Signs of suicidal behavior and ways to prevent it - Institution "Kruglyanskiy RCSON"

Suicidal behavior includes thoughts of suicide, attempts to commit suicide, and suicide itself. This problem mainly occurs in adolescents and young people aged 15-25 years. Adults take their own lives mainly after 70 years of age.

Only a small percentage of suicide victims have serious mental disorders. Most often, such radical solutions to problems are resorted to by people with minor disorders caused by prolonged depression, or those of an impulsive nature. It is important to promptly identify symptoms of suicidal behavior in your loved one, especially a child, in order to prevent terrible consequences.

Types and types of suicidal behavior

There are 2 types of manifestations of suicidal behavior:

1. Internal.

• Passive thoughts. A person thinks about death, but not about suicide. He believes that he has no reason to live, his departure will not upset anyone. Fantasies appear that life will suddenly end, for example, in a dream.
• Intentions. Specific thoughts about suicide appear. The patient chooses a method of suicide, thinks about the place and time of action.
• Intentions. The final decision is made. A person begins to realize his plan.

These three stages can be completed in a few minutes or take months or even years.

2. External.

• True. Long thoughts about the meaning of life and existing problems lead to the desire to commit suicide. Suicide seems to be the only way out. The decision to commit suicide is thoughtful and conscious. The patient does not tell anyone directly about his thoughts, so his death often comes as a complete surprise to those around him. Although from his behavior one can suspect that something is wrong.
• Demonstrative. They consist of hints and open threats to commit suicide. In this case, the suicide usually does not intend to take his own life. He just wants to be heard by others or receive something from them. Such a person does not know how to engage in dialogue or build normal relationships. If attempts to attract attention end in death, it is usually a tragic accident.
• Hidden. Such behavioral manifestations are characteristic of those who do not dare to deliberately hurt themselves or understand that suicide is not a solution. Nevertheless, patients try to hasten death, often unconsciously. They engage in extreme sports, drive while intoxicated or at high speed, run across busy highways, and become addicted to drugs.

Psychological features of suicidal behavior in children and adolescents

It happens that you don’t want to live, but this does not mean at all that you want not to live.

Stanislav Jerzy Lec

Adolescence is usually considered a difficult period of development. The difficulties are aggravated by the current social conditions of life. Growing people find themselves in the most difficult situation, since the developmental contradictions characteristic of childhood and adolescence have intensified significantly in the current situation, which leads to an artificial delay in personal development, intensifies the growth of quasi-needs, quasi-interests, behavioral deviations, and increased anxiety.

The process of formation of neoplasms during the teenage period of development is extended over time and may occur unevenly. A younger teenager can have a lot of childish qualities, while an older teenager can have a lot of adult-like qualities. On the one hand, a schoolchild is filled with an indomitable desire to demonstrate to everyone his adulthood, autonomy, and independence. On the other hand, he does not have effective means for true independence - knowledge, experience, education. But the main thing that prevents the fulfillment of his desires is the age-related characteristics of his own psyche. Teenagers are characterized by imbalance, increased sensitivity, vulnerability, impressionability, aggressiveness, emotional instability, maximalism, and eccentricity.

A modern teenager needs the help of a mentor who must be well versed in the essence of social processes and the psychology of individual differences [2].

When a child does not receive attention from his parents and, moreover, there is no emotional contact with his peers, the child becomes isolated, he immerses himself in his inner world and withdraws into himself. Emotional distance from parents, insufficient development of communication skills, prohibition in the family on the expression of feelings, leads to loss of social contacts and the search for an opportunity to get rid of problems forever. This is one of the reasons that can push a teenager to take a fatal step. The polarity of the psyche characteristic of this age can only aggravate the internal conflict.

Recently, cases of teenage suicide have become more frequent. This is actively demonstrated by the media for the purpose of prevention, which usually leads to the opposite effect.

There is much evidence that imitative behavior plays a role in promoting suicide, especially among adolescents. David Phillips and Lindy Carstensen published a study in the New England Journal of Medicine (September 1986) on the impact of national television news and action films on suicide rates. They concluded that the more TV channels showed programs related to suicide, the higher the suicide rate. As early as 1774, Johann Wolfgang Goethe published the romantic story “The Sorrows of Young Werther,” about a young man with artistic inclinations, “pure feelings and a penetrating mind, who was lost in his fantastic dreams and poisoned himself with fruitless thoughts to the point of being torn by hopeless passions, especially unrequited love, shot himself in the head.” This book was at one time very popular in Europe, and the author was even accused of causing impressionable young men to commit suicide under its influence. The term “Werther effect” soon arose, denoting imitative suicidal influence.

The Werther effect is confirmed by a statistically significant relationship between the reflection of the problem of suicide in the media and an increase in the frequency of suicide among adolescents. In addition, this is a well-known fact: in schools, if one of the teenagers commits suicide, then others may follow his example. In psychology, it is known that the grouping reaction is a specific and widespread adolescent phenomenon - after the age of 20, there is no increase in the frequency of imitative suicides [1].

Of course, schools should carry out prevention of suicidal behavior, aimed at identifying children who are prone to suicide and at developing anti-suicidal personality factors that prevent the realization of suicidal intentions. Anti-suicidal factors form a certain system: emotional attachment to significant loved ones; sense of duty, obligation; focusing on your own health; dependence on public opinion, ideas about the sinfulness of suicide; the presence of creative plans and ideas; the presence of aesthetic criteria of thinking. The greater the number of active anti-suicidal factors a subject has, the stronger his anti-suicidal barrier, the less likely the implementation of suicide. Anti-suicidal factors can be identified through a guided conversation.

In the post-suicide phase, it is mandatory to work with the classmates of the deceased teenager - debriefing. Debriefing is a one-time, semi-structured psychological conversation with a person or group of people who have experienced an extreme situation or psychological trauma, the purpose of which is to minimize negative psychological consequences and prevent the development of symptoms of post-traumatic stress disorder. This conversation is usually carried out with the class in which the suicide occurred in order to prevent the Werther effect.

