Tag Archives: kids

Bullying, Mental Health, Mental Hygiene, Suicide Prevention

Preventing Suicides in School

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University of Maine journalism student Kendra Caruso recently joined us for a Suicide Prevention Workshop both to learn about suicide and to gather information for a journalism assignment.  We’re pleased she decided to share her work with us!

Preventing Suicides in School–
Highlighting a growing problem prevalent in Maine schools.

by Kendra Caruso

Walter Boomsma is a substitute teacher for the Piscataquis Community Elementary School.  He has experienced firsthand the reality of suicide among the adolescent in the state of Maine, it’s why he teaches the Suicide Awareness and Prevention workshop that’s free for the public to attend but required for all school personnel.

LD 609 was enacted into law on April 25, 2013 and requires anyone who works for a school system in the state of Maine to receive comprehensive training on suicide prevention that’s research based, from bus drivers to teachers.  Boomsma’s two-hour class meets the state mandate.  The course he uses is a collaboration between the National Alliance on Mental Illness (NAMI) and the Center for Disease Control (CDC).

In Maine suicide is the second leading cause of death among 15 to 34 year olds and 16.14 people die per 100000 residents compared to the national average of 13.26 in 2015 according to the CDC.

Boomsma talks about bullying as one of the leading causes of suicide among adolescents in his workshop and social media has made it easier for bullies to access their victims.  Boomsma talks about how to address a suicidal child being bullied.  Victims of bullying are two to nine times more likely to be suicidal than people who don’t experience bullying, according to a study by Yale University.

Hailey Cipullo of Abbot is an eighth grader at the Piscataquis Community Elementary School and has been the victim of bullying herself. She never experienced suicidal thoughts but lost a friend she went to a summer camp with to suicide because of bullying.  She didn’t even know her friend was experiencing suicidal thoughts.  Cipullo doesn’t blame herself for not realizing what her friend was going through.  Boomsma teaches not to self-blame for losing someone to suicide.

The LGBTQ community had a much higher risk for suicide ideation, 50 percent of bisexual youth experienced ideation and 25 percent attempted suicide, 40 percent of gay or lesbian youth experienced ideation and 21 percent attempted suicide, according to the Maine Integrated Youth Health Survey in 2013.  Youth in the LGBTQ community are more likely to become suicidal if they are rejected by family.

Men are more likely to die from suicide but women experience ideation more, for one male attempt there are three female attempts.  Men are more likely to kill themselves using violent means where women tend to us less violent acts such as taking pills according to the NAMI and CDC course collaboration.

Native American youth are more likely to experience suicidal thoughts with an average of 17 per 100000 residents compared to 12.1 for the whole US according to the NAMI and CDC course collaboration.

Boomsma experienced the tragedy of suicide first hand when his brother ended his own life but that’s not why he teaches this class.  He teaches this class because of the affect suicide has on Maine’s youth.

Boomsma spends a few minutes after class when he gets home and thinks about how he may have trained someone who will save a life, “I think to myself, I may have saved a life tonight.”

Causes and Friends, Mental Health, Mental Hygiene, Personal Growth

Press Pause… a great idea and resource!

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Here’s one of several great videos recently released…  and this link to a great website called “Press Pause.”  There are more short videos on the topics of dealing with anger and schedule overload.  These are created by “Half of Us.” I’m impressed with both of these sites and their content/approach–easy to navigate, bite-sized chunks of practical support and advice!

Mental Health, Mental Hygiene, Personal Growth, Small People, Teaching

Look Out for Children!

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DJMAX / Pixabay

The reactions to the recent tragedy in Las Vegas have certainly been varied. Thanks in a large part to the ongoing media coverage, it remains a focal point for many.  It, therefore, seems fitting to share several thoughts, including this paragraph from a recent J.E.D. Foundation blog post:

At a time like this, the simple things will help – don’t hold feelings in, talk to friends, family and loved ones. Turn off the TV,  computer, and phone. Get up and get out – tragedies can weigh so heavily on us that it makes it hard to move. Take a walk, go to the gym, run errands, spend time with friends, volunteer to help. And lastly, everyone should take care of themselves and those around them – physical health and emotional connectedness can go a long way toward making you feel like yourself again.

