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Preventing Youth Suicide in Light of “13 Reasons Why”

The new Netflix series 13 Reasons Why has created a lot of buzz recently around the topic of teen suicide. The show graphically chronicles a fictional teen’s suicide and, in many ways, glamorizes it.13-reasons-why

Suicide among youth is a serious concern for everyone who engages with young people – whether at home, in school, or during out-of-school time. According to the Kids Count Alaska 2013-14 data book, suicides were the second-highest cause of deaths among youth ages 10-17. And in areas outside of Anchorage, the suicide rate among youth is four times higher.

Youth who are exposed to suicide or suicidal behaviors are more at-risk for attempting suicide, according to the American Association of Suicidology. The American Foundation for Suicide Prevention (ASFP) notes that risks of additional suicides increase when a story explicitly describes the method, uses graphic headlines or images, and glamorizes a death.

Seeing the graphic depictions and the sensationalized story of Hannah Baker brought to life in 13 Reasons Why has become a widespread concern among parents, as well as professionals in mental health, education and afterschool.

This type of glamorization has caused widespread copycat attempts, giving us more of a reason to talk about the reality of what is happening. Silence or ignoring the issue has never made it disappear. If anything, it has provided the right environment for it to grow out of control. ASFP states that we can prevent suicide by being aware and taking action – and that means talking about it.

The National Afterschool Association created the following list with recommendations for afterschool professionals and teachers on how to handle the latest Netflix hit:

  1. Watch 13 Reasons Why.

Rather than trying to get kids to avoid watching the series or talking about it — because they will, with or without permission — watch it so you are prepared to discuss the content when it comes up.

If you hear kids talking about the series, ask how they feel about the content. Watch how they’re reacting to the topic, paying close attention to their emotions.

  1. Watch for warning signs.

AFSP notes there’s no single cause for suicide, which most often occurs “when stressors exceed current coping abilities of someone suffering from a mental health condition.” Conditions such as depression, anxiety and substance abuse problems increase the risk for suicide — especially when unaddressed. 13 Reasons Why depicts additional triggers, including sexual assault and bullying. Most people who die by suicide exhibit one or more warning signs, either through what they say or what they do. Find a list of warning signs from AFSP here.

  1. If a young person exhibits warning signs, talk to him or her about it.

“Be direct,” says Valencia Agnew, Ph.D. “Don’t be afraid to ask if they’ve thought about suicide, or if someone is hurting them.”

  1. Listen to young people – without judgment.

Get kids to tell their stories while they’re alive — not after they’ve made a permanent decision to what could be a temporary problem.

“Listen to children’s comments without judgment,” Agnew said. “Doing so requires that you fully concentrate, understand, respond, and then remember what is being said. Put your own agenda aside.”

If you have concerns, consider reaching out to prominent adults in the young person’s life that you trust. Ask the adults if they’ve noticed anything unusual.

  1. Validate young people’s feelings.

Feelings aren’t always facts, but never downplay a young person’s stress level or emotions. Instead, try to understand and show you care. “Avoid giving advice to fix it,” said Agnew. “Pain isn’t going to kill them. It’s what they do with the pain.”

  1. If needed, get help.

If a young person you know is having thoughts of suicide, reassure him or her that you’ll help —then act. It’s not expected that the typical afterschool professional or teacher has the knowledge and skills to handle this alone. Work with the school and other trusted adults to find local resources available for help. Suicide Awareness Voices of Education offers a number of resources and tools, and is a great place to start.

Afterschool hours continue at home. Share these guidelines for parents and guardians on suicide prevention, in light of the series. Together we can ensure our children live in a safe, stable and nurturing environment.

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Nominate a Champion for Kids by July 14

We are looking to celebrate the great work being done in Southcentral Alaska! Nominations due Friday, July 14.

Champ for kidsThe Champion for Kids Award, presented by Alaska Children’s Trust (ACT), recognizes individuals from different regions of Alaska who have demonstrated a dedication and commitment in working towards preventing child abuse and neglect. These individuals have committed their time and resources to helping children have a safe place to live, learn, and grow, whether it is through their professional employment, volunteer work, community activities, or actively working with children.

Currently, ACT is looking to honor a Champion for Kids in Southcentral Alaska, which includes the Anchorage, Mat-Su, Kenai Peninsula, Valdez and Cordova communities.

All across Southcentral Alaska, there are extraordinary individuals who are ensuring our children live in safe, stable, and nurturing communities. If you know one of these extraordinary individuals, ACT invites you to recognize them by nominating them for our 2017 Alaska Champion for Kids Award.