The most effective is considered to be a conversation held on the first day after the incident [3]. Debriefing is best done in a circle. During the conversation, it is important to debunk the romantic aura around the suicide, to present suicide as a mistake that cannot be corrected, to give each student the opportunity to express an opinion on this matter, to talk about the feelings of each of those present, about the feelings of the relatives and friends of the deceased, to remove the feeling of guilt in children, and so also clarify what constructive ways to solve problem situations exist. It is important to talk to children confidently, like an adult, which will help create a trusting relationship. This will help motivate students, especially those in need of psychological help, for individual consultation with a psychologist.

It must be remembered that death in a close environment is an acute provoking factor of mental infection through the mechanism of the teenage reaction of imitation, therefore, in a class where suicide has occurred, it is necessary to observe a gentle educational regime for a month and create an atmosphere of emotional acceptance.
An important part of the work in the post-suicide phase is educational work with parents. Suicide among minors. Measures to prevent and prevent teenage suicide. Suicide
is an act of suicide committed by a person in a state of severe mental distress or under the influence of a mental illness.
Most often, suicidal attempts by teenagers are spontaneous, not thought out and planned, but committed at the height of emotions. It has been established that only 10% of adolescents in the event of suicide have a true desire to commit suicide; in the remaining 90%, this is a “cry for help.”
Often suicidal actions of teenagers are demonstrative in nature, carried out in the form of a kind of blackmail. And the cry is for us, adults. The psychological meaning of teenage suicide is the desire to draw attention to one’s suffering. The idea of ​​death is extremely vague and infantile. Death is seen as a desirable long sleep, a break from adversity, a way to get to another world, and it is also seen as a means to punish offenders.

3. Age-psychological characteristics of suicidal behavior in children and adolescents

While developing, a child, due to his mental capabilities, assimilates information about death in measured doses and does not correlate it with either his personality or the personality of his loved ones. The child gradually learns the formal attributes that accompany death: the concept of mourning, funeral. Preschoolers learn about death through fairy tales and life events, but thinking about death is not typical for them. At 10-12 years of age, death is assessed as a temporary phenomenon, limited to the concept of life and death. However, children do not perceive the irreversibility of death. Death is often associated in the minds of early childhood children with a long absence of loved ones, with play in preschoolers and junior schoolchildren, and with learning and experimentation in adolescents and young men. The child is aware of two opposing possibilities of being dead to others and witnessing the repentance of his offenders. According to scientists, it is believed that a child, due to lack of life experience and awareness, cannot use the method of choice. Therefore, it is a mistake to consider attempts as demonstrative actions. Suicidal behavior is regulated rather by impulse, affect; there is no thoughtfulness, balance, or precise calculation in it. Lack of fear of death, lack of calculation, and lack of knowledge about methods of suicide create an increased threat of death, regardless of the form of self-influence.

There is evidence of suicide in children aged 3-6 years, but under 5 years of age this form of behavior is extremely rare. More often people commit suicide between the ages of 12 and 24, which is due to the high demands placed on adaptation mechanisms for this age group.

With technological progress, new suicidal motivation has emerged. Computer games create the illusion of the possibility of life after death. Children do not perceive the reality of death, the finitude of life because... there are several of them in the game. Some teenagers begin to experiment with their lives as a result of “metaphysical intoxication”, showing curiosity “is there life after death?” In-depth thoughts about life and death, lack of criticism, poor control of emotional states, egocentrism, and increased self-esteem create conditions for reducing the value of life, and in conflict serve as a prerequisite for suicidal behavior.

What is characteristic of childhood is not that suicidal circumstances are too difficult - they often seem like minor troubles to adults. The problem is generated rather by a lack of personal resources: a teenager does not have the ability to solve problems, which is characteristic of the childhood period. This creates a feeling of hopelessness, the intractability of even a short-term, objectively mild conflict, and gives rise to a feeling of despair and loneliness. The conflict is perceived as extremely significant and traumatic, causing an internal crisis and dramatization of events;

So why do children voluntarily take their own lives? This question worries both parents and us psychologists. But it is impossible to give an unambiguous answer to it. Motives

suicide 1. Experience of resentment, loneliness, alienation and misunderstanding.
2. Real or imaginary loss of parental love. 3. Experiences associated with the death, divorce or departure of parents from the family. 4. Feelings of guilt, shame, offended pride. 5. Fear of shame, ridicule or humiliation. 6. Fear of punishment. 7. Love failures, pregnancy. 8. Feelings of revenge, anger, protest. 9. The desire to attract attention. 10. Feeling hopeless. 11. Multiple problems, all global and insoluble. 12. The desire to punish the offender. 13. Depressive states. According to the observations of psychologists who work with children rescued after a suicide attempt and their parents, several main causes of suicide can be identified. 1. Family problems.

• Various problems and conflicts in the family. Too strict upbringing in the form of moralizing, very strict control and prohibitions that deprive the freedom of personal choice (ban on friends, favorite activities, games, preferred clothes). In such families, conflicts often occur between parents, parents and children, sometimes with violence. Parents treat their children unkindly, without respect and even hostility. Teenagers often perceive conflicts in the family as their own fault; they experience a feeling of emotional and social isolation, a feeling of helplessness and despair. They are sure that they cannot do anything, that they have no future.
• Children in divorcing families have a feeling that their parents are breaking up because of their fault (they didn’t listen, they didn’t study well).
• High expectations, increased demands for the child’s success, criticism and punishment from parents. Sometimes the high expectations of parents do not coincide with the weak abilities and capabilities of the child. He begins to feel guilty that he is bad, does not live up to his parents’ hopes, and disgraces them. Any criticism and the most innocent form of punishment can be unbearable.
• Pressure of success. Today in our country, as never before, the prestige of higher education is great. Close relatives and teachers who sincerely wish the child well constantly set him up for mandatory success: admission to a university, obtaining a prestigious profession. In such a situation, a teenager is simply forced to strive for good grades, to prove that he is better, smarter, more successful than his peers. Moreover, this violent zeal is often supported by the literally sacrificial behavior of parents, who are ready to spend their last money and go into debt to pay for tutors...

