Teen Suicide Prevention: Connection Matters

A great deal of scientific and social endeavour is expended on preventing suicide. Few losses evoke emotions in others as much as a person’s death by their own hand.

A person’s suicide evokes predictable questions: Why did they not confide in someone? Why did they not ask for help? Why did their feel so alone?

The suicide of a young person is especially poignant.

Twenty-five years ago there was a spike in media attention on the purported role of music in suicide among teens. Much speculation centred on the possible contribution of heavy metal music to teen suicide.

Against this backdrop of media interest, a small group of researchers in Adelaide, South Australia, were studying the role of music preference as an indicator of vulnerability to suicide among teens. This research, which was published in 1993 in the Journal of the American Academy of Child and Adolescent Psychiatry, could not and did not allocate a causative role to certain music preferences in teen suicidal behaviour. Rather, what the research showed was that teens who acknowledged unconventional music preferences, such as teenage girls who acknowledged a preference for hard rock and heavy metal music, were more likely to also acknowledge having engaged in suicidal behaviour than those with more conventional preferences.

Certain types of music do not necessarily cause teens to resort to suicide. Rather, music preference may be seen to reflect how connected an individual feels to mainstream interests, ideals and values. Connection to the mainstream plays an important role in regulating emotions and behaviours. When a teen feels disconnected from the mainstream they are at-risk of feeling isolated and alone and of resorting to unconventional behaviours that are not socially-sanctioned to resolve personal difficulties. They may even form new groups or subcultures with other lonely, isolated and disenfranchised individuals, where the behaviour of the new group is not regulated by conventional ideals and standards of behaviour.

Such is what occurs with suicide.

Suicide among teens can be prevented.

Suicide among teens can be prevented by all of us taking active steps to connect with those who are lonely and isolated; by taking the time to engage with them and see the world through their eyes; to communicate understanding of their experiences – their thoughts, their feelings, their interests.

Only then will they feel understood.

Only then will they feel like a valid person.

Only then will they feel connected to something bigger than themselves.

Only then will they confide in others.

Only then will they ask for help.

Only then will they no longer feel alone.

Posted in Wellbeing, Youth Suicide | Tagged , , , , , , | Leave a comment

Therapeutic Foster Care

AAA-Model-of-Therapeutic-CareThe Triple-A Model of Therapeutic Care© is a tripartite model that accounts for the impact of complex developmental trauma in three key areas of psychological functioning:

  • Attachment (science of relationships and social-emotional development)
  • Arousal (psychophysiology of emotion and behaviour activations systems – a.k.a. “Neurobiology of Trauma”)
  • Accessibility to needs provision (science of human behaviour).

The Triple-A Model of Therapeutic Care represents an integration of twenty-five years of endeavour as an applied researcher, clinician, teacher and writer by author and Clinical Psychologist, Colby Pearce.

The Triple-A Model of Therapeutic Care is a step-by-step approach that:

  • Offers children experiences that support the promotion of secure attachment, thereby restoring the foundations for a happy and successful life after experienced abuse and neglect.
  • Offers children experiences that promote feelings of safety in relationships to reduce anxiety proneness and promote new learning and the development of brain structures responsible for thoughtful consideration, planning and effective action.
  • Offers children experiences that facilitate new learning that their needs are understood and important and will be met reliably and predictably through conventional care.

The Triple-A Model of Therapeutic Care is concerned with carer wellbeing and incorporates information and strategies for preventing vicarious trauma (a.k.a. compassion fatigue) among carers of children recovering from abuse and neglect.

The Triple-A Model of Therapeutic Care incorporates a built-in evaluation methodology. Ongoing evaluation shows that implementation of the Triple-A Model of Therapeutic Care results in targeted changes in caregiving behaviour. Children to whom the Triple-A Model of Therapeutic Care is delivered show evidence of:

  • Improved attachment security (they increase their independent play, reflecting an emergent secure base);
  • Reduced arousal (they sleep better, they waken happier, they have fewer emotional outbursts and their outbursts are of shorter duration); and
  • Reduced preoccupation with their needs (they are less demanding/coercive/ preoccupied with needs/wishes).

The Triple-A Model of Therapeutic Care© can be delivered to alternate care programs internationally:

UK/Ireland Consultants:

John Gibson: ajg64@cornell.edu

Craig Wilkinson: solutionsinmindtraining@gmail.com

Tina Hendry: reattachparenting@gmail.com

Robin Barker: robin.barker@ymail.com

A limited international release of the caregiver handbook for the Triple-A Model of Therapeutic Care is available now for download to your PC or laptop. The Limited Release Handbook for the Triple-A Model of Therapeutic Care is reasonably priced at $30:00 (AUD) and can be accessed internationally (please check exchange rates in your own currency). Upon payment you will receive via download to your PC or laptop a personalised PDF of the handbook.

Buy Now

For more information about Triple-A, contact the author, Colby Pearce, at colby@securestart.com.au

For more about Colby’s contribution to international thinking about attachment, resilience, mental health and recovery from child abuse and neglect, please refer to the publication list below.

