协助有自杀倾向的学生

自杀的警告信号

自杀指的是一系列的想法, 感情, and behaviors related to contemplating and/or intending to kill oneself, 其中一些比其他的更容易观察到. 警告标志可以分为两层. 

一级警告标志

These warning signs include overt expressions of suicidal thinking and elicit the most distress or worry. 

这一层的警告标志包括:

• 威胁要伤害或杀死自己 
• Looking for ways to kill themselves, such as seeking access to pills, weapons, or other means 
• 谈论或书写死亡, 死亡, 或者自杀(包括社交媒体), 手写的信件, 短信, 电子邮件, 电话留言)

第二级警告标志

These warning signs include more subtle expressions of suicidal thinking and a broader range of factors that should be taken in combination and the larger context of the person’s natural tendencies and environment. 

这一层的警告标志包括: 

• 绝望感 
• 愤怒的感觉，愤怒，想要寻求报复 
• 感觉困 
• Feeling anxious, irritated, agitated, and having difficulty sleeping 
• 鲁莽行事或从事危险活动的 
• 使用越来越多的酒精和/或药物 
• 远离朋友和家人 
• Displaying dramatic changes in mood, typically over a period of a few days to a few weeks 
• Expressing difficulty finding a reason or purpose for living, 比如“我希望这一切都结束了。,或者“我不能再这样下去了。.” 

什么可能引发自杀?

Suicide happens when pain exceeds an individual’s resources for coping with pain. 

多种因素可能引发自杀意念和意图. People who are affected by one or more risk factors may have a greater likelihood of suicidal behavior. These risk factors can be used to help identify someone who may be vulnerable to suicide. 

Commonly reported risk factors among college students include, but not limited to:

内部因素

身心健康

• Mental disorders, such as Depressive disorders, Anxiety disorders, Substance Misuse, Schizophrenia 
• 以前的自杀企图 
• 自残 

个人

• 隔离, 绝望, 愤怒, 冲动, risky behavior and other factors mentioned in 第二级警告标志 
• 觉得自己是别人的负担 
• 低度遇险承受能力 
• 应对或解决问题的能力很少或很差 

外部因素

环境

• 关系困难(e).g.(朋友、伴侣、家人) 
• 学术问题 
• 就业问题 
• 财政困难 
• 现在或过去的身体、心理或性虐待 
• 慢性疾病或残疾 
• 重大损失或消极的生活转变 
• 获得有效护理的机会有限 
• 遭受或经历过歧视和耻辱 
• Exposure to media reports that glamorize or normalize suicide

家族性

• 有自杀或自杀行为的家族史 
• 有精神疾病家族史 
• 当前或过去的家庭暴力或虐待 
• 家庭损失或不稳定 
• 缺乏家庭支持 

女性自杀的可能性是男性的3-5倍.   男性死于自杀的可能性是女性的4-5倍.

自杀呢 不 discriminate based on age, race, gender, or sexual orientation. 文化因素 DO 在人们如何应对危机中发挥作用.

帮助那些想自杀的人

If you are concerned about a student’s ability to effectively and safely remain on campus, or whether a student’s well-being is impacting the lives of others around them, 你可以考虑 转介 到学生主任办公室. 

如何应对想要自杀的人

对第一级警告标志的回应

If any of the following apply to a distressed student, call 911

• 拥有武器并威胁要使用它 
• 对自己或他人造成直接伤害的
• Has engaged in a behavior that requires immediate medical attention

回应二级警告标志 

• Express 护理 and concern for that individual who is distressed. 
• Refer that individual to a trained mental health professional. 这可能包括校内、当地和国家资源.

直接问学生

When talking with a student, consider the impact of your language about suicide. 询问某人是否在考虑自杀的方法:

• 你想自杀吗? 
• 你最近有过自杀的念头吗?
• Sometimes when people are experiencing difficult situations, they have thoughts of suicide. 你是?

避免说 “完成自杀” or “自杀” to not convey a sense of judgment, success, punishment, or other negative tone. 相反,说 "死于自杀" or "自杀身亡.” 

保护性因素

在这种情况下, it may be important to ask briefly about any protective factors that may help the student cope with current distress. 

Protective factors are those that may reduce the likelihood of suicide and protect students from other risks, 比如暴力, 物质滥用, 还有学业困难.

There are a variety of protective risk factors among college students, they can be sorted into intrapersonal and interpersonal characteristics.

内心的特点 

• Psychological/emotional well-being, positive mood, optimism 
• Positive beliefs/hope/anticipation about future plans and events 
• 渴望完成学业 
• Internal focus of control (one has an impact on others and the world, 并对一个人的成就负责) 
• Adaptive coping skills, including problem-solving and conflict resolution 
• 调节情绪和忍受痛苦的能力 
• 自尊 
• 肯定生命的文化和宗教/精神信仰, provide fellowship and a sense of purpose and meaning in life 
• 体育活动和锻炼

人际关系的特点 

• 家庭支持，父母/照顾者的参与 
• Support from friends and partners, involvement in social activities 
• 参与社会活动 
• 积极的榜样, 导师, 教授, 教练, 同行, 以及其他提供理解的人, 护理, 和支持 
• 与学校和校园/同伴社区的联系感 
• Access to 护理 to support one’s physical and psychological well-being 

支持资源