2. School problems

• Conflicts with friends, problems at school. School problems play an important role in maladaptation, especially for boys, causing loss of contact with peers. The peer group is a reference group in adolescence, a guideline in the formation of one’s own identity, the development of self-esteem, self-image, and norms of social behavior. Loss or condemnation by a group can become a social and psychological factor that can push or strengthen a teenager’s desire for suicide (an outcast at school). Feelings of revenge and impotent anger can contribute to suicide.
• Overload and strict requirements at school, the fear of not living up to the aspirations of dear people, the non-stop race for success, and one’s own high aspirations - stress that not every adult can handle.
• Failure and failure. Problems and conflicts with teachers - adolescence is vulnerable and receptive, any statement - in the opinion of a teenager, biased towards him, and even in the presence of classmates, peers - is perceived painfully and is fraught with consequences. The teacher’s attitude towards the student is arrogance, detachment, isolation, neglect, excessive severity.

3. Stress

• Suicide can be caused by stress. Anyone is exposed to stress in everyday life, but adolescents are especially vulnerable and vulnerable, which is explained by their particularly acute perception of existing problems. immaturity of personality and certain character traits. Weakness of character and impulsiveness of actions. Suggestibility, imitation of television, other people's stories.

Signs of impending suicide.

.Myths about suicide leading to personal freedom are very dangerous for teenagers. These myths are very actively introduced into the teenage environment by representatives of various destructive sects. The appearance of any sectarians in the vicinity of a school or neighborhood should be taken as an alarm signal.

Common signs of planned suicide include:

-conversations on the topics of suicide, death, discussions about the loss of the meaning of life, letters or farewell conversations.

- prolonged sleep disturbances: a teenager is haunted by terrible dreams with pictures of cataclysms, catastrophes, accidents with the death of people or his own death or ominous animals;

-increased interest in instruments of taking one’s own life;

- mental disorders, such as behavioral disorders, anxious-agitated behavior, outwardly even similar to a rise, but with the manifestation of fuss and haste; tension of affect, periodically irritated by externally unmotivated aggression; deep feelings of depression, hopelessness or helplessness, loss of a resourceful state that allows one to withstand difficulties (the teenager is slow to move, avoids responsibilities, spends his time pointlessly, his behavior shows numbness, drowsiness, silence); antisocial personality (running away from home, drug or alcohol use); mental disorders caused by drugs;

-previous suicide attempt, presence of an example of suicide in close circle, especially parents or friends;

-availability and use of firearms, bladed weapons, medications, etc.

-maximalist character traits; a tendency to uncompromising decisions and actions, dividing the world into white and black.

- a pronounced feeling of inadequacy, views, shame for oneself, a distinct lack of self-confidence. This syndrome can be masked by deliberate bravado, defiant behavior, and insolence;

-severe puberty with severe somatic endocrine and neuropsychic disorders;

80% of children who are planning to commit suicide first let others know about their intentions. The means of communication can be veiled, and it is extremely necessary to understand them! Verbal signs *

He often talks about his state of mind, his worthlessness, helplessness, and his hopeless situation.
* Jokes about suicide. * Shows an unhealthy interest in death issues. Mentions episodes of suicide in films and novels. Behavioral signs

• Distribution of valuables. People about to pass away often give away things that mean a lot to them. The teenager can start handing out his favorite CDs, videotapes, and posters. This should alert others, especially if it is presented with the words: “I won’t need this thing anymore” or “I want you to have something left of me as a keepsake.”
• Putting things in order. Some will rush to clean the house, others will rush to pay off debts, sit down to write a letter that they should have answered a long time ago, or they will want to return something borrowed from a friend, wash the floor in the room, or sort out the drawers of the desk. There is nothing suspicious in all these actions; on the contrary, in itself, each of them is completely normal and natural. However, in combination with other “warning signs,” such a sudden desire for order may mean that the teenager is not going to stay in this world for long.
• Parting.
• Demonstrate radical change. Suddenly they begin to behave unusually.

There are 3 types of suicide: demonstrative, hidden, true.
1. True suicide
is never spontaneous.
Such suicide is always preceded by a depressed mood, a depressive state, or simply thoughts about leaving life. Moreover, those around him, even the closest people, often do not notice this state of a person. True suicidal behavior is intentional, deliberate behavior aimed at realizing suicide, sometimes carried out for a long time. The teenager cares about the effectiveness of the action and the absence of interference when performing it. The notes left behind sound the motive of one’s own guilt, concern for loved ones who should not feel involved in the committed action. 2. Hidden suicide.
This is a veiled suicide.
A person dies from external forces, mostly provoked by him. For example, risky driving (the vehicle is used as a tool for committing suicide), extreme sports, alcohol or drug addiction... That is, destructive, self-destructive behavior. And as much as you can tell a person that all this is life-threatening, as a rule, it is precisely this danger that they crave. 3. Demonstrative suicide.
Demonstrative suicidal behavior is the depiction of suicide attempts without a real intention to end one’s life, with the expectation of salvation.
All actions are aimed at attracting attention, renewed interest in one’s own person, pity, sympathy, retribution for insult, injustice. Manifests itself in the form of cuts to the veins, drug poisoning, and images of hanging. Most suicides, as a rule, did not want to die at all - but only to reach someone, draw attention to their problems, and change an unbearable situation. Thus, the following people are more likely to commit suicide:

• adolescents suffering from severe somatic or mental illness;
• teenagers having interpersonal love conflicts;
• teenagers with increased anxiety, fixated on negative emotions, with a low background mood, i.e. depressed teenagers;
• teenagers who, for one reason or another, consider themselves to blame for the problems of loved ones;
• teenagers who abuse alcohol and drugs;
• adolescents who have either attempted suicide or witnessed a family member commit suicide;
• gifted teenagers;
• teenagers with poor school performance;
• teenagers are victims of violence.

