Suicide Prevention Awareness: Critical Insights from a Therapist

by Paul Breithaupt, MA, LMSW, CAADC– Wedgwood Outpatient Therapist

 

September is Suicide Prevention Awareness Month. In one way or another, suicide impacts everyone. There is about 1 death every 11 minutes from suicide in the U.S (Michigan is about average for the U.S.)1

For imminent safety issues always contact 911 and the Crisis Line 988.

Risk factors:

• Previous attempts
• Loss of hope and/or disparaging thoughts
• Sudden mood changes, and/or impulsive behavior
• Mental health disorders
• History of abuse, substance use (especially increased or risky use)
• Physical/medical issues, or starting an antidepressant
• Being bullied, peer influence
• Questioning sexuality
• Delays in accessing care
• Significant or dramatic loss

Warning Signs Include:

• Talking about wanting to die
• Great guilt or shame
• Feeling like a burden to others
• Selling or giving away things
• Making notes, collecting means to end life, and/or suddenly making a will
• Increased substance use
• Hopelessness/rage/anxiety
• Withdrawing from social supports
• Significant changes in sleep or routine.

What to do if someone you know might be at risk:

• Ask them directly, “Are you having thoughts of hurting or killing yourself?”
  • Other questions to ask:
• “How can I help you in this situation?”
• “What is feeling hopeless or overwhelming?”
• “Can I contact someone for you?”
  • Remove harm temptations (i.e. sharp things or pills).
• Help them establish supports and/or get connected to a professional.
  • Be there with that person. Follow up.
  • Listen, be present, gently remind them that feelings are temporary, but death is not
  • Let them know when you plan on checking to see if they were able to engage any plans for safety or help.

For children:

• Suicidal thoughts can often be managed safely with the steps above and careful planning.
• Avoid giving an emotional response to a child who states that they wish that they were dead or want to kill themselves.
  • Keep your own response calm, interested, and focused without an edge, accusations, pleading, or anger.
  • This may be challenging but it helps a child develop the neurological pathways that are needed to minimize the experience of crisis states.
• Ask if there is something you can do to help them change the situation.
• Help them apply problem solving and/or coping skills to reduce the feeling that they do not want to be a part of their environment anymore.
• After the crisis has calmed and the child has agreed to a productive plan of action, then re-engage the emotional-based response and affirm their value as a person and child, remind them that they would be missed.
  • Use language that affirms the person’s worth and relationship to you and others as well. After the crisis has been managed is when we should show the emotional vulnerability.
• Review the plan for communication around those thoughts and how to address triggers for those thoughts.
• For follow up, check on the status of what they feel connected to (their grounding points).
  • If the child has intent, means, AND a plan, the child should be evaluated by a professional.

 

Sources: Michigan.gov