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Lecture: Depression, Suicide, and Copy Cats

by: Brianda Hickey

Lecture: Depression, Suicide, and Copy Cats CAMHS-UA 150

Marketplace > NYU School of Medicine > Child Development > CAMHS-UA 150 > Lecture Depression Suicide and Copy Cats
Brianda Hickey

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A detailed set of notes on Depression, Suicide, and Copy Cats
Child and Adolescent Mental Health Studies: Children and the Media
Andrea Vazzana
Class Notes
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This 62 page Class Notes was uploaded by Brianda Hickey on Sunday March 27, 2016. The Class Notes belongs to CAMHS-UA 150 at NYU School of Medicine taught by Andrea Vazzana in Spring 2016. Since its upload, it has received 37 views. For similar materials see Child and Adolescent Mental Health Studies: Children and the Media in Child Development at NYU School of Medicine.

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Popular in Child Development


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Date Created: 03/27/16
1 2 3 4 5 6 - The first 7 years of a child’s life should be centered arneder relationships to create a stable support network - Easier to deal with things when have a support network 7 - High risk time in life span : 15-19yrs - Men die moreoften because…. More likely to choose high mortality actions - Ex. guns, hanging - Women are less often to d… i.More likely to choose methods that are less immediately lethal– ex.Overdose on pills (easier to revive) 8 - Identical twinsare more likely to commit suicide one after the other than fraternal twins - Suggests there is a biological component in suicide 9 10 11 12 Suicidal thoughts Interest – Decreased Interest Guilt Energy Concentration –Decreased Concentration Appetite – Decreased/Increased Concentration PMR –Psycho Motor Retardation [Moving slowly] Sleep – Problems with Sleep Pronounced: SiggyCaps - In adolescents, more likely to get hypersomnia - In adolescents, more likely to be jittery 13 14 15 16 17 Good to remove ANYTHINGlethal from the environment when someone is suicidal - If remove things that are lethal, suicide rates/possibility will drop significantly (to nearly 0) - Suicide/Depression is temporary… 18 19 - The more times someone tried to commit suicidt e,e higher risk they are at for suicide 20 - Want kids to have coping skillteach resilience 21 22 23 - Avoidance Gradient: Will not commit suicide because they think their family will be destroyed, it will hurt their friends etc. 24 25 26 Social learning theory also providesa foundationon which aspectsofsuicide contagionmaybuild.Accordingtothistheory,mosthumanbehaviorislearned observationallythroughmodeling.Imitativelearningisinfluencedbya numberoffactors,includingthecharacteristicsofthemodelandthe consequencesorrewardsassociatedwiththeobservedbehavior.Consequences orrewards,suchaspublicattention,maylowerbehaviorrestraintsandleadto thedisinhibitionofotherwise “frowned upon ”behavior.Last,apublichealth orinfectiousdiseasemodelofcontagionisalsousefulforaconceptualization ofsuicidecontagion.Thismodelacknowledgestherolethattheagent,host, andenvironmentplayintheoveralltransmissionprocess. Public Health/Infectious Disease Model of Contagion Acknowledges the role that the agent (stories), host (individual), and environment s (ocialcontextofthestories) play in the overall transmission process. Gould 2001 28 29 30 31 32 33 34 Definition: copycat suicide is defined as a duplication of another suicide that the person attempting suicide knows about either from local knowledge or due to accounts or depictions of the original suicide in the media Theoccurrenceofimitativesuicidesfollowingmediastoriesislargelyknown asthe “Werthee rffect,”derivedfromthegeneralimpressionthatGoethe ’s novel TheSorrowsofYoung Werthei rn1774triggeredanincreaseinsuicides, leadingtoitsbaninmanyEuropeanstates.Researchonthe Werthee rffectwas advancedbythesystematicworkofPhillips,whoseresearchconsistently found a strong relationshipbetween reports ofsuicide in newspapers oron televisionandasubsequentincreaseinthesuiciderate. According to behavioral contagiontheory,an individual hasa preexisting motivation to performaparticularbehavior,which isoffsetby an avoidance gradient,suchthatanapproach -avoidanceconflictexists.6Theoccurrenceof suicidesinthemediamayservetoreducetheavoidancegradient—the observer ’sinternalrestraintsagainstperformingthebehavior. Social learning theory also providesa foundationon which aspectsofsuicide contagion may build.According to thistheory,mosthuman behaviorislearned bservationally throughmodeling. 35 36 37 - Steady increase in suicide 38 - Beforethe internet, it was difficult for people to figure out how to kill themselves - There are online communities that support ; Sex offenders, suicidal behavior, anorexia ect. 39 - People think the more you say you are going to commit suicide, the less likely a person will do it 40 41 42 43 44 Aftershedied by suicide, therewas a12% increaseinthesuiciderate in theUnitedStates fora monthwhichtranslatedtoabout 119 individuals (mostly womenwhowere blond and who usedbarbiturates) -When people identify more with the victim, they will often copy cat - It is a good idea to not include how they killed themselves exactly, will assist others copy cat 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 “We’re not saying to not report about suicide…We want responsible reporting. Reporting about suicide in itself is not the problem, but how suicide is reported is a critical concern. It can be done in such a way that people who are vulnerable may learn how to get help or, unfortunately, it may contribute to the prob.-Madelyn S. Gould, Ph.D., M.P .H. Division of Child and Adolescent Psychiatry Columbia University/New York State Psychiatric Institute Contrary to popular belief, talking with children and adolescents about suicide with a parent or clinician does not increase the risk of suicide and is essential in performing a suicide risk assessment.


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