School

- the place where teenagers spend a third of the day seems to be an ideal environment for a suicide prevention program.
Many would be right if they say: such children need the help of specialists. Loading an inexperienced teacher with working with suicidal people means putting him in a difficult situation: he needs help, but does not have the necessary knowledge. Let's start by assigning the teacher his role in working with such teenagers. This role can be described as follows: assistance in the timely identification of such children and primary prevention. The teacher’s help in early identification of such children can be expressed in the fact that by frequently communicating with the child, he can see signs of a problematic condition: tension, apathy, aggressiveness, etc. The teacher can draw the attention of the school doctor
,
parents
, and
school administration
to this teenager.
He can offer an older teenager an explanatory conversation in which he explains that he sees his condition and advises him to see a psychologist or psychotherapist, since it requires the work of a specialist. Even this role as a teacher bears fruit. It is only important for the teacher to invest a little sincere sympathy and warmth into such work. Levels of suicide prevention in an educational environment The first level is general prevention. The goal is
to increase group cohesion in the school.
Activity.
Creating general school mental health programs, a healthy environment at school, so that children feel cared for, comfortable, and loved.
Organization of extracurricular educational work. Development of an effective model of interaction between school and family, as well as school and the entire community. Students who feel that their teachers are fair to them and that they have loved ones at school who feel like they are part of the school are much less likely to think about or attempt suicide. The teacher’s tasks at this stage:

• Studying the characteristics of the psychological and pedagogical status of each student with the aim of timely prevention and effective solution of problems arising in the mental state, communication, development and learning.
• Creating a support system for students during difficult life situations (drawing up a work plan to prevent suicidal behavior in students).
• Formation of a positive self-image, uniqueness and originality not only of one’s own personality, but also of other people.
• Instilling existing social norms of behavior in society, developing children's compassion, developing value relations in society.

The second level is primary prevention.
The goal
is to identify suicide risk groups;
accompanying children, adolescents and their families at risk to prevent suicide. Activities:
Diagnosis of suicidal behavior
Tasks of the teacher at this stage:

• Identification of children in need of immediate assistance and protection.
• Working with the family of a child who is in a difficult life situation or experiencing a crisis.
• Providing emergency first aid, ensuring the safety of the child, relieving stress.

Individual and group classes on teaching problem-solving behavior, increasing self-esteem, developing an adequate attitude towards one’s own personality, and empathy. The teacher’s tasks at this stage:

• Accompanying children and adolescents at risk for suicidal behavior in order to prevent suicide: therapy for crisis conditions, the formation of adaptive coping strategies that promote positive self-acceptance in adolescents and allow them to effectively overcome critical situations of existence.

• Working with the family of a child who is in a difficult life situation or experiencing a crisis.

Parents need to be provided with information about the causes, factors, dynamics of suicidal behavior, and provided with recommendations on how to notice an impending suicide, and what to do if a child shows signs of suicidal behavior. It is necessary to talk with children about suicide from the perspective of them helping a friend who finds himself in a difficult life situation. It is known that teenagers in difficult situations more often turn to their friends for help and advice than to adults. Children should receive reliable information about suicide that they need to know in order to effectively help a friend or acquaintance in need. The third level is secondary prevention
Goal -
Prevention of suicide
Activities
Assessment of the risk of suicide Assessment of the risk of suicide occurs according to the following scheme: extreme (the student has a means of committing suicide, a clear plan has been developed), serious (there is a plan, but there is no instrument for implementation) and moderate (verbalization of intention, but no plan or tools).
The teacher’s tasks at this stage:

• The teacher can take on the role of someone who could dissuade the suicide from the last step or act as a consultant to someone who decided to come into contact with a student who is threatening to commit suicide, to dissuade the suicide from the last step.

Notifying the appropriate mental health agency (psychiatric clinic?), requesting assistance. Parental notification. The fourth level is tertiary prevention.
The goal
is to reduce the consequences and reduce the likelihood of further cases, social and psychological rehabilitation of suicide victims.
Activities
Notification, opportunity to consult with a psychologist, attention to the emotional climate at school and its changes.
The teacher’s tasks at this stage:

• Providing emergency first aid, relieving stress among eyewitnesses of the incident (children, adolescents, school staff).

In-depth psychotherapeutic correction that ensures the prevention of the formation of conflict and stress experiences in the future. Algorithm for psychological and pedagogical support of children and adolescents prone to suicide:

• identify the source of psychological discomfort;
• find out how the child solved similar situations in the past;
• determine what might be helpful in solving the present problem;
• find out what remains positively significant for the teenager;
• teach how to use methods to relieve psychological stress;
• try to reduce the degree of psychological dependence on the cause that led to suicidal behavior;
• inspire hope for a better future;
• try to formulate the nearest realistic goal for the child;

do not leave a teenager alone in a situation of high suicide risk. Memo “Providing primary psychological assistance in a conversation with a teenager”

If you notice that a student is prone to depression and suicide, use these tips to help change the situation: Listen carefully. In a state of mental crisis, any of us, first of all, need someone who is ready to listen to us. Pay attention to all, even the most insignificant, grievances and complaints of the child, and do not neglect anything that he said. try to convince him to reveal his feelings, share his accumulated problems. Give your child confidence, explain to him that together you will definitely cope with your problems.

You should immediately seek psychiatric help if, in a dialogue with a teenager, you were able to identify the following signs in him:

social isolation, loss of connections with parents, friends, teachers, lack of trusting relationships with anyone from the immediate environment; having a clear suicide plan; psychosis with hallucinations demanding to commit suicide or reunite with the dead; thoughts of death, despite the intervention of parents, friends, doctors, teachers; depression, especially with ideas of guilt, excessive feelings of shame, self-deprecation; past suicide attempts, statements that suicide is the only way out.

If it is not possible to seek medical help, it is advisable to convince him of the following:

-severe emotional state is a temporary phenomenon;

- his life is needed by his family, loved ones, friends and his departure will be a heavy blow for them;

-he has the right to manage his life, but the decision on leaving it, due to its extreme importance, is better to postpone for a while and calmly think about everything.