To nominate someone in your life, please fill out the Champion for Kids Award Application. Applications are due Friday, July 14, 2017. See past recipients.  

For additional information about past award recipients, the current Champion for Kids, and the application process, please visit Alaska Children’s Trust’s website.

Superhero Dreams to Statewide Network: My Story of the Alaska Resilience Initiative

By Laura Norton-Cruz, Alaska Resilience Initiative Program Director

Beginnings

When I was eight years old, I determined that I was going to work to end child abuse. At the time, I imagined myself more in a cape getting rid of bad guys than in business attire facilitating a statewide network, but in some form or another, that’s where my particular journey to the Alaska Resilience Initiative began.

image 0_ACT blog ARI

Me, age 7. As it turns out, working for the safety and well-being of children ends up being less the job of a superhero and more the job of a collaborative host and facilitator.

A few decades later, working for the Alaska Native Tribal Health Consortium on child trauma and violence-related issues, I found that I was involved with and aware of a number of tribal health organizations and nonprofits who were doing great work on adverse childhood experiences (ACEs), intergenerational and systemic trauma, resilience – but I wasn’t sure if they were all aware of and working with each other. A need that I and others in the field kept noting was for some entity who could coordinate between all of the organizations doing work to address ACEs, reduce trauma, and support healing and resilience. I kept thinking, “We would be so much more powerful if we knew what others were doing, if we could spend less time re-inventing the wheel and more time learning from each other, if we had some statewide messaging and systems change work to amplify our efforts. Which organization could take that on? Which individual coordinator could facilitate that?”

Trevor Storrs, the executive director of Alaska Children’s Trust (ACT), was asking those same questions with the small group of advisors he had assembled informally and named the “Alaska Resilience Initiative.” This group took on a few initial projects towards this goal, from training ACEs and resilience trainers to surveying and mapping who was doing trauma-informed work. In 2015, this group, led by ACT, Rasmuson Foundation, Mat-Su Health Foundation, Alaska Mental Health Trust Authority, and First Alaskans Institute, and in partnership with the Mobilizing for Action through Planning and Partnerships (MAPP) coalition in Homer, applied for and received a grant from the Health Federation of Philadelphia to be able to take on this statewide coordinating and movement-building role. When I heard that a program director would be hired for this work, it sounded like a dream come true – a childhood dream, at that! (Albeit a mature, updated version.) Despite being reticent to leave the tribal health system and the work I loved, I was thrilled when I was hired to join Alaska Children’s Trust and direct this initiative, beginning February 2016.

Building an Equitable Movement

As one of 14 Health Federation of Philadelphia-funded Mobilizing Action for Resilient Communities (MARC) grantees throughout the country focused on movement-building around trauma and resilience, we (the Alaska Resilience Initiative and our partner coalitions in the Southern Kenai Peninsula and Matanuska-Susitna Valley) have had the spotlight on us to pilot network building and trauma-informed change. While the regional coalitions had already formed over the past few years, the statewide Alaska Resilience Initiative (ARI)’s relatively nascent status meant a considerable amount of work to expand and diversify the network, to form the planning and decision-making bodies needed to move the work forward, and – in order to make sure we were doing the work in a way that was equitable, effective and non-traumatizing – to listen. Especially to listen to Alaska Native people.

Alaska Native people comprise nearly one-fifth of the state’s population, and Alaska Native children represent over half of the children in the foster care system, and yet historically their voices have not been well-included in decision-making about social services, education and behavioral health. That’s why one of the very first things I did on the job was to team up with First Alaskans Institute and the Chickaloon Village Traditional Council to host a gathering, held in May 2016, that put Native perspectives, customs, history and hopes at the center.

 

image 1_ACT blog ARI

A May 2016 gathering of Alaska Native and Native American people working on trauma and resilience issues around the state led to a number of principles for guiding trauma and resilience work. These included the importance of addressing collective forms of trauma, holding up ancestral knowledge about resilience, and partnering meaningfully with Native communities for solutions.

That gathering of about 30 people set a tone for the whole state that the voices and decision-making of Alaska Native people matter in this process. The goal was to seek input that could guide the Alaska Resilience Initiative, shape the curriculum for ACE/resilience trainers and frame a more inclusive and equitable approach to the work.

This initial gathering helped shape an inclusive approach to all the work that followed, from the large June 2016 gathering of organizations, tribes, schools and state departments from across Alaska to the building of ARI’s structure and processes, and the crafting of the “common agenda,” or shared goal of all ARI members, which is:image 1.5_ACT blog ARINow, in June of 2017, ARI receives its guidance from three active workgroups as well as a 23-member steering committee. The steering committee features a wide range of perspectives and connections, with representatives from social services, health care, behavioral health, community development, K-12 education, universities, early childhood education, philanthropy, government, law enforcement, business, faith-based and tribal organizations.