During last night’s Suicided Awareness and Prevention Workshop we discussed briefly the potential impact events like this have on children.  It is so important to remember they are watching and listening and may be much more aware of news and incidents than we might think at first. If it is difficult for an adult to process the “why” of an incident like this, consider how much more so it may be for young people. This is a time when we should look out for our children.

I published a post from Edutopia (an excellent resource for teachers and parents, by the way) on Mr. Boomsma’s Facebook Page. Entitled “Responding to Tragedy: Resources for Educators and Parents.” When time permits, I will be adding many of those resources to this website.

As a general guideline, I encourage adults to listen and watch for signs that a child is struggling to come to terms with the incident. It is not necessary to “force” a child a think or talk about it, but it is important to be willing to listen and answer questions. You don’t have to have all the answers. Provide reassurance and gently shift the focus to the positives. In children’s terms, “Let’s look for the helpers.”

That’s actually pretty good advice for all of us.

Classes and Courses, Substitute Teaching, Teaching

Welcome, New Subs!

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ZIPNON / Pixabay

The recent Substitute Teacher Workshop sponsored by MSAD 53 in Pittsfield included a nice mix of people who are already subbing and some who will be subbing for the first time. One of my favorite comments on the evaluation was “The class taught that being a substitute was far more than a fill-in babysitter in a classroom.”

Okay, so my ego also liked the comment, “Mr. Boomsma is an excellent teacher!”

Folks who’ve participated in the workshop know that my bias is that we can worry less about classroom management if we keep a laser focus on teaching and learning. In an engaged and energetic classroom, there simply isn’t time for disruption.

It’s always exciting to welcome new substitutes to what can be an enjoyable and rewarding job. Remember, Mr. Boomsma’s “rule number two” is “we will enjoy learning!

For the benefit of all those who are embarking on substituting, I’ve recently created a one-page  guide. It will remain available on the for future downloading.

 

Mental Health, Mental Hygiene, Suicide Prevention

Focusing on Solutions

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“Did you know that eating mashed potatoes causes Alzheimer’s?” During one of my annual checkups I told my doctor this–he looked at me in disbelief and asked why I thought that. I replied, “Well, everyone I know with Alzheimer’s has eaten mashed potatoes.”

He laughed and called me a statistical nihilist. I replied that I was merely trying to distinguish between “cause and correlation” since he had been citing some statistical risk factors I have. (This was, by the way, a very friendly conversation.)

With that background, I offer some statistics recently published by NAMI. With the notation that all statistics have limitations, I have confidence in their accuracy.

I do not “enjoy” publishing statistics like this and I confess I find myself sometimes wondering if their publication accomplishes the intent. If it’s not clear, the intent of this infographic is to encourage people to sign up for a Youth Mental First Aid Course.

I’ve taken it; it’s a good course and I highly recommend it. I truly believe, as the infographic suggests, it can help those who take it start a conversation that could save a life. Make no mistake, I’m not at all critical of the course or its intent. But if  I’m going to be totally honest, I firmly believe more is needed.

Without opening a debate about the causes of mental illness, what we are looking at here is identifying a high-risk population. The question that is not being asked is “Why?” and “Are there are actions we could be taking that will reduce that high-risk population?”

I’m a bit troubled by the medical community’s increasing reliance on statistics. The conversation I cited at the beginning took place in part because my doctor was assessing my risk factors for certain health issues. Because data is so readily available, it’s in danger of becoming the holy grail. What happened to science and simple logic?

But I digress, probably because I don’t fully understand our approach to suicide prevention. We are very focused on crisis intervention.  Again, that’s not a bad thing. But I see it as comparable to sending someone to the dentist when they have a toothache. Not a bad idea, certainly, but let’s not omit the importance of oral hygiene–aka brushing and flossing.

So why aren’t we teaching kids (and adults) how to “brush and floss” their minds? If we truly are committed to preventing suicide, can we back up and prevent the crisis?  In much the same way we can avoid trips to the dentist with good oral hygiene, we just might avoid some of those 5,240 attempts in grades 7 – 12 every year by teaching and encouraging good mental hygiene starting at a very early age.

I’ll repeat–crisis intervention is valid and important.  I’m simply using the occasion of “mental health month” to suggest we might be a bit more passionate, excited, and enthusiastic in some positive ways. If kids can learn how to take care of their teeth, they can learn how to take care of their minds.

Perhaps the bigger question is, “Can we teach them how?”