Causes of suicidal behavior

Many factors influence a person's desire to commit suicide. They can be divided into 5 groups.

1. Personal relationships:

• childhood psychological and physical trauma;
• cruel or indifferent attitude of parents;
• growing up in a single-parent family;
• cases of suicide among loved ones;
• living with alcoholics, drug addicts, and seriously ill patients;
• misunderstanding on the part of loved ones, conflicts in the family;
• divorce and separation from a loved one;
• parental divorce;
• death of a loved one;
• cheating partner;
• unhappy or unrequited love;
• sexual incompetence;
• non-acceptance of one's own sexual orientation or gender;
• experience of sexual violence.

2. Social interaction:

• problems and bullying in the team;
• excessive stress at work and study;
• inability to establish contact with others;
• influence from groups and individuals praising death;
• forced social isolation.

3. Antisocial behavior:

• fear of criminal liability;
• an attempt to avoid shame due to an act committed;
• desire for self-punishment.

4. Material and everyday difficulties:

• job loss;
• loss of money;
• low material income in the family;
• living in unfavorable living conditions.

5. Physical condition:

• chronic pain;
• incurable pathologies;
• appearance features;
• mental illness.

There are many other reasons for suicidal behavior. A combination of several factors increases the risk of wanting to commit suicide.

Personality characteristics of people prone to suicidal behavior

Developmental psychology, acmeology | World of Pedagogy and Psychology No. 8 (25) August, 2018

UDC 159.9

Publication date 08/20/2018

Barsukov Alexander Valerievich Candidate of Psychology Sc., Associate Professor of the Department of General and Social Psychology, Federal State Autonomous Educational Institution of Higher Education “National Research Nizhny Novgorod State University named after. N.I. Lobachevsky, Russian Federation, Nizhny Novgorod, Burova Ekaterina Alekseevna psychologist of the department of general and social psychology, Federal State Autonomous Educational Institution of Higher Education “National Research Nizhny Novgorod State University named after. N.I. Lobachevsky, Russian Federation, Nizhny Novgorod,

Abstract: This article discusses the problem of suicidal behavior of an individual. Currently, this problem is relevant for psychological research. The authors examine the personal characteristics of persons prone to suicidal behavior. Particular attention is paid to the role of the family in the formation of suicidal behavior. The characteristic features of families that can influence the formation of suicidal behavior are given. This article is also complemented by a consideration of adaptive and maladaptive coping strategies and their relationship with suicidal behavior of the individual. The article draws attention to the fact that people prone to suicidal behavior use adaptive coping strategies less often than maladaptive ones. Key words: Suicidal behavior, personality traits, suicidal tendencies, coping strategies

Personal features of the people inclined to suicide behavior

Barsukov Alexander Valeryevich Cand.Sci.(Psychology.), associate professor of the Department of General and social psychology, NI Lobachevsky State University of Nizhni Novgorod – National Research University, Russia, Nizhny Novgorod Burova Ekaterina Alekseevna psychologist of the Department of General and social psychology, NI Lobachevsky State University of Nizhni Novgorod – National Research University, Russia, Nizhny Novgorod

Abstract: This article deals with the problem of suicidal behavior of the individual. Currently, this problem is relevant for psychological research. The authors consider the personal characteristics of persons prone to suicidal behavior. Special attention is paid to the role of the family in the formation of suicidal behavior. The characteristic features of families that can influence the formation of suicidal behavior are given. This article is also supplemented by the consideration of adaptive and non-adaptive coping strategies and their relationship with suicidal behavior. The article draws attention to the fact that persons prone to suicidal behavior are less likely to use adaptive coping strategies than non-adaptive. Keywords: Suicidal behavior, personality features, suicidal ideation, coping strategies

Suicidal behavior of an individual is one of the acute problems of modern society and serves as a unique indicator of public health and social well-being. Suicides occupy a leading place among the mortality rates of the working-age population and maintain an upward trend in a number of countries around the world, including the Russian Federation (U.I. Gradskova, 2015). According to the World Health Organization (WHO), about 1 million people commit suicide every year, and according to forecasts, by 2021, 1.5 million people will die as a result of suicide. In economically developed countries, the suicide rate is higher than in developing countries, and during periods of world wars and epidemics there is a tendency for a sharp decrease in suicidal behavior [4]. According to the sociological theory of E. Durkheim, increased material security leads to greater individualization of a person, and global cataclysms and wars are the reason for the unity of the population. A person focused on the highest values ​​of human life (mercy, kindness, mutual assistance, mutual assistance, etc.) has a goal in life, as a result, the feeling of loneliness, anxiety, detachment is eliminated and spiritual strength arises to combat life’s circumstances.

S.S. Surnin and U.Kh. Gadzhiev considers the dynamics of the development of suicidal behavior in connection with the spiritual, moral and ethical state of the individual and moral social attitudes [7]. When a person’s value system is destroyed or rethought, as well as when a person is disappointed in the material world, a person may develop suicidal behavior.

Traditionally in psychology, individual and personal properties are divided into innate and acquired. Conventionally, congenital traits of suicidal people can be called the presence of a depressive character and a tendency to impulsive reactions [3]. At the same time, we believe that without social influence the formation of traits predisposing to suicide is impossible. In this regard, the family of the suicide victim is analyzed as the most significant factor in the socialization of the individual.

A number of domestic scientists who have studied the problem of suicide cite an unfavorable family environment as one of the main factors of suicidal behavior [2]: a situation of long-term conflict in the family or divorce of parents, loss of significant attachment (death of a parent), absence of a “significant adult” in the family, etc.

A study was conducted on the relationship between suicidal activity in adolescents and family upbringing factors [5]. The authors argue that suicidal behavior in adolescents is influenced by both individual psychological characteristics of the individual and the type of upbringing of the child in the family. With a positive attitude from the family, the child can develop psychological defense mechanisms and behavioral patterns that allow him to adequately respond to emerging stressful situations and reduce negative emotional background. Inattention and an insufficiently serious attitude towards your child, his problems and experiences can become factors that increase the likelihood of suicide attempts in adolescence.

