Including Students with Depression Tristan Cox and Lillian

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Including Students with Depression Tristan Cox and Lillian Jones

Including Students with Depression Tristan Cox and Lillian Jones

Creating Attachments If we want students to trust us and confide in us, we

Creating Attachments If we want students to trust us and confide in us, we must create a safe environment for them to do so We must also make attachments with the students to ensure they can trust us and will want to trust us

What is Depression Mood disorder “Caused” by interactions of genetics, biological, psychological, and environmental

What is Depression Mood disorder “Caused” by interactions of genetics, biological, psychological, and environmental factors Affects mind and body Impacts thoughts, feelings, behaviour, or physical conditions

Symptoms Students may feel sad or irritable Can lose interest or focus Feelings of

Symptoms Students may feel sad or irritable Can lose interest or focus Feelings of overly tired, anxious, worthlessness, hopelessness Can lead to disruptive behaviour, social or school problems, alcohol or drug use

Who Has Depression Anyone-ESL, Special Needs, “normal” student, etc. Can include students who had

Who Has Depression Anyone-ESL, Special Needs, “normal” student, etc. Can include students who had a bad day or event Diagnosed or Undiagnosed Can run in the family All students who show signs of depression should be treated the same

What to Look For Withdrawn in class or with friends Lack of concentration A

What to Look For Withdrawn in class or with friends Lack of concentration A normally chatty student is very quiet Unhappy or angry emotions or facial expressions Writing or talking about death or disappearing

Read to Yourself I have been living a lie, and I don’t feel that

Read to Yourself I have been living a lie, and I don’t feel that I can continue. I do not feel loved at school or at home, and I want to disappear. I cannot continue with the way I have been living, especially as nobody seems to care about me. I am sorry to have ruined all your lives. Please tell my family I loved them and that this is nobody’s fault.

When it Goes Too Far… Can lead to feelings of inadequacy Thoughts could turn

When it Goes Too Far… Can lead to feelings of inadequacy Thoughts could turn suicidal Statistics can be untrue though -if a teen is the only person in a car when it crashed into a tree, is it an accident or suicide? Approximately 15% of depressed people commit suicide

Suicide Warning Signs IS PATH WARM Ideation Substance Abuse Purposelessness Anxiety Trapped Hopelessness Withdrawal

Suicide Warning Signs IS PATH WARM Ideation Substance Abuse Purposelessness Anxiety Trapped Hopelessness Withdrawal Anger Recklessness Mood Changes

Risk Factors Having a family history of suicide Making a previous attempt Suffering from

Risk Factors Having a family history of suicide Making a previous attempt Suffering from disorders that affect emotions or behaviour Experiencing stressful events Being rejected Having poor peer relationships Experiencing problems with sexual issues

Suicide Notes Generally vague or overly specific Should always be taken seriously 12 -20%

Suicide Notes Generally vague or overly specific Should always be taken seriously 12 -20% of all suicides are accompanied by a note Any written material that discusses death or disappearing requires you to talk to the student!

Reasons for the Note Ease the pain of those known to the victim by

Reasons for the Note Ease the pain of those known to the victim by attempting to dissipate guilt Increase the pain of survivors by attempting to create guilt To set out reasons for suicide

Does this sound different now? I have been living a lie, and I don’t

Does this sound different now? I have been living a lie, and I don’t feel that I can continue. I do not feel loved at school or at home, and I want to disappear. I cannot continue with the way I have been living, especially as nobody seems to care about me. I am sorry to have ruined all your lives. Please tell my family I loved them and that this is nobody’s fault.

Adaptations Report any suicidal discussions to administration/appropriate people If the threat is serious do

Adaptations Report any suicidal discussions to administration/appropriate people If the threat is serious do not leave the student alone Set aside time to talk with the student Show you care about them all the time Show them that others care about them

Adaptations Always ask the student about suspicious behaviour Let the student know before contacting

Adaptations Always ask the student about suspicious behaviour Let the student know before contacting parents or other professionals Ensure confidentiality with all information Make sure the student is treated the same after the incident(s) as before Refer the student to the appropriate people in private (with student knowledge)

Adaptations Group work with friends (if applicable) Ask students in private what they would

Adaptations Group work with friends (if applicable) Ask students in private what they would like in class Give private time for work or reflection Allow student to wander the halls or talk to a trusted adult Do Not Do Anything to Draw Undue Attention to the Student

Teacher’s Resources Developmental Assets (Healthy Development needs) What should I not say? Self-Checklist for

Teacher’s Resources Developmental Assets (Healthy Development needs) What should I not say? Self-Checklist for your health

Resources When Nothing Matters Anymore: A Survival Guide for Depressed Teens, Bev Cobain, 1998

Resources When Nothing Matters Anymore: A Survival Guide for Depressed Teens, Bev Cobain, 1998 Depression, Wendy Moragne, 2001 Teaching Students with Mental Health Disorders, Resources for Teachers. Volume 2: Depression. BC Ministry of Education, 2001 40 Developmental Assets, Search Institute, 2006 What Should I Not Say? Adapted from www. wingofmadness. com

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Great Depression The Great Depression Causes of DepressionGreat Depression The Great Depression Causes of Depression
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