02 Mar Myths about Childhood Suicide
All of the following are Myths about Childhood Suicide. Choose one of these myths and provide an argument that supports the inaccuracy of these false statements. Support your argument with empirical literature as to why these are not true? What other myths have you heard regarding child and adolescent suicide? Why do these not add up?
Myths:
Childhood is a relatively carefree time in a person’s life.
**Children do not get depressed.
Children do not understand the finality of death.
Most Children’s stressors and problems are minor in comparison to adult problems and are not serious enough to place the child at risk for suicide.
Children do not commit suicide. Most deaths that have been ruled a suicide are really just accidents.
(Granello & Granello, 2007)
Also, do you have any professional experience dealing with suicide, self-injury or homicide as it relates to children and adolescents? If so, please share your thoughts and experiences. If not, what will you do to ensure that you will be a competent counselor when working with these types of children and adolescents? Please be specific.
**Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.
Part 2: Respond to two students response (25-65 words)
Student 1:
Myth: Childhood is a relatively carefree time in a person’s life.
Childhood for some children is very difficult. Based on ACES (Adverse Childhood Experiences), many children grow up with experiences of trauma. This trauma shapes their life and the way they view the world. Children are growing up being abused, neglected, suffering from terminal illness, being bullied, death of a parent/loved one, and even natural disasters. Let’s not forget COVID-19. That health crisis changed the entire world, and some children have not recovered from it especially educationally.
As a counselor, I have worked with children that have attempted suicide and exhibited self-injurious behaviors, It was very difficult because nothing was working because the child had experienced so much trauma in their life by the people that are supposed to love them. One child in particular was hospitalized for inpatient for a couple of weeks and placed in the home with her grandmother. She thrived because she was stabilized, had intensive therapy and was removed from the environment that was causing her the most harm.
Student 2:
The idea that childhood is a carefree time is a common myth that ignores the real challenges many children face. While children may not have adult responsibilities like paying bills, they still can experience significant emotional and social stress. They must navigate identity, peer relationships, family dynamics and academic expectations. In some cases children can experience bullying, poverty, trauma, or family instability. Research shows that suicide is one of the leading causes of death among youth in the United States (Centers for Disease Control and Prevention), which directly challenges the belief that childhood is universally carefree. Another myth is that talking to children about suicide increases risk; however, research shows that asking directly about suicidal thoughts does not increase suicidal behavior and can actually promote support and safety.
In my role as a school social worker, I have worked with students experiencing suicidal thoughts and self-harm. Many expressed feeling alone and misunderstood. Their struggles were often layered with family conflict, peer rejection, trauma, and low self-worth. Other myths, such as children being too young to understand death or that they are “just seeking attention,” do not align with research. Children are capable of emotional pain, and any talk of suicide should be taken seriously. These misunderstandings ignore how complex children’s emotions are and show why trusted adults, open talks, and early support matter.
*FOR BRILIANT ANSWERS*
Use AMERICAN VERSION OF WORDS
Assignment 2: Application 6.1 (1 PAGE, NO references) View (6.1-6.4) in the mylab. You will choose one of those and write a 1 page reflection based on the question provided. Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)
6.1 I CAN START
One model that can be used to guide holistic conceptualization is the I CAN START acronym created by Victoria Kress and Matt Paylo. Consider the steps of this model and explain each letter’s role in the holistic conceptualization of young clients.
Question 1: The “I” in I CAN START stands for
Individual.
Describe how your unique experiences as an individual might affect your counseling interventions with youth and their families.
Hint: Consider how your theoretical orientation might differ from another counselor’s, and think about life experiences that might lead you to have bias in your daily life.
Question 2: The “S” in I CAN START stands for
Strengths.
Describe how you will identify and use client strengths in your work as a counselor.
Hint: Clients can have individual strengths, family strengths, neighborhood strengths, school-based strengths, and community strengths.
Question 3: The “A” in I CAN START stands for Aims and Objectives. Describe how you will help clients identify their counseling goals and translate them into measurable objectives.
Hint: Consider your ability to understand a youth’s presenting problem in counseling terms and the types of interventions you will use to address such concerns.
*FOR BRILIANT ANSWERS*
Use AMERICAN VERSION OF WORDS
NO NEED TO LIST REFRANCES
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