Most suicide researchers focus on the presence of completed or unfinished acts of suicide in the families of suicide victims. In these families, subsequent suicides are significantly more common. Studies of families of suicide victims indicate the presence of the following educational dysfunctions: low level of parental warmth (rejection of the child), underdeveloped communication functions of the family and family support, high levels of violence and traumatic experiences in childhood, and conflict situations in general [1, 2, 5]. Those who have attempted suicide describe the family as having low cohesion, less support, and less adaptability to change. By talking through his experiences to the mother, the child feels accepted and protected by the parent, due to which the traumatic experience is discharged. The condition for the child's frankness should be the parents' acceptance and consistency. If this mechanism does not work, traumatic experience accumulates with underdeveloped coping strategies and mature defense mechanisms.

A.S. Oreshkina studied coping strategies in suicidal patients in comparison with relatively healthy subjects. The author claims that in the group with conditionally healthy subjects, such coping behavior as planning decisions, seeking social support, and positive reappraisal of the life situation are significantly expressed. For the group of suicide victims, such coping behavior as escape-avoidance, when used, does not resolve the problem situation, is significantly expressed. The author also states the presence of a subjective feeling of loneliness among suicide victims in comparison with the norm group [6].

Abramova N.M. notes that suicidal people statistically significantly less often use adaptive coping strategies “problem analysis”, “optimism”, “cooperation” [1]. At the same time, they more often use maladaptive coping strategies such as aggressiveness, ignoring, confusion, and active avoidance. The formation of maladaptive coping strategies is associated with internal conflict structures of self-attitude: “internal conflict,” “self-blame,” “self-humiliation.” The author states that suicidal people have compensatory aspects of self-attitude in the form of self-acceptance, autosympathy, and self-esteem.

Thus, to prevent suicidal behavior, it is necessary to pay attention to the personal characteristics of people that may characterize a tendency to suicidal behavior. Also, the use of adaptive coping strategies may be a means of overcoming suicidal behavior.

Bibliography

1. Abramova N.M. Personal and ethnocultural characteristics of persons who have committed suicide attempts by poisoning: abstract of thesis. dis. ...cand. medical Sciences: - St. Petersburg. scientific research psychoneurol. Institute named after V.M. Bekhterev. - St. Petersburg, 2005. - 22 p. 2. Antonova A. A., Bachilo E. V., Barylnik Yu. B. Risk factors for the development of suicidal behavior // Saratov Journal of Medical Scientific Research. 2012. No. 2. T. 8. P. 403–409 3. Wiener C. Kerig. P. Psychopathology of the development of childhood and adolescence.. - St. Petersburg: prime-EUROZNAK; 2004. - 384 p. 4. Durkheim, E. Suicide: A Sociological Study / Translated, from French. with abbr.; Ed. V.A. Bazarova.- M.: Mysl, 1994.-399 p. 5. Minullina A.F., Sarbaeva O.Yu. The relationship between factors of family education and suicidal activity in adolescents // PM. 2015. No. 5 (90). 6. Oreshkina A.S. Features of coping behavior of a suicidal person // Social and clinical psychiatry. — 2017. — Volume 27, Issue. 3. - pp. 43-48. 7. Surnina S.S., Gadzhieva U.Kh. The concept of spiritual and moral characteristics of the individual and their role in the formation of suicidal intentions // Bulletin of medical Internet conferences, Vol. 5, Issue 2, 2015, pp. 101-102.

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Detection of suicidal behavior

If you look closely at a loved one, you may notice signs that indicate he or she is suicidal. The behavior of suicide victims varies, but its unnaturalness is always striking.

Most often, someone who decides to commit suicide becomes withdrawn and silent, trying to isolate himself from everyone. He loses interest in his surroundings and reacts poorly to external stimuli. He is characterized by unemotionality, inappropriate actions and statements.

Unusual aggressiveness, prudence and composure often manifest themselves. Some become hyperactive, cheerful for no reason, and fussy. Elevated mood quickly gives way to lethargy. Lost appetite. Nightmares cause sleep disturbances.

A person who is suicidal begins to talk often about death and suicide. He directly or indirectly hints at his decision to die. There is an interest in books and films with death motifs. A potential suicide person constantly views depressive images and listens to sad music. He is often under the influence of alcohol or drugs.

A suicidal person searches the Internet and print media for information about methods of suicide. A large number of pills or poisonous substances can be found in his personal belongings. Preparation for death also consists of putting things in order, reconciling with enemies, and giving away things of personal value.

Signs of suicidal behavior in minors and children

Children are more likely to act impulsively. A fragile psyche, coupled with the inability to cope with problems, can lead to dire consequences due to any difficult situation. Spontaneous suicides usually occur before the age of 14. Teenagers carefully prepare for them.

Fortunately, only 1 case of suicidal behavior out of 100 results in death. But it is still necessary to be attentive to a child with similar tendencies. If the problems that led to the desire to commit suicide are not resolved in time, suicide attempts will be repeated. And the deeper the depression, the more serious the mental trauma will be.

A child who is thinking about death is constantly sad and cries. He locks himself in his room and refuses to communicate with relatives and friends. Lost interest in games and other activities that were previously enjoyable. Irritability and hostility arise.

Absence from school is increasing. The child stops doing homework and his academic performance drops sharply. Loss of sleep and appetite. There may be periodic complaints of physical discomfort, such as headache.

The presence of at least 2-3 symptoms should alert parents and teachers. In this case, you should immediately seek help from a psychologist. A specialist will assess the severity of depression and the level of suicide risk and help you sort out the problems.

What is important to know about suicide.

Suicide is intentional self-harm with fatal outcome (taking one's own life).

The psychological meaning of suicide most often lies in reacting to affect, relieving emotional stress, and leaving the situation in which a person finds himself, willy-nilly.

People who commit suicide usually suffer from severe mental pain and stress, and feel unable to cope with their problems.

