Part Two Months After Breaking Up With Her Long-Time Boyfrie

Part Itwo Months After Breaking Up With Her Long Time Boyfriend 16 Y

Part I: Two months after breaking up with her long-time boyfriend, 16-year-old Mary is still quite despondent. You wonder if she might be thinking about suicide. Describe four different warning signs you might look for in Mary's behavior. PartII: What type of program could you set up in a school to deal with suicide? Prevention-postvention-planning-involvement are important- how would you handle this? 300 words with 2 citation

Paper For Above instruction

Suicide prevention in schools is a critical aspect of adolescent mental health initiatives. Recognizing warning signs early can save lives, especially among teenagers experiencing emotional distress, such as Mary, who remains despondent two months after experiencing a breakup. Four warning signs to observe in Mary's behavior include changes in mood, withdrawal from social interactions, expressions of hopelessness, and drastic changes in behavior or appearance (Sawyer et al., 2015).

Firstly, a noticeable shift in mood, such as persistent sadness or irritability, can indicate ongoing depression, which heightens suicide risk. Mary might exhibit signs of emotional withdrawal, avoiding friends or social situations as she isolates herself—a common coping mechanism that can lead to feelings of loneliness and despair. Secondly, verbal expressions of hopelessness or worthlessness, such as statements like "Nothing will ever get better," can be significant warning signs of suicidal ideation (Center for Disease Control and Prevention, 2020). Lastly, abrupt changes in behavior or appearance, including neglect of personal hygiene or sudden decline in academic performance, can also signal emotional distress that warrants attention.

To address this issue systematically, schools should establish comprehensive suicide prevention programs that include both prevention and postvention strategies. Prevention programs should focus on increasing awareness among students and staff about warning signs and creating a supportive environment where students feel comfortable seeking help. Integrating mental health education into the curriculum and providing access to counseling services can effectively reduce stigma and promote early intervention (Gordon et al., 2017). Postvention plans should be in place to support students and staff after a suicide, including crisis counseling and community support efforts. Involving students, staff, parents, and mental health professionals ensures a multi-layered approach that fosters resilience and reduces future risks. Regular training for school personnel on identifying at-risk students and responding appropriately is essential for creating a safer and more supportive school environment (Fazel et al., 2014).

In conclusion, early recognition of warning signs and the implementation of comprehensive school-based programs are vital steps in preventing youth suicide. Schools must prioritize mental health education, create a culture of openness, and develop coordinated response plans to effectively address this pressing issue.

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