Literature review matrix source 1) https://adauniversity.on.worldcat.org/oclc/44955441 source 2 ) https://www.jstor.org/stable/25673877 source 3) https://www.jstor.org/stable/1129099 source 4) http

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms is collaborating with JSTOR to digitize, preserve and extend access to The Science Teacher This content downloaded from 154.59.124.208 on Mon, 10 May 2021 17:41:06 UTC All use subject to https://about.jstor.org/terms Health Wise September 2014, Helping Students Make Healthy Choices Michael E. Bratsis Preventing Teen Suicide Suicide is the third-leading cause of death for high school students after ac- cidents and homicide, according to the Centers for Disease Control and Pre- vention (CDC 2010yf $ V X U Y H \ R I 3 U.S. high school students found: ♦ 17yb V H U L R X V O \ F R Q V L G H U H G D W W H P S W L Q g suicide ♦ 14yb S O D Q Q H G K R Z W K H \ Z R X O G D W - tempt suicide ♦ 8yb D W W H P S W H G V X L F L G H D W O H D V W R Q F e ♦ 3yb P D G H D V X L F L G H D W W H P S W W K D t resulted in an injury, poisoning, or overdose requiring professional treat- ment (Kann et al. 2014, pp. 1 1-13yf Developmental changes in the ado- lescent brain may make teens vulnerable to suicide. Through adolescence to about age 25, the hippocampus and amygdala, which feel and store emotions and are as- sociated with impulsivity, mature before the prefrontal cortex, which regulates those emotions and impulses. Executive functions such as planning and decision- making also lag, causing adolescents to act based on their moods. This is why depression is such a major risk factor for suicide among teens (Brogan 2014yf . Researchers are working on a saliva test measuring levels of the stress hor- mone Cortisol to assess teens' risk for clinical depression (Owens et al. 2014yf . People with higher levels of Cortisol are more likely to become depressed. Bully- ing is another risk factor. Students who are bullied are more than twice as likely to attempt suicide than those who aren't bullied (Van Greel, Vedder, and Tanilon 2014yf $ O V R D G R O H V F H Q W V D U H V X V F H S W L E O e to copycat suicide, according to the Sub- stance Abuse and Mental Health Services Administration (SAMHSA 2012, p. 26yf . Teachers should be aware of suicide prevention methods. Schools have been sued for negligence for failing to: ♦ notify parents if a student appears suicidal, ♦ get help for a student at risk of suicide, and ♦ adequately supervise an at-risk student. Student behaviors that can be warn- ing signs include: ♦ Talking about suicide or death ♦ Hinting that he or she might not be around anymore ♦ Writing songs, poems, or letters about death, separation, and loss ♦ Giving away treasured possessions ♦ Losing interest in school, classmates, sports, or other activities ♦ Engaging in risky behaviors "When a student attempts suicide and survives, people may feel afraid or uncomfortable about talking to him or her," says Neil Izenberg, a pediatrician and founder of KidsHealth.org. "Teachers should try to overcome such feelings - this is a time when the student absolutely needs to feel connected to others." Classroom activity September is Suicide Prevention Month; September 7-13 is National Suicide Prevention Week; and September 10 is World Suicide Prevention Day. Students can create an infographie highlighting statistics related to suicide among teens, as well as the national 24-hour helpline: 800-273-TALK (8255yf (see "On the web"yf D Q G O R F D O V R X U F H V R f counseling like school health providers and teachers. Refer to two articles in the March 2014 issue of The Science Teacher : "Science News Infographies" and "Using Infographies in the Science Classroom." Ask students to share their infograph- ies on social media. Print the best for your school hallways, or even e-mail them to me to share with other educators. Michael E. Bratsis is senior editor for KidsHealth in the Classroom (kidshealth. org/classroomyf 6 H Q G L Q I R J U D S K L H V F R P - ments , questions, or suggestions to [email protected]. On the web Adolescent psychologist-approved articles for teens: My Friend Is Talking About Suicide: http:! ¡bit. ly/ 1 Bi8oq Suicide: http://bit.ly/lvT31B5 When Depression is Severe: http:/ '/bit. ly/lqe7qfA Preventing Suicide: A Toolkit for High Schools: http:lll.usa.govH lE2k6W Sample infographies: http://bit.ly/lsoG7Ul ; http:/ /bit. ly/ lpijpt5 References Brogan, J. The Boston Globe. 2014. Teens' Brains Make Them More Vulnerable to Suicide. March 10. Centers for Disease Control and Prevention (CDCyf O H D G L Q J F D X V H V R I G H D W h by age group. http://Lusa.gov/lnQV6Ro. Kann, L., et al. 2014. Youth risk behavior surveillance - United States, 2013. Morbidity and Mortality Weekly Report 63 (4yf K W W S X V D J R Y O R L 9 Q M t Owens, M., et al. 2014. Elevated morning Cortisol is a stratified population-level biomarker for major depression in boys only with high depressive symptoms. Proceedings of the National Academy of Sciences 111 (9yf . Substance Abuse and Mental Health Services Administration (SAMHSAyf . Preventing suicide: A toolkit for high schools, http:/ /1. usa.gov/ 1 llzySv. Van Greel, M., P. Vedder, and J. Tanilon. 2014. Relationship between peer victimization, cyberbullying, and suicide in children and adolescents: A meta- analysis. JAMA Pediatrics 168 (5yf . 14 The Science Teacher This content downloaded from 154.59.124.208 on Mon, 10 May 2021 17:41:06 UTC All use subject to https://about.jstor.org/terms