Suicidal behavior is a manifestation of suicidal activity - thoughts, intentions, statements, threats, attempts, attempts.

Suicidal behavior occurs both normally (without psychopathology), and in psychopathy and with character accentuations - in the latter case, it is one of the forms of deviant behavior during acute affective or pathocharacterological reactions.

A suicide person is a person who has attempted suicide or demonstrates suicidal tendencies.

Types of suicidal behavior.

Demonstrative behavior

The basis of this type of suicidal behavior is the teenager’s desire to pay attention to himself and his problems, to show how difficult it is for him to cope with life situations. This is a kind of request for help. As a rule, demonstrative suicidal acts are not committed with the goal of causing real harm to oneself or taking one’s own life, but with the goal of scaring others, making them think about the problems of a teenager, and “realize” their unfair attitude towards him. During demonstrative behavior, methods of suicidal behavior most often manifest themselves in the form of cuts to the veins, poisoning with non-toxic drugs.

Affective suicidal behavior

Suicidal acts committed under the influence of strong emotions are of the affective type. In such cases, the teenager acts impulsively, without a clear plan for his actions. As a rule, strong negative emotions - resentment, anger - overshadow the real perception of reality and the teenager, guided by them, commits suicidal actions. With affective suicidal behavior, they often resort to attempts at hanging, poisoning with toxic and potent drugs.

True suicidal behavior

True suicidal behavior is characterized by a well-thought-out plan of action. A teenager is preparing to commit a suicidal act. With this type of suicidal behavior, teenagers more often leave notes addressed to relatives and friends, in which they say goodbye to everyone and explain the reasons for their actions. Since the actions are deliberate, such suicide attempts often end in death. In cases of true suicidal behavior, they often resort to hanging or jumping from a height.

Suicide is too unnatural and a drastic step, so the decision to commit it does not mature immediately. As a rule, it is preceded by a more or less long period of experiences, a struggle of motives and a search for a way out of the current situation.

Dynamics of development of suicidal behavior.

The first stage is the stage of questions about death and the meaning of life. Before committing a suicidal act, in most cases there is a period characterized by a decrease in adaptive abilities (this can manifest itself in a decrease in academic performance, level of interests, limited communication, increased irritability, emotional instability, etc.). During this period, suicidal thoughts themselves are formed, which can manifest themselves in the form of statements that “I’m tired of this life,” “I wish I could fall asleep and not wake up,” the emergence of interest in the problems of life and death, etc. At this stage, the teenager has passive thoughts about taking his own life, suicide. This stage is also characterized by ideas, fantasies and thoughts about one’s death, but not on the topic of taking one’s life. An example is statements like: “It’s better to die than live like this,” “I want to fall asleep and not wake up,” etc. According to studies of suicide among adolescents, similar statements occurred in 75% of cases of suicide attempts and suicides. At the same time, the significance of such statements is underestimated or perceived in a demonstrative and blackmailing aspect.

Almost everyone who seriously thinks about suicide, one way or another, makes it clear to others about their intention. Suicides often do not occur suddenly, impulsively, unpredictably, or inevitably. They are the last straw in the cup of gradually worsening adaptation. Among those who intend to commit suicide, from 70 to 75% disclose their desires in one way or another. Sometimes these will be subtle hints; Often the threats are easily recognizable. It is important that most people who commit suicide seek opportunities to speak out and be listened to. However, very often they do not meet a person who will listen to them.

The second stage is suicidal ideation. This is an active form of manifestation of the desire to commit suicide, it is accompanied by the development of a plan for the implementation of suicidal plans, the methods, time and place of committing suicide are thought out. Teenagers tend to make statements about their intentions.

The third stage is suicidal intentions and the actual suicide attempt. A formed decision (attitude) and a volitional component are attached to the idea of ​​suicide, inducing the direct implementation of external forms of suicidal behavioral acts.

The period from the onset of thoughts of suicide to attempts to carry them out is called pre-suicide. Its duration can be calculated in minutes (acute presuicide) or months (chronic presuicide).

With acute presuicides, an immediate manifestation of suicidal thoughts and intentions is possible immediately, without previous steps.

After a suicide attempt, there comes a period when the child is treated with increased attention and care. During this period, recurrence of suicidal acts is unlikely. After three months, adults, seeing that the child is outwardly calm, does not express thoughts of suicide and does not try to repeat the attempt, cease to be attentive to the child and pay him due attention, and begin to lead their usual lifestyle, because... They believe that the child has overcome the crisis and everything is fine with him. But, if the situation that led the child to suicidal action was not worked out together with adults, the child is still at risk of making a second suicide attempt. And at the moment when adults stop worrying about the child’s condition, as a number of researchers note, repeated suicide attempts are made. Therefore, it is necessary to monitor the child for a long time, provide him with support, talk with him and carry out other preventive actions.

Causes of suicide in childhood and adolescence.

1. Unformed understanding of death. In the understanding of a child, death does not mean the irrevocable cessation of life. The child thinks that everything can be returned back. In adolescents, understanding and awareness of the fear of death is formed no earlier than 18 years of age.

2. Lack of ideology in society. A teenager in a society “without a homeland and a flag” more often experiences feelings of uselessness and depression.

3. Disharmony in the family.

4. Self-destructive behavior (alcoholism, drug addiction, criminalization of society).

5. In the overwhelming majority of cases, suicidal behavior under the age of 15 is associated with a protest reaction, a particularly common source of the latter being disrupted intra-family, intra-school or intra-group relationships.

70% of teenagers cited various kinds of school conflicts as the reason that pushed them to attempt suicide. But the reason is usually family dysfunction. However, this “trouble” is not external, but substantial: first of all, parent-child relationships are disrupted. School situations play the role of the “last straw”, since school is the place where the child spends a significant part of his time.