We also strive for equity by creating group norms that allow for all people to be heard, and by being intentional about diverse representation. The steering committee is still predominately white (69 percent), but both co-chairs are Alaska Native women, representing different regions, and members represent other ethnic and racial groups as well. This isn’t perfect, but it’s more diverse than many boards and leadership councils in Alaska.

image 2 _ ACT blog ARI

Lisa Wade, a co-chair of the steering committee, is Ahtna Athabascan and is a Nay’dini’aa Na’ / Chickaloon Village Traditional Council member, tribal court judge, and the Director of Education, Health, and Social Services for the tribe. Chickaloon is exemplary in its implementation of trauma-informed practices throughout the school, tribe and clinic. (The other ARI steering committee co-chair is Liz Medicine Crow, Tlingit and Haida from Ḵéex̱/Kake, Alaska, who is CEO of First Alaskans Institute.)

Lisa Wade, one of the steering committee’s two co-chairs, commented that the opportunity to lead and shape efforts of a statewide resilience effort is not simply having a seat at the table, but an open and inclusive process that creates equity:

“As a Tribal representative, one of the really positive things about participating on the Alaska Resilience Initiative has been the opportunity to develop deeper and more meaningful relationships with coalition partners early on in the process. Our cultural perspective and values have been welcomed into the planning and decision-making process. For instance, our coalition adopted a consensus model of decision-making so that each voice at the table has equal importance. This alone has built equity and justice into our work and begun the creation of a model of compassion-informed community work. This is an exciting time where our collective Alaska Native voices are recognized as valuable and integral to identifying the unique challenges facing our communities and for developing culturally significant strategies that make sense for our children, our families, our communities, and our state.”

As the ARI program director, I recognize frequently that although collaborative, participatory work and the building of a collective structure takes a considerable investment of time, an individualistic, superhero approach or leadership from only one sector, organization or demographic of leaders would not allow us to be effective. Likewise, we have a long ways to go yet in order to really meaningfully include rural voices and all regions and demographics in the state, and to grow our network into a self-sustaining movement. This is one of the ongoing tasks before us that we are eager to embrace.

image 3 _ ACT blog ARI

I sketched out the above illustration to demonstrate the Alaska Resilience Initiative (ARI) network’s structure. The internal part is the backbone agency, Alaska Children’s Trust (with — part-time backbone staff signified by partial bodies and full-time staff by a full body) surrounded by ARI’s Steering Committee and supported by three workgroups: Communication, Policy, and Trauma-Informed Systems. Crowns symbolize leadership or organizer/facilitator roles. Overlapping with the ARI Network, we also have the regional trauma and resilience coalitions whose work intersects with our own. The little circles represent people — those currently within the network and those not yet involved. The wider ARI’s network and the more engaged its many members, the more we can accomplish.

What’s Happening Now

Over the last few months, in addition to building the initiative’s structure and decision-making processes, the Alaska Resilience Initiative has been working towards revising the ACE training curriculum; giving presentations across Alaska; supporting trauma-informed schools work in the Anchorage School District; developing relationships with policymakers; and pursuing immediate policy objectives such as a sustainable fiscal plan to resolve the state’s budget crisis without cutting early childhood and other funding for children and families.

Another exciting recent development is that the ARI steering committee gathered for an all-day think-tank on May 16, 2017 with a few Mobilizing Action for Resilient Communities (MARC) grant managers in order to ground ourselves in the beliefs, values, and goals that guide us, and to create focus areas for future work. We acknowledged that trauma and resilience work spans vastly, touching issues such as incarceration, historical and ongoing systemic trauma, and addictions. Committee members agreed that it is important to understand the broader societal, historical, economic and institutional contexts in which families and children experience trauma and toxic stress and their effects.

image 3.5 ACT blog ARI
May 16, 2017 think-tank gathering

Additionally, we acknowledge the importance of our intersections with other coalitions and movements, being thoughtful about how we overlap with and complement their work while maintaining our focus on a child development approach, the NEAR sciences (neurobiology, epigenetics, adverse childhood experiences, and resilience), data, and ancestral understandings of trauma and resilience. In all things, we are guided by equity and an awareness of the importance of early life experiences.

While advocating, networking and educating, ARI members commit to listening, learning and engaging in critical self-reflection. We all agree to be honest and open, and to foster a commitment to authentic relationships. Our actions will be compassionate and kind, with attention to our own wellness. Above all, we plan to value and create space for diverse voices and perspectives. Because this is not the work of superheroes, but rather of a movement. None of us can “save” Alaskan families; only by working together strategically can we create the real shifts in our state that are needed to end child maltreatment, intergenerational and systemic trauma, and to support resilient and healthy children, families, and communities.

