Family Dynamics in Teenage Suicide Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Family Dynamics in Teenage Suicide Essay
Family, Dynamics, Teenage, Suicide, Essay
The Role of Family Dynamics in Teenage Suicide
Worldwide, every 20 seconds a person takes their own life, accounting for 1.4% of all deaths (Bilsen, 2018). While statistically, suicide ranks as the fifteenth leading cause of deaths, for adolescents it ranks as the second leading cause of death (Bilsen, 2018). That fact is of significant concern for mental health service providers focusing their work on adolescents.
Recognizing warning signs, and suicide prevention geared towards children and youth, is likely the most important function of counselors, both inside and outside of the school setting. I, having personally been touched by one successful suicide attempt, and one unsuccessful attempt, by teenagers within the small community I grew up in.
As a high school student, one of the members of my cheerleading squad committed suicide, by overdosing on medications. In retrospect, many of us were aware of the discontent she often talked about concerning her step-father, and his strict expectations for her.
Ivy was an outstanding student, very gifted academically, beautiful, talented, super friendly and easy-going. Yet, regardless of all of these positive attributes, Ivy and her step-father could not seem to understand the needs of the other.
The constant stress and demand of not seeming to meet expectations, at a time in her life when she was engaged in making critical life-choices concerning college choices, finally led her to remove herself from the situation in the only manner she knew how.
Adolescents are “often confronted with high expectations, sometimes too high, from significant relatives and peers. Such situations inevitably provoke a certain degree of helplessness, insecurity, stress and a sense of losing control (Bilsen, 2018).
Poor communication within the family is also found in many cases of suicide, not only with the child or about the child’s problems, but in general between family members. Direct conflicts with parents have a great impact, but so do the absence of communication and neglect of communication needs (Bilsen, 2018).
While these factors were present in the case of Ivy’s suicide, they were also present, in combination with other risk factors, in the attempted suicide of a teenage relative. Keith is the youngest of four. His older siblings had either all married within the past three years, or were in college, while he had just graduated high school.
His parents were in the process of divorce. Keith and his dad were never close, and never really communicated with each other without arguing. The structure that high school had provided had been an important support for Keith.
Faced with all of the upheaval within his family, at the same time his support network had been removed, was more than he could withstand. Luckily, Keith’s attempt to slash his wrists were not successful, and he was institutionalized for a month in a local hospital’s psychiatric wing. While there, Keith was diagnosed as Obsessive Compulsive Disorder, which compounded his inability to cope with all of the changes in his life at once.
Both Ivy and Keith were dealing with some of the family related risk factors our textbook authors point out as impacting adolescent suicides.
Separation of the family unit or divorce, anger, rejection, emotional ambivalence, blended families, limited positive interaction with parents, and poor communication across the family unit are all considered risk factors associated with families of adolescents who attempt suicide – and Ivy and Keith shared most of these family issues (McWhirter & McWhirter & McWhirter & McWhirter, 2016).
Tragically, Ivy did not survive her attempt, and never received the support she needed to conquer her internal struggles and pain.
Bilsen, Johan (2018). Suicide and Youth: Risk Factors. Frontiers in Psychiatry, 9, 540.
Clinton, T., Clark, C., & Straub, J. (2010). The Quick Reference Guide to Counseling Teenagers. Grand Rapids: Baker Books.
McWhirter, L., McWhirter, E., McWhirter, B., & McWhirter, A. (2017). At Risk Youth: A Comprehensive Response for Counselors, Teachers, Psychologists, and Human Service Professionals: Sixth Edition. Boston: Cengage Learning.
Adolescent suicide is an enormous tragedy and is the most common cause of death for teens (McWhirter, McWhirter, McWhirter, & McWhirter, 2017, p. 241). Psychosocial characteristics of suicidal youth include, but are not limited to, loneliness, mental health disorders, living in violent homes, poor communication, feeling unconnected to others and feeling like a burden on others (McWHirter, 2017, pp 240-247).
LGBTQ (or sexual minority) youth are at an even greater risk for struggling with depression, anxiety, victimization of violence, and suicide than heterosexual youth. In fact, “Forty percent of homosexual teens report having attempted suicide.” (Clinton, Clark & Straub, 2010, p. 253).
The two biggest psychosocial factors to consider are the feelings of burdensomeness and being excluded from others (Baams, Grossman, & Russell, 2015, p. 689). Humans by their very nature need to feel accepted and connected with others.
Feelings of being a burden can occur when the teen sees the pain they have caused family, friends and loved ones for being homosexual. Humans also intrinsically feel a need to contribute to others in a positive way. (Baams, 2015, p. 694). When they feel that they are a burden and are excluded from others, they feel they cannot possibly contribute to them.
These deficits commonly lead to depression, loneliness, and hopelessness. Even heterosexual teens who are merely perceived as LGBTQ can experience exclusion, depression and bullying. (Poteat, Mereish, GiGiovanni, & Koenig, 2011, p. 598).
With regard to cognitive distortion, many LGBTQ youth may feel that because everyone they know hates them, they are a terrible person. With regard to cognitive rigidity, they feel stuck knowing that their sexual orientation is never going to change and therefore feelings of depression, burdensomeness and exclusion will never change either.
If the youth has lost hope for improvement in their situation then suicidal thoughts and action are very likely to occur.
Hope means believing that things can be better at some time in the future. Who could survive without hope? Jeremiah 29:11 says, “For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.”
This is the verse which gave me hope when I felt hopeless at 14 years of age and wished I was no longer alive. Of course, enduring hope only comes through a relationship with God through Christ which gave me hope at the time as well as hope for the future and for all eternity.
Baams, L., Grossman, A. H., & Russell, S. T. (2015). Minority stress and mechanisms of risk for depression and suicidal ideation among lesbian, gay, and bisexual youth. Developmental Psychology, 51(5), 688-696. http://dx.doi.org.ezproxy.liberty.edu/10.1037/a0038994
Clinton, T., Clark, C., & Straub, J. (2010). Sexual orientation. In T. Clinton (Ed.), The quick-reference guide to counseling teenagers (pp. 148-153). Grand Rapids, MI: Baker Books.
McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, R. J. (2017). Youth suicide. In (McWhirter et al., Eds), At-risk youth: A comprehensive response for counselors, teachers, psychologists, and human service professionals (6th ed.). Belmont, TN: Brooks/Cole Publishing Co.
Poteat, V. P., Mereish, E. H., DiGiovanni, C. D., & Koenig, B. W. (2011). The effects of general and homophobic victimization on adolescents’ psychosocial and educational concerns: The importance of intersecting identities and parent support. Journal of Counseling Psychology, 58(4), 597-609. doi:10.1037/a0025095
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!
Family Dynamics in Teenage Suicide Essay
Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.
We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.
High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.