGBT, the Trevor Project can be used as a tool to help prevent suicide in LGBT youths. Schools are one of the primary venues with the ability to teach and influence the relationship that students have with members of the LGBT group. School staff has a great influence of students and consequently have the ability to reduce suicides. When parents and schools work together as a team to reach out to these groups, great strides can be made. Once youths and staff have been educated about the struggles of LGBT life, both can help ease the frustration and agony experienced by these youths. Many schools are implementing the Trevor Project, which includes a homosexuality sensitivity programs geared towards anti-gay students and officials. These trainings would be beneficial to all stakeholders because it will help all come to terms with prejudices that may be harboring against the youth group. The Trevor Project is not a miracle cure for the issues that LGBT youths are facing, but it will provide many benefits when implemented properly. If this program only changes the mind of 3 anti-gays or save the life of 1 suicidal student, the purpose has been well served.

References

Bingham, C. R., Bennion, L. D., Openshaw, D. K. and Adams, G. R. (2013). An analysis of age, gender and racial differences in recent national trends of youth suicide. Journal of Adolescence, 17, 53–71.

Garland, A. F. and Ziglar, E. (2012). Adolescent suicide prevention: Current research and social policy implications. American Psychologist, 48, 169–182

Mann, Simon. 2011. “Word is Out on Gay Support in Schools.” The Age, November 26.

Stevenson, M. R. (2010). Promoting tolerance for homosexuality: A review of research. Journal of Sex Education and Therapy, 16(3), 194–197.

U.S. Youth Risk Behavior Surveillance. (2011). National school based youth-risk behavior survey (YRBS). Health and Human Services, Centers for Disease Control and Prevention: U.S. Youth Risk Behavior Surveillance.