Pearce, C.M (2012). Repairing Attachments. BACP Children and Young People, 28-32

Pearce, C.M. (2011). A Short Introduction to Promoting Resilience in Children. London:          JKP

Pearce, C.M. (2011). The Comeback Kid. Junior Magazine

Pearce, C.M. (2011) Attached to the Unattached. SEN Magazine

Pearce, C.M. (2010). An Integration of Theory, Science and Reflective Clinical Practice in        the Care and Management of Attachment-Disordered Children – A Triple A Approach.        Educational and Child Psychology (Special Issue on Attachment), 27 (3): 73-86 

Pearce, C.M. (2009) A Short Introduction to Attachment and Attachment Disorder.                   London: JKP

Pearce, C.M., Martin., G., & Wood, K. (1995). Significance of Touch for Perceptions of              Parenting andPsychological Adjustment Among Adolescents. Journal of the Academy          of Child and Adolescent Psychiatry, 34 : 160-167.

Pearce, C.M., & Martin, G. (1994). Predicting Suicide Attempts Among Adolescents. Acta        Psychiatrica Scandinavica, 90 : 324-328.[1]

Pearce, C.M., & Martin, G. (1993). Locus of Control as an Indicator of Risk for Suicidal               Behaviour Among Adolescents. Acta Psychiatrica Scandinavica, 88 : 409-414.

Allison, S., Pearce, C., Martin, G., Miller, K., & Long, R. (1995). Parental Influence,                     Pessimism, and Adolescent Suicide. Archives of Suicide Research, 1 : 229-242.

Allison, S., Powrie, R., Pearce, C., & Martin, G. (1995). Continuing Medical Education in          Marital and Family Therapy: A Survey of South Australian Psychiatrists. Australian              and New Zealand Journal of Psychiatry, 29 : 638-644

Martin, G., Rozanes, P., Pearce, C.M., & Allison, S. (1995). Adolescent Suicide, Depression      and Family Dysfunction. Acta Psychiatrica Scandinavica, 92 : 336-344.

Martin, G., Clarke, M., & Pearce, C.M.. (1993). Adolescent Suicide: Music Preference as an      Indicator of Vulnerability. Journal of the American Academy of Child and Adolescent         Psychiatry, 32 : 530-535.

[1] The findings of this article formed the basis of the assessment process in the video Youth Suicide: Recognising the Signs, produced by the Child Health Foundation as part of a nation-wide education program for GP’s.

Attachment Colby Pearce   Resilience Colby Pearce

Posted in Uncategorized | Leave a comment

Upcoming presentations in Port Pirie

Presentations

Posted in Uncategorized | Tagged , , , , , , , , , , , , , , | Leave a comment

What did the man do?

 

I am fascinated by videos such as these, of otherwise untamed species of animal developing a special bond with humans. I am particularly interested when, as in the case of the video below, the member of the otherwise untamed species could be very dangerous to the human.

I ask that you watch this video and ask yourself the following questions:

  • What kind of care would the man have given to the lion to inspire such affection?
  • Would he have loved and nurtured her or would he have punished her by taking away food and play time and locking her in a smaller enclosure or cage when she did the ‘wrong’ thing?
  • What would this lion do for the man that was in her power to do?

I believe that it is the relationship you have with children that is the most powerful source of influence you have over their behaviour, as well as their wellbeing and adjustment.

Punishment is problematic.

Children respond best when they feel safe and loved.

Posted in AAA Caregiving, Adoption, Attachment, Fostering, Parenting, Resilience, Schools, Wellbeing | Tagged , , , , , , , , , , , , , , , , | Leave a comment

Punishment is Problematic

People do not act for no reason.

They may act in response to an idea.

They may act in response to an emotion.

They may act in response to a need that requires satisfaction.

They may act because the way their brain developed impairs their capacity to think before they act in the presence of a trigger (stimulus).

If we accept the truth that people do not act for no reason, then we must similarly accept that when we punish a child for their actions without making any effort to try to understand why they did what they did, we are essentially communicating to them that their thoughts, feelings, needs and biological characteristics are unimportant or invalid. Repeated often enough, the child develops the belief that they are unimportant and invalid.

The consequences of invalidation include behavioural problems, emotional problems, preoccupations with needs and a lack of regard for the impact of one’s behaviour on others.

We can avoid perpetuating maladaptive behaviour in children by responding with understanding and gently teaching them a different way.

Posted in AAA Caregiving, Adoption, Children's Behaviour, Fostering, Parenting, Resilience, Schools | Tagged , , , , , , , , , , , , , , , , | Leave a comment

Parental Trust Post Trauma

Parental “trust” post-trauma

What follows is an allegory that forms part of how I help young people understand parental care and protection and reframe “they no longer trust me” narratives following a traumatic event.

This is a story about a little dog who lived with a family much like yours and mine.

The family of the little dog lived in a conventional house on a conventional block in a conventional street.

The family was devoted to the little dog and it to them.

