Page 90 - Petelin Ana. Ur. 2022. Zdravje otrok in mladostnikov / Health of children and adolescents. Proceedings. Koper: Založba Univerze na Primorskem/University of Primorska Press
P. 90
avje otrok in mladostnikov | health of children and adolescents 90 Peer groups, however, can be a double-edged sword. An important risk
factor for suicidal behaviour in peer groups is the group’s approving attitude to-
wards self-harming and suicidal behaviour and the display of maladaptive cop-
ing strategies in dealing with adverse life events (Fiegelman & Gorman, 2008).
Conformity, belonging to a group and pressure from group members can in-
fluence the formation of specific attitudes that may contradict community at-
titudes and represent adolescents’ resistance to norms, regardless of whether
they benefit or harm adolescents (Zupančič & Svetina, 2009). Drug and alco-
hol abuse in the peer group can further increase the risk of suicidal behaviour
(Werbart Törnblom et al., 2020).
Young people often imitate the behaviour and problem-solving strategies
of their friends (Zupančič & Svetina, 2009). This can be particularly problem-
atic when it comes to self-harming and suicidal behaviour (Fiegelman & Gor-
man, 2008; Gili et al., 2019; Werbart Törnblom et al., 2020). Therefore, when a
young person dies by suicide, interventions need to address their close friends
and the whole school. It is important to highlight the sources of help available
to young people, to show and encourage constructive ways of resolving diffi-
culties, and to provide space for conversations (Poštuvan et al., 2020).
Protective factors are mainly good peer (and teacher) relationships, the
feeling of belonging to a group and the adolescent’s feeling that peers like their
presence in the group (Barzilay et al., 2017). Good peer relationships are a key
factor in preventing suicidality in young people. Therefore, suicide prevention
strategies must focus on connecting and building quality interpersonal rela-
tionships. Given the diverse profile of young people at risk of suicide, this is a
protective factor that simultaneously improves their mental health and pro-
vides them with an additional support (Campisi et al., 2020).
The importance of the school environment regarding distress
and suicidality of children and adolescents
Risk factors for suicidal behaviour in the school environment include peer vi-
olence, social exclusion and school failure. School professionals familiar with
adolescents’ home environments may also be attentive to chaotic or dysfunc-
tional conditions in which adolescents live, such as poor living conditions,
chronic illness and outbreaks of violence among adolescents (Greydanus &
Calles, 2007).
Risk factor related to the school environment is also academic success
or failure. Studies have shown that the main stressor for most adolescents be-
tween the ages of 12 and 18 is academic performance. Stress, related to school,
school success and further education increase with age. It is reported by 45.6%
of twelve-year-olds and 68.9% of eighteen-year-olds. Adolescents, exposed to
long-term stress, also have a higher risk of experiencing anxiety, depression
and suicidal behaviour (Kim, 2020).
factor for suicidal behaviour in peer groups is the group’s approving attitude to-
wards self-harming and suicidal behaviour and the display of maladaptive cop-
ing strategies in dealing with adverse life events (Fiegelman & Gorman, 2008).
Conformity, belonging to a group and pressure from group members can in-
fluence the formation of specific attitudes that may contradict community at-
titudes and represent adolescents’ resistance to norms, regardless of whether
they benefit or harm adolescents (Zupančič & Svetina, 2009). Drug and alco-
hol abuse in the peer group can further increase the risk of suicidal behaviour
(Werbart Törnblom et al., 2020).
Young people often imitate the behaviour and problem-solving strategies
of their friends (Zupančič & Svetina, 2009). This can be particularly problem-
atic when it comes to self-harming and suicidal behaviour (Fiegelman & Gor-
man, 2008; Gili et al., 2019; Werbart Törnblom et al., 2020). Therefore, when a
young person dies by suicide, interventions need to address their close friends
and the whole school. It is important to highlight the sources of help available
to young people, to show and encourage constructive ways of resolving diffi-
culties, and to provide space for conversations (Poštuvan et al., 2020).
Protective factors are mainly good peer (and teacher) relationships, the
feeling of belonging to a group and the adolescent’s feeling that peers like their
presence in the group (Barzilay et al., 2017). Good peer relationships are a key
factor in preventing suicidality in young people. Therefore, suicide prevention
strategies must focus on connecting and building quality interpersonal rela-
tionships. Given the diverse profile of young people at risk of suicide, this is a
protective factor that simultaneously improves their mental health and pro-
vides them with an additional support (Campisi et al., 2020).
The importance of the school environment regarding distress
and suicidality of children and adolescents
Risk factors for suicidal behaviour in the school environment include peer vi-
olence, social exclusion and school failure. School professionals familiar with
adolescents’ home environments may also be attentive to chaotic or dysfunc-
tional conditions in which adolescents live, such as poor living conditions,
chronic illness and outbreaks of violence among adolescents (Greydanus &
Calles, 2007).
Risk factor related to the school environment is also academic success
or failure. Studies have shown that the main stressor for most adolescents be-
tween the ages of 12 and 18 is academic performance. Stress, related to school,
school success and further education increase with age. It is reported by 45.6%
of twelve-year-olds and 68.9% of eighteen-year-olds. Adolescents, exposed to
long-term stress, also have a higher risk of experiencing anxiety, depression
and suicidal behaviour (Kim, 2020).