To learn more about ARI, please visit our brand new website, www.akresilience.org.

image 4 ACT blog ARI

To read about some of the fantastic trauma and resilience work happening around the state, including with our partner coalitions, Raising Our Children with Kindness (R.O.C.K.) Mat-Su and the Southern Kenai Peninsula Resilience Coalition, please visit the Alaska Resilience Initiative’s blog and/or Facebook page – and look at the album called “site visits.”

 

 

 

 

 

 

 

Alaska CARES: Coming Together to Help Kids Heal After Abuse

By Bryant Skinner, Alaska CARES Manager

Bryant Skinner head shot

Bryant Skinner, Alaska CARES

According to the Child Welfare League of America, Alaska consistently has one of the top five rates of child abuse in the United States. In Alaska last year, at least 8,000 children were physically or sexually abused, and this represents only reported cases[i].

Adverse childhood experiences like these cause toxic levels of stress that can strain and weaken children’s health and development, and can lead to lifelong social, emotional and cognitive impairments. Often these impairments result in the adoption of high-risk behaviors, disease, disability and social problems. In fact, children experiencing trauma are 49 percent more likely as adults to be unemployed and 92 percent more likely to earn less than $20,000 annually. Child trauma contributes to 60 percent experiencing frequent mental distress into adulthood. Additionally, the impacts of repeated adverse experiences can even lead to early death.

The statistics are grim, but we don’t have to let our children become statistics. Studies show that doing just two simple things can help children grow and thrive:

  1. First, we can invest in primary prevention models that reduce children’s exposure to trauma, or sustained, severe adversity.
  2. Second, we can support early intervention that helps children heal when traumas are experienced, and support children developing resiliency through positive, healthy, supportive relationships.

Alaska CARES is one program that specializes in the second strategy. Alaska CARES is a Children’s Advocacy Center (CAC), a comprehensive, child-centered program based in a facility where victim-advocate, law enforcement, child protection, tribal health, forensic medicine, and mental health professionals are co-located and work together in cases of child abuse.

In the old model of care, kids making a report of harm would have to go to several adult-centered locations to tell their story over and over, which was counterproductive to the child’s healing. The benefit of the CAC model is that it brings all those services together under one roof in a secure environment, designed for the privacy and dignity of young patients. Together, the multi-disciplinary team at Alaska CARES makes sure children feel safe and supported as they come forward to courageously tell their story.

One such child, we’ll call her Kimi, literally illustrates the healing power of early intervention.

Kimi was just 8 years old when she was the victim of sexual abuse by her neighbor. At the time she experienced the abuse she knew something was wrong and worked up the courage to tell the perpetrator “NO,” and then left the room. But her little sister was left with the offender. She found the courage to tell someone about the abuse and an appointment was set for her to be evaluated at Alaska CARES.

angerIt was determined during her visit that seeing a mental health therapist at Alaska CARES would be essential to starting the healing process. The first picture Kimi created (right) was completed during the first two weeks of her therapy. “Anger, Hurt, Sad, Guilt, Nervous, Scared” were the words Kimi used for this painting. She used all of the colors that she didn’t like as she began to process the trauma she experienced. 

guilt

“Guilt” was how Kimi described her painting after six months of therapy (left). Yet, her therapist noted that she was much more present in her session and no longer withdrawn! Although these colors look dark, they were colors that she actually liked and she placed an X to represent “Danger” or “Do not enter,” similar to a poison bottle. She labeled this drawing “Guilt,” which was significant in her progress toward being able to identify and resolve the more specific emotion relating to leaving her sister behind with the abuser.

peace

After one year of care at Alaska CARES, “Peace” was what Kimi called this painting (right). Kimi, her sister and her family were able to work through many emotions and develop tools to manage their feelings and build resiliency. Because Kimi was brave and disclosed the incident, her offender was held accountable for his actions. The care she received in her healing journey helped change the trajectory of Kimi’s life, her sister’s life and the health and resiliency of their entire family.

The issue of child abuse is a moral, social and human issue that impacts our entire community. The earlier the intervention, the better the intervention, and the more likely it is that we can help kids like Kimi as they grow up into adulthood. Alaska CARES demonstrates what is possible when professionals, community members and government agencies work together to support children.

If you would like more information about Alaska CARES, or if you know someone who might be helped by the services of Alaska CARES, visit their website.

[i] http://alaska.providence.org/locations/c/cares/abusefacts