Suicide Prevention Education, Essay Example

Introduction

Educating teachers regarding the risks and challenges of suicide offers a difficult set of circumstances to ensure that their level of preparation is appropriate to promote prevention among children and teens. Suicide affects young people at high rates; therefore, it is critical that teachers set an example for their students to follow that will have a positive and lasting impact on their lives. The mental health concerns surrounding suicide require teachers to be fully educated regarding the supportive needs of their students. It is imperative that students are able to gain much-needed support and guidance from their teachers when they are experiencing depression, as this may make a difference in how they respond to their mental and emotional health. Therefore, teacher education is essential in order to facilitate the responsibility of observing students and checking on their wellbeing. Most importantly, teacher education to prevent suicide must serve as a reminder of the need for policy makers to be proactive in this objective on an increased basis to prevent the number of suicides that occur.

Key Points

In 2012, there were 36,909 suicides in the United States, and are the third leading cause of death for young people (Schmitz et.al, 2012). Up to 24 percent of young people between the ages of 12 and 17 have experienced suicidal ideation and may die in the future of suicide or of another premature cause (Robinson et.al, 2013). Suicide-based interventions are often difficult to implement because the causes and nature of suicidal behavior may be highly complex and multifaceted; therefore, teachers often lack the training and knowledge that is required to effectively manage a suicide intervention (Robinson et.al, 2013). There must be a greater emphasis on the behaviors of those who are at risk of suicide, as this will prepare teachers to recognize the warning signs and risk factors that may impact their decisions (Robinson et.al, 2013). Teachers must be prepared to manage the issues related to suicide risk and to recognize the importance of knowledge in recognizing persons who may be inclined to commit suicide, and this includes the identification of mental health concerns that may impact their overall wellbeing (Robinson et.al, 2013). It is important to recognize the value of developing

Empirical Evidence

A key component of teacher education regarding suicides requires an examination of risk assessment, as this will support and engage teachers to recognize the mental health concerns of students and engage them in methods to prevent suicidal thoughts and actions (Schmitz et.al, 2012). There is a perceived lack of training in many organizations and educational programs regarding suicide prevention; therefore, addressing these curricular needs is essential to improving risk assessment for teachers (Schmitz et.al, 2012). Accreditation and continuing education for licensed professionals should be required in order to improve risk assessment skills and knowledge, along with the level of training that is necessary to support improvements in risk assessment and prevention for students (Schmitz et.al, 2012).

It is important for teachers to be mindful of the different needs and expectations of their students and to develop relationships with them, as this may provide further insights regarding any questionable behavior that may contribute to increased suicide risk (Whitlock, Wyman, & Moore, 2014). Most importantly, teachers should experience some degree of connectedness to their students and support a dynamic that will have a positive impact on their wellbeing, while also reducing their suicide risk (Whitlock et.al, 2014). This process will also demonstrate the need for further enhancement of educational tools that will support teachers’ growth and knowledge in this area. When teachers feel connected to their students, it is likely that students will be more receptive to these associations and may be influenced to address any mental health and/or emotional concerns that they may have that could impact their suicide risk (Whitlock et.al, 2014). From this perspective, teachers must be able to recognize the value of connecting with their students and aim to make a positive impression in order to improve their overall wellbeing (Whitlock et.al, 2014).  In general, teachers must be able to identify the specific areas where there is an opportunity to examine suicide risk and the multiple factors that impact this type of behavior so that these concerns will be addressed in a timely and efficient manner to prevent suicides from taking place.

Impact and Importance to Nursing

There is a lack of focus on education and training for many healthcare professionals with respect to suicide prevention, and many are unable to recognize the warning signs and risk factors, in addition to the mental health challenges that patients may experience (Sher, 2011). This reflects a need to further examine areas of need that will impact the development of programs that will provide education and training for nurses that will also support their ability to perform risk assessments at an expert level (Sher, 2011). Most importantly, it is necessary to develop a strategy that will enable nurses and other healthcare providers to obtain access to education to promote suicide prevention with their patients (Sher, 2011). Nurses must receive this training in an effort to accomplish the intended objectives and to recognize the risks associated with suicides that impact many members of the population, including younger people (Sher, 2011). It is imperative that healthcare providers and educators fill the gaps in knowledge that currently exist regarding suicides and prevention mechanisms.

Nurses must possess the proper training and be able to recognize suicidal tendencies in their patients, and this is particularly useful in the emergency department setting, where higher risk patients may be seen, perhaps some who have attempted suicide in the past (Betz et.al, 2013). Nurses must be able to recognize the common behaviors of suicidal children, teens, and adults, and learn how to be effective in working with patients in order to identify their specific issues as best as possible (Betz et.al, 2013). In 2010, over 465,000 persons were seen and treated in emergency departments for self-inflicted injuries; as a result, it is necessary to develop a strategic approach that will have a positive impact on these patients and promote the prevention of future injuries and suicide risk (Betz et.al, 2013). It is imperative that nurses are prepared to work with patients who have a higher suicide risk in order to be successful in treating their needs as best as possible, while also considering the value of developing new insights into their mental health and overall stability (Betz et.al, 2013).

Conclusion

Suicides are a critical concern in the United States and require teachers to be proactive in meeting the needs of their students through successful risk assessments and other tools. Recognizing mental health concerns is a primary step in this process, along with understanding the different tools and resources that impact student wellbeing at a high level. Therefore, teacher education must be achieved at a high level and provide knowledge and resources that will influence student decision making and reduce suicide risk as best as possible. Nurses will also likely benefit from these conditions and should be able to recognize how to prevent suicides by recognizing behaviors and tendencies that impact patients. These learning tools are essential to the discovery of mental health needs and how to treat these needs as a means of preventing suicide as an ongoing process that will impact how individuals respond to their own issues through counseling, support, and treatment. This also requires an examination of the risk factors associated with suicide and what is required to protect this population from further risk and harm to themselves.

References

Betz, M. E., Miller, M., Barber, C., Miller, I., Sullivan, A. F., Camargo, C. A., & Boudreaux, E. (2013). Lethal means restriction for suicide prevention: beliefs and behaviors of emergency department providers.Depression and anxiety,30(10), 1013-1020.

Robinson, J., Cox, G., Malone, A., Williamson, M., Baldwin, G., Fletcher, K., & O’Brien, M. (2015). A systematic review of school-based interventions aimed at preventing, treating, and responding to suicide-related behavior in young people. Crisis.

Schmitz, W. M., Allen, M. H., Feldman, B. N., Gutin, N. J., Jahn, D. R., Kleespies, P. M., … &

Simpson, S. (2012). Preventing suicide through improved training in suicide risk assessment and care: An American Association of Suicidology Task Force report addressing serious gaps in US mental health training. Suicide and Life-Threatening Behavior, 42(3), 292-304.

Sher, L. (2011). Teaching medical professionals about suicide prevention: what’s missing?. QJM, 104(11), 1005-1008.

Whitlock, J., Wyman, P. A., & Moore, S. R. (2014). Connectedness and suicide prevention in adolescents: Pathways and implications. Suicide and life-threatening behavior, 44(3), 246-272.