teens – S. Paige Writes:

I have been asked in my current Introduction to Mental Health Counseling class to take the population I most desire to work with and discuss a particular issue that exists and what we, as the public, can do about it. Because of the suicide of a 12-year-old girl last summer, I have become a huge advocate in youth mental health. The public school system where I live, has started to educate students at the middle school level. Still, instead of calling out the names of these mental illnesses, they group everything under “stress” and “social-emotional well-being.” My first thought is good, they are doing something, but I think as younger adolescents are affected, schools, parents, and the community need to do more.

My Desire To Work With LGBTQ+ Adolescents

As I researched further, I saw a more pertinent need in helping adolescents that identify as LGBTQ+. This need first arose in me after having a friend back in the late 1990s stay ‘in the closet’ because he feared he would be ostracized. When he finally did come out, we told him that he could have told us sooner. We loved him for him, not for his sexual preference.

This yearning increased as my daughter would continue to tell me about friends and classmates in her middle school who were in the sexual and/or gender minority. I felt compassion and empathy for them because they had to keep everything hidden for the same fear my friend had all those years ago. Some of them had to keep it hidden from their parents as well, thinking they would not understand and would disown them. All of this hiding puts stress on LGBTQ+ youth and can, in turn, cause a severe episode of depression. This depression can get worse and lead to self-harm and suicide.

The Facts

I am no professional so I sought out peer-reviewed scholarly articles, meaning they are reliable and trustworthy.

For reference, when I speak of gender minority, I am discussing those that identify as nonbinary, transgender, gender-queer, gender-fluid, and gender nonconforming (Ross-Reed et al., 2019). When I speak of a sexual minority, I am referring to those that are gay, lesbian, or bisexual (Oginni et al., 2019).

One of the first articles I read concerned a study done in the Avon area of England. The group that was studied was 4,274 children from infancy up to the twenties. They were observed at several points throughout their lives including at the ages of 15, 17, 18, and 20. They were looked at for sexual orientations and the relationship to depression, self-esteem, self-harm, and suicidal ideation. It was noted that the individuals who identified as in the sexual minority were more likely to develop depression, self-harm, and suicidal ideation due to the societal stigma that surrounded them (Oginni et al., 2019)

Then, I reviewed a survey performed by the schools in Albuquerque, NM. This was one of the few school locations that looked at gender minority students with regard to their cisgender counterparts. The survey looked at the likelihood of developing violence victimization and self-harm as well as support systems in play for adolescents. The overall consensus was that the gender minority group had a higher percentage of victimization and self-harm than their cisgender peers. They also had significantly less support from family, school, the community, and peers (Ross-Reed et al., 2019).

A similar look at the under-served population of gender minority adolescents noted that these teens had a higher percentage of depression and suicide than their sexual minority peers. It was suggested that there is a clear need for prevention and intervention programs to serve this population especially due to the lack of data that is available. In one study it was noted that 83% of gender minority youth reported feeling depressed, 54% of them contemplated suicide, and 29% of them attempted suicide compared to their cisgender peers (Price-Feeney et al., 2020).

What Can We Do?

So, what can we actually do to help our stigmatized sexual and gender minorities? I am not going to lie, this is a tough question. Support is key. These adolescents need to know there is someone that supports them. They need to know that there is an adult who will advocate for them whether it is a parent, a neighbor, a teacher, or someone in the community. Once licensed, I will be their advocate with the schools, their parents, and the community. Adults that support this population need to come forward and publicly let these students know they are there for them.

One way my town supports our LGBTQ+ youth is that there is a yearly Pride Parade at the beginning of May. This event was created by two eighth-graders for their final middle school project. Every year there has been a large turnout. There is a walk which includes several local groups, including Free Mom Hugs, which I am apart of. There are many tents that have valuable information regarding the LGBTQ+ community as well as supportive local organizations.

We as a whole population need to learn acceptance and have empathy for LGBTQ+ adolescents (Ross-Reed et al., 2019). To just imagine the struggles they are going through breaks my heart.

What suggestions do you as my readers have to help the LGBTQ+ youth feel accepted?

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Important Resources for LGBTQ+ Adolescents

National Suicide Prevention Line: 1-800-273-TALK

Crisis Text Hotline: 741741

The Trevor Project: 1-866-488-7386

LGBT National Hotline: 1-888-843-4564

Trans Lifeline: 1-877-565-8860

References

Oginni, O. A., Robinson, E.J., Jones, A., Rahman Q., & Rimes, K.A. (2019). Mediators of increased self-harm and suicidal ideation in sexual minority youth: a longitudinal study. Psychological Medicine, 49(15), 2524-2532. https://doi-org.ezp.waldenulibrary.org/10.1017/s003329171800346x

Price-Feeney, M., Green, A.E., & Dorison, S. (2020). Understanding the mental health of transgender and nonbinary youth. Journal of Adolescent Health, 66(6), 684-690.

Ross-Reed, D.E., Reno, J., Penaloza, L., Green, D., & Fitzgerald, C. (2019). Family, school, and peer support are associated with rates of violence victimization and self-harm among gender minority and cisgender youth… Head To Toe Conference, April 25, 2019, Albuquerque, New Mexico. Journal of Adolescent Health, 65(6), 776-783. https://doi-org.ezp.waldenulibrary.org/101016/j.jadohealth.2019.07.013

July 6th was a rough day for the people in my town. Many somber faces questioning, “Why? Why would she?” They were clueless. All they saw was a happy girl who had a loving family and friends. A preteen about to start the 7th grade in a little over a month.

