Transcript Preventing Suicide in the GLBTQ Population

Preventing Suicide in the
GLBTQ Young Adult
Population
Adapted from a Presentation by
Barry M. Vesciglio, Ph.D.
Melany C. Tromba, M.S.
Powerpoint adapted by Hugh Muldoon,
Southern Illinois University
Carbondale, Illinois
Workshop Goals
Become familiar with the prevalence of suicide and
GBLT young adult suicide
Recognize risk factors for GLBTQ young adult suicide
Increase awareness of warning signs of psychological
distress
Identify special needs, guidelines for practice, and
interventions with this population
Prevalence Data
Suicide is the 11th ranking cause of death in the U.S.
(MacIntosh, 2003)
Suicide is the 3rd ranking cause of death for youth (15-24
y.o.) (MacIntosh, 2003)
GLBTQ students comprise 4.5%- 9% of the high school
population (Safe Schools Coalition, 1999)
It is estimated that GLBTQ youth attempt suicide at a rate
2-3 times higher than their heterosexual peers, and
account for 30% of annual youth suicide (Gibson, 1989
as cited in Remafedi, 1999)
Some studies suggest that the rate of attempted suicide
for transgender youth is higher than 50% (Cody, 2002)
Prevalence Data Cont’d
Research suggest that “coming out” at a younger age,
gender atypicality, low self-esteem substance abuse,
homelessness, history of sexual abuse, family conflict
appear to be related to suicidality (Remafedi, Farrow,
and Deisher, 1991)
Youths with same-sex orientation were at higher risk for
suicidal thoughts, more likely to report suicidality, and 2
times more likely to attempt suicide (Russell and Joyner,
2001)
GLB youth that reported high levels of at-school
victimization reported higher levels of suicidality than
their heterosexual peers (Bontempo and D’Augelli, 2002)
Issues Facing GLBTQ
Young Adults
Suicide
School Drop-Out
Isolation
Violence
Homelessness
HIV/AIDS
Student Attitudes
Staff Attitudes
Health Issues
Depression
Predominant Stressors GLBTQ
Young Adults Face
concealment of sexual orientation and/or
gender expression
disclosure of sexual orientation and/or gender
identity
sense of isolation
inaccessible or unavailable resources
casual discussions with family and friends are
risky
talking with counselors in schools is hampered
by fear of disclosure to others (teachers, staff,
etc) and by fear of judgment
Characteristics Impacting Mental
Health of GLBTQ Young Adults
invisibility
the assumptions of others—peers and family—that
they are defective
the stigmatization that follows the assumption of
deviance
others’ assumption that all lesbian and gay individuals
are alike (Herdt, 1989)
absence of positive role models
development of a “negative self” that results from the
relentless heterosexism and homophobia of university
culture (Plummer, 1989)
Risk Factors for Suicide
Psychiatric disorders (i.e.,
affective disorders, conduct
disorder, antisocial
personality disorder,
substance abuse, and eating
disorders)
Hx of previous suicide
attempts
Poor coping and problem
solving skills (including low
self-efficacy and low social
support seeking)
Hopelessness
Stressful life events and
chronic physical illness
Accessibility to a lethal
weapon (especially firearms)
A family Hx of suicide
Recent suicide attempt or
completion by a friend or
family member
Low self-esteem
Family violence
Peer difficulties
Interpersonal conflict w/a
parent or romantic partner
Experiences of intense shame
or humiliation (including child
abuse and corporal
punishment)
Low academic achievement
and school problems
Specific Factors Linked to Increased
Risk for GLBTQ Young Adults
Gender role atypicality
Substance abuse/dependence
The individual feels deeply troubled by his/her
sexual orientation
Experienced rejection, humiliation, bullying by
peers or has lost friends
Has been rejected or expects rejection from
various family members
Has been subjected to persistent, long-term
victimization (verbal or physical)
General Warning Signs
Unrelenting low mood
Pessimism
Hopelessness
Desperation
Anxiety, psychic pain and
inner tension
Withdrawal/Isolation
Sleep problems
Increased alcohol and/or
other drug use
Unexpected rage or
anger
Recent impulsiveness
and taking unnecessary
risks
Threatening suicide or
expressing a strong wish
to die
Making a plan:
Giving away prized
possessions, sudden or
impulsive purchase of a
firearm, obtaining other
means of killing oneself
such as poisons or
medications
Other Warning Signs
Preoccupation with death
or dying
Writing notes or poems
about suicide or death
Facing a perceived
"humiliating" situation
Facing a perceived
"failure"
Feeling excessive guilt or
shame
Irritability
Frequently somatic
complaints (i.e.,
headaches, stomach
aches, etc.)
Neglecting personal
appearance
A dramatic change in
personal appearance.
A dramatic change in
personality
Performing poorly at work
or in school
Suicide Myths
People who talk about suicide are just trying to get attention.
People who talk about wanting to die by suicide do not try to kill
themselves.
Suicide always occurs without any warning signs.
Once people decide to die by suicide, there is nothing you can do to
stop them.
When people who are suicidal feel better, they are no longer
suicidal.
Young people never think about suicide, they have their entire life
ahead of them.
Suicide Myths Cont’d
People who attempt suicide and survive will not attempt
suicide again.
People who attempt suicide are crazy.
People who talk about suicide are trying to manipulate
others.
People who are suicidal definitely want to die.
You should never ask people who are suicidal person if
they are thinking about suicide or if they have thought
about a method, because just talking about it will give
them the idea.
Intervention Strategies for
Teachers and Counselors
Always take suicidal comments seriously
If your university has a suicide protocol, follow it
Be aware of your limits of confidentiality
Listen attentively, remain calm
Get help, do not handle the situation by yourself,
document interventions
Let the person know you are concerned
Validate feelings, comfort, encourage, reassure,
support
Intervention Strategies for
Teachers and Counselors Cont’d
Provide information and explore resources if
necessary
If the person is at high risk, do not leave them
alone, call 911 or take them to the emergency
room if necessary
Talk openly and frankly about suicide
Allow the person to express emotions freely and
appropriately
Make appropriate referrals
Follow up
Debrief with co-workers, colleagues
Ten Suggestions for Reducing
Homophobia in Your Environment
Make no assumption about
sexuality.
Have something gay-related
visible in your office.
Support, normalize and
validate students' feelings
about their sexuality.
Do not advise young adults to
come out to parents, family
and friends as they need to
come out at their own safe
pace.
Guarantee confidentiality with
students.
Challenge homophobia.
Combat heterosexism in your
classroom.
Learn about and refer to
community organizations.
Encourage university
administrators to adopt and
enforce anti-discrimination
policies which include sexual
orientation.
Provide positive GLBT role
models.
Got Questions?