The little dog enjoyed freedom of movement inside and outside of the family home and never strayed from the property. Such was the trust of the owners of the little dog, the gate to the property was typically left open.

One day a neighbour’s dog strayed into the property where the little dog lived, cornering it in the front yard. The neighbour’s dog was large and aggressive. Frightened, for the first time in its life the little dog ran from the property of its owners. It was some hours before the little dog was found by a kindly stranger and returned to its family.

Thereafter, for a time, the owners of the little dog kept the gate to their property closed; not because they did not trust the little dog, but because they wanted to ensure that the neighbour’s dog did not enter their yard again.

Posted in AAA Caregiving, Parenting, Trauma | Tagged , , , , , , | Leave a comment

An Ode to Recovery from Developmental Trauma

An Ode to Recovery from Developmental Trauma

By Colby Pearce

What happened to me, I cannot tell,

To make me think that life is hell.

That drugs and alcohol must stay,

To take the fear and pain away.

And artifice, my friend inside,

to help my needs be satisfied.

On you I know I can’t depend,

You make me vulnerable again.

 

What happened to you, I can say this,

You were a babe when needs were missed.

When world was filled with fear and pain,

When parents left, rare seen again.

When those who took upon your care,

Were one by one led to despair.

And ignorance it sealed your fate,

Admonition, rejection, no abate.

 

But I know you, I’ve trod your path,

By no means has my life been harsh.

But fate has led to many like you,

And hardship lent understanding too.

And walked with them, so have I done,

And been of aid to more than some.

Through sensitivity, understanding and with fun,

We’ll disperse the clouds to reveal the sun.

Posted in AAA Caregiving, Fostering, Trauma | Tagged , , , , , , , , , , | Leave a comment

Child Protection Reflections

Some reflections on child protection . . .

The requirement that children be protected from abuse, neglect and interpersonal trauma is conceptually simple and beyond reproach.

Child protection in practice is not-so-simple.

Child protection in practice requires the community to be informed about the ill-effects of child maltreatment on the development and psychological wellbeing of maltreated children. Child protection in practice requires the community to stand against the abuse and neglect of children.

Strong and effective child protection in practice requires a statutory workforce that is well-trained and well-supported. Child protection workers require the knowledge and the tools to properly assess and address matters referred to them on an individual, case-by-case basis. There should be no universal adherence to dogma, such as “family preservation”, “permanency planning” or “solution-based-casework”. These all detract from individualised, informed and thoughtful decision-making.

Strong and effective child protection in practice requires a strong and informed leadership that supports their professional workforce, to the benefit of children who require protection and assistance with recovery from trauma.

Strong and effective child protection in practice requires well-trained and well-supported foster parents. Foster parents are vital to all endeavours to protect children.

Strong and effective child protection in practice requires a professional workforce that is appropriately trained and equipped with strategies to help children recover from abuse and neglect.

Strong and effective child protection in practice requires that we care more about the future of our community than our own contemporary self-interest and strive assiduously for a more sensitive and caring society for our children and grandchildren.

Posted in AAA Caregiving, Adoption, Attachment, Fostering, Resilience, Trauma | Tagged , , , , , , , , , , , | 4 Comments

Dear Teacher

Dear Teacher.

I do not know what words to use to express my thoughts and feelings so I asked my psychologist to help me with this letter.

I feel unsafe at school.

People bother me.

Especially when they are doing their own thing.

Especially when doing their own thing involves me!

I like to do my own thing.

If people won’t join me in my own thing I need them to be away from me.

I want to hide or leave the classroom or playground.

I imagine a safer place.

You will be able to tell when I am imagining my safer place as you will think I am daydreaming.

You may tell me off.

Other kids may laugh and make fun of me.

You are all mean.

You don’t care.

You don’t understand.

You can’t be trusted.

You are just like those that hurt me.

You need to be punished.

I will punish them that hurt me by taking their food.

Ha, ha, sucked in.

Having their food makes me feel safe again.

I don’t want to be bad.

I just want to feel safe.

So now you know about me.

If you show that you understand what I wrote in this letter I might try to understand you.

Yours sincerely,

A child survivor of interpersonal trauma.

Posted in AAA Caregiving, Fostering, Schools, Trauma | Tagged , , , , , , , , , , | 3 Comments

I am a Sensitive Child

I am a Sensitive Child – part observation, part self-reflection, lessons learnt!

colbypearce's avatarAttachment and Resilience

I am a sensitive child.

There are many children like me.

We find this world a challenging place to live in.

We get tired. We get upset. We feel overwhelmed.

What you think is a little thing is a big problem for us.

Noise often bothers us. Our clothing too. Even the food we are expected to eat.

We are particularly sensitive of the feelings of others.

We can see in your face, in your eyes, that we bother you.

We sometimes doubt whether people care about us, understand us, love us.

We try hard to keep our feelings under control, but we find this very difficult when we are with the people who we expect to love us, understand us, accept us.

In this world where we so often feel overwhelmed and out-of-control we crave order.

We often insist upon this, such as when we demand that our parents…

View original post 84 more words

Posted in Uncategorized | Leave a comment