They didn’t understand. And how could they?!

Unless you have been there or have known someone who has been there, you can’t fathom what would make a person want to take their own life. I understand because I have had that mental pain before, I have suffered from suicidal ideation before. I know what it is like to want to leave the world.

It’s hard hearing when it is a grown adult. Harder when it is a teenager. Definitely the hardest when it is a 12 year old.

My daughter did not know this girl personally. Sophia is a grade ahead and never had any classes or extracurriculars with her. When I showed her a photo, she commented that she had seen her in the halls but that was it. Sophia was saddened to hear about this girl and wondered what we could do.

I, like many others… friends, family, community members, teachers… donated a bit of money to her funeral expenses.

But what more could I do?

How many times I had read articles recently about teens and even preteens in our area taking their life… too many. What could cause this? What could change to prevent this?

I had decided even before this child ended her life to speak to the school about further mental health education at the start of the next school year. Being a huge advocate, I was curious last year when my daughter discussed health class what she was learning. She told me that other than stress and coping techniques, there wasn’t much. We had discussed her anxiety disorder at the beginning of last school year with her guidance counselor. He expressed to us that he would meet with Sophia once a month to check in with her. How many times did he meet with her?

… Zero!

That was when the anger in me started to boil. It was beginning to rapid boil, a pot about to overflow with lava hot water. I was furious. Not necessarily in the case of my daughter because she had a therapist and parents who could recognize her anxiety. But what about the next child? What if that child had no support system at home? What if their parent(s) didn’t believe mental illness is real? What if their guidance counselor was their only support? What then?

That child could have easily taken their own life because no one checked in with them.

We received an email from the school superintendent on behalf of her and the middle school principal regarding the recent suicide of this young girl the day after she took her life. At the end of the email it stated that we should not hesitate to contact either one of them.

I immediately wrote them both an email.

I told them my story about how I was diagnosed at 14 with major depressive disorder but probably had it earlier. I reiterated what Sophia told me about lack of mental health education and wanted to know what the schools were actually doing aside from the one 2-hour grief counseling session. I really didn’t think I would get a response. To my shock, the superintendent wrote me back that same day, a Sunday, saying she would like to discuss this further with me. After much back and forth, we agreed to meet one weekday morning. My daughter came with me.

Prior to the meeting, I was pretty angry with school system. This was solely based off of what happened with Sophia’s guidance counselor and the lack of mental health education in health class. But I went into the meeting with an open mind. I highly doubted the schools did nothing, but I wanted to know what resources, if anything, were available. I was shocked to learn that aside from the 3 guidance counselors (1 for each grade in the middle school) there was a school psychologist and a social worker just for the middle school. All the teachers were learned in mental health first aid. They were using a Tier system model:

Tier 1: Mental Health Awareness
Tier 2: School guidance counselors, teachers, staff, school psychologist and social worker are brought in to discuss a child’s welfare
Tier 3: Police and/or Mobile Crisis Intervention is called

I was glad that was all in play. Very important. Then I asked:

“But what about the kids? What are the kids learning? Do they know where they could go if they are suffering? What resources are available to them?”

Both the superintendent and middle school principal agreed that this was an area they were lacking in. They did teach about stress and feeling “off” in health class but did not come right out and name the conditions (Anxiety, Depression, Bipolar, etc.) which of course feeds the stigma. The principal did express that they were focusing this year on mental health awareness (last year was bullying). They wanted to know if I had any ideas.

Oh boy, did I!

I first told them the story of Sophia and her guidance counselor. Both seemed annoyed that the counselor did not check in with her and were going to make sure that didn’t happen again. They did express to Sophia that she should not feel like she is a burden and to come and see him (the principal) or her guidance counselor whenever she needed.

I said there should be some way to let the kids know that there is a suicide hotline and a crisis text line. They agreed.

I suggested having mental health first aid training for interested parents by supplying a place for it to be held.

I proposed having people who have been diagnosed come to speak to the schools via assembly. I had no shame, I will happily tell my story.

I asked that they let the parents know what resources were available as I, a parent advocating for youth mental health, had no idea. They agreed they would.

And then they hit me with something, a truth, but a big shock: Parents. How do we get more parents involved? After this young girl’s death to the time I met with them (about 2 weeks) I was the only parent to contact the superintendent. I was one of maybe 4 to contact the middle school principal. The dilemma is as simple as what the superintendent stated, “If it is not my kid, it’s not relevant to me.”

The superintendent suggested I sign up for the District Safe School Climate and Wellness Committee. This committee is comprised of parents, teachers, administrators, Board of Education members and even students. They meet about once a month during the school year. I quickly signed up. I am very excited about this and can’t wait for the first meeting.

At this point I was given homework. I am still trying to find answers to my homework. How do I get more parents involved?! How do I put the word out that their kids might be struggling and they might have no idea?! How do I get them to take suicide and mental health seriously when it is not “their kid”?!

And then, when all of the above is answered… how do I get these parents to interact with the schools in finding a cohesive mental health education program that can be used in school and at home for our kids?!

This child that ended her life… it shouldn’t have come to this point to create a year geared to mental health at the middle school. It shouldn’t have come to this point in asking parents to be more involved. This child should not have had to die for the rest of us to wake up. All this said, because of her, I will keep advocating for our children.

Rest in peace, sweet girl. May you not be in pain anymore.

Crisis Text Line

S. Paige Writes:

Tag: teens

A Look At LGBTQ+ Adolescents Concerning Self-Harm & Suicide: What Can We As A Community Do?