6. Depression is also one of the reasons that leads a teenager to suicidal behavior.

Many of the traits that indicate suicidality are similar to those of depression. Its main symptom is the loss of the ability to receive pleasure and experience pleasure from those things in life that previously brought happiness. Actions and mood seem to fizzle out and become tasteless. The psyche is deprived of strong feelings. The person becomes overwhelmed by hopelessness, guilt, self-judgment and irritability. Motor activity noticeably weakens or, conversely, attacks of loud, fast, sometimes incessant speech occur, filled with complaints, accusations or requests for help. Sleep disturbances or wave-like fatigue are common. Somatic signs of anxiety include trembling, dry lips and rapid breathing. Unexplained somatic disorders appear in the form of pain in the head, side or abdomen. People suffering from depression constantly feel undesirable, sinful, and worthless, which leads them to conclude that life has no meaning.

Psychogenic causes of depression are often associated with loss: the loss of friends or loved ones, health, or some familiar things (for example, a place of habitual residence). It may occur on the anniversary of the loss, and the person may not be aware of the approaching date.

It is important to remember that there is almost always a physiological and psychological explanation for depression. Depression does not necessarily mean that a person is psychotic or suicidal.

The vast majority of people experiencing depression do not lose touch with reality, take care of themselves and do not always enter hospital treatment. However, when they decide to attempt suicide, they are overcome by despair. Despite this, there are enough “normal” people with depressive experiences who do not commit suicide.

There is no one reason for suicide. Particular vigilance should be taken into account the combination of dangerous signals if they persist for a certain period of time.

Signs of impending suicide.

A combination of several signs indicates a possible suicide.

1. Putting your affairs in order - distributing valuables, packing. A person could be messy, and suddenly he begins to put everything in order. Making final preparations.

2. Farewell. May take the form of expressing gratitude to various people for their help at different times in life.

3. External satisfaction - a surge of energy. If the decision to commit suicide has been made, and a plan has been drawn up, then thoughts on this topic cease to torment, and an excess of energy appears. Outwardly he relaxes - it may seem that he has given up the idea of ​​suicide. A state of high energy can be more dangerous than deep depression.

4. Written instructions (in letters, notes, diary).

5. Verbal instructions or threats.

6. Outbursts of anger in impulsive teenagers.

7. Loss of a loved one, followed by the above symptoms. Losing a home.

8. Insomnia.

Possible motives.

Seeking Help - Most people who are contemplating suicide do not want to die. Suicide is seen as a way to get something (for example, attention, love, freedom from problems, from feelings of hopelessness).

Hopelessness - life is meaningless, and there is no hope for the future. All hopes of changing life for the better are lost.

Multiple problems - all problems are so global and insoluble that a person cannot concentrate to solve them one by one.

Trying to hurt another person - “They will regret it!” Sometimes a person believes that by committing suicide, he will take the problem with him and make life easier for his family.

The way to resolve the problem is for a person to view suicide as an indicator of courage and strength.

Suicide prevention.

Adults are responsible for any suicidal behavior of a child!

All hints of suicide should be taken seriously. There can be no doubt that a cry for help requires a response from a helping person who is uniquely positioned to intervene in a crisis of loneliness.

Prevention of depression in adolescents is important for suicide prevention. Parents play an important role in preventing depression in adolescents. As soon as a teenager notices a low mood and other signs of a depressive state, it is necessary to immediately, immediately, take measures to help the child get out of this state.

Firstly, you need to talk with the child, ask him questions about his condition, talk about the future, and make plans. These conversations must be positive. It is necessary to “instill” in the child an optimistic attitude, instill confidence, and show that he is capable of achieving his goals. Do not blame the child for “always dissatisfied” and “grumpiness”; it is better to show him the positive sides and resources of his personality. There is no need to compare him with other guys - more successful, cheerful, good-natured. These comparisons will exacerbate the teenager's already low self-esteem. You can only compare the teenager of today with the teenager of yesterday and set up a positive image of the teenager of tomorrow.

Secondly, do new things with your child. Learn something new every day, do something you've never done before. Add variety to everyday life. Sign up for a gym or at least get into the habit of doing morning exercises, create new walking routes, go on an exciting excursion on the weekend, come up with new ways to do household chores, visit a cinema, exhibitions, do some general cleaning in the house. You can get a pet - a dog, cat, hamster, parrots or fish. Caring for a defenseless creature can mobilize a child and set him up in a positive way.

Thirdly, a teenager needs to follow a daily routine. It is necessary to ensure that he gets enough sleep, eats normally, spends enough time in the fresh air, and engages in outdoor sports. Depression is a psychophysiological condition. It is necessary to maintain the physical condition of the teenager during this period.

And fourthly, seek advice from a specialist - a psychologist, psychotherapist.

Healthcare Institution "1st City Children's Clinic".

Diagnosis of suicidal behavior

To identify suicidal tendencies, a psychologist conducts conversations with a potential suicide victim and his immediate circle. The degree of risk is assessed based on personal and situational factors.

1. Personal factors.

• low self-esteem;
• lack of self-confidence;
• an urgent need for sincere and warm relationships;
• the need for understanding and support from others;
• difficulties in making decisions;
• lack of independence;
• inadequate reaction to failures;
• tendency to self-flagellation;
• inability to build relationships in society;
• infantilism.

2. Situational factors:

• unfavorable environment in the team or family;
• frequent changes of housing, study, work;
• systematic consumption of alcoholic beverages;
• participation in sects;
• significant anniversaries;
• family or personal history of suicide attempts.

During a personal conversation with a suicidal person, a psychologist assesses the strength of the anti-suicidal barrier. This is a combination of factors that shape the will to live:

• a positive attitude towards life and a negative attitude towards death;
• fear of hurting yourself;
• strong attachment to someone;
• parental obligations;
• increased sense of duty and responsibility;
• belonging to a religion that condemns suicide;
• having dreams and plans for the future.

The more of these factors there are, the less likely it is to commit suicide, and vice versa.

The following techniques are also used to identify suicidal tendencies:

• depression scale score;
• assessment on the aggression scale;
• methods for identifying and preventing suicides;
• analysis of drawings;
• studying personal pages on social networks;
• method of unfinished sentences;
• psychological games.