Page 91 - Petelin Ana. Ur. 2022. Zdravje otrok in mladostnikov / Health of children and adolescents. Proceedings. Koper: Založba Univerze na Primorskem/University of Primorska Press
P. 91
Particular risk factors in the school environment are different forms of the impact of the environment on the distress and suicidal behaviour of children and adolescents 91
peer violence: physical, verbal or social (e.g., rumours), resulting from different
dynamics of peer groups. More aggressive groups may use peer violence as an
activity, causing “non-members” of the group to experience or deepen feelings
of anxiety through rejection, ridicule or humiliation, which can lead to a lack
of feelings of acceptance and loneliness in the person who is a victim of peer vi-
olence (Fiegelman & Gorman, 2008). Victims of peer violence are at higher risk
of developing self-harming behaviour, anxiety, depression, suicidal ideation,
suicide attempts and death by suicide. There are gender differences in victims
of peer violence and the types of violence adolescents report. Boys are more
likely to report physical and verbal violence, while girls are more likely to re-
port relationship violence. Each form of violence can increase the likelihood of
suicidal ideation among victims by 28% to 39% (depending on gender and form
of violence) (Barzilay et al., 2017). Peer violence is the most important predic-
tor of suicidal ideation in girls, while severe injuries, lack of friends and partic-
ipation in fights significantly predict suicidality in boys (Campisi et al., 2020).
When it comes to peer violence, both sides need to be considered - the
victim and the bully, because increased suicidal thoughts do not only occur in
the victims. Peer violence does not directly affect death by suicide, but it does
have a significant impact on suicidal ideation. Some studies also suggest that
physical violence may contribute to an increased risk of suicide attempts (King
& Merchant, 2008).
Participation in various forms of physical activity at school and in extra-
curricular activities has a positive impact on young people’s mental health and
is an additional protective factor. A good relationship with parents is also an
important protective factor in adolescence. From a school perspective, this in-
cludes parents’ involvement in the child’s activities and tasks (interest in their
child, participation in parents’ meetings, etc.) and from an interpersonal per-
spective, it includes understanding and helping to solve problems, encourag-
ing independence, accepting the child’s opinion, being willing to talk about life
and difficult issues, and caring and loving the child. The absence of traits con-
tributes to the risk of suicidal behaviour in adolescents (Campisi et al., 2020;
Barzilay et al., 2017).
The school environment can be an important protective factor for adoles-
cents. Teachers, counsellors and other school staff can quickly recognize warn-
ing signs and changes in adolescent behaviour. When distress is identified, they
can also talk to the adolescent, make them feel safe and accepted, and refer
them to the appropriate sources of help (Poštuvan et al., 2020).
The suicide of young people has an impact on the whole environment in
which they lived, especially the school they attended and the community in
which they lived. Therefore, it is most effective when suicide prevention in the
school environment address different levels and target young people as well as
school counsellors and teachers. It is important to act preventively, but it is also
necessary to be prepared for postvention that follows death by suicide, as this is
peer violence: physical, verbal or social (e.g., rumours), resulting from different
dynamics of peer groups. More aggressive groups may use peer violence as an
activity, causing “non-members” of the group to experience or deepen feelings
of anxiety through rejection, ridicule or humiliation, which can lead to a lack
of feelings of acceptance and loneliness in the person who is a victim of peer vi-
olence (Fiegelman & Gorman, 2008). Victims of peer violence are at higher risk
of developing self-harming behaviour, anxiety, depression, suicidal ideation,
suicide attempts and death by suicide. There are gender differences in victims
of peer violence and the types of violence adolescents report. Boys are more
likely to report physical and verbal violence, while girls are more likely to re-
port relationship violence. Each form of violence can increase the likelihood of
suicidal ideation among victims by 28% to 39% (depending on gender and form
of violence) (Barzilay et al., 2017). Peer violence is the most important predic-
tor of suicidal ideation in girls, while severe injuries, lack of friends and partic-
ipation in fights significantly predict suicidality in boys (Campisi et al., 2020).
When it comes to peer violence, both sides need to be considered - the
victim and the bully, because increased suicidal thoughts do not only occur in
the victims. Peer violence does not directly affect death by suicide, but it does
have a significant impact on suicidal ideation. Some studies also suggest that
physical violence may contribute to an increased risk of suicide attempts (King
& Merchant, 2008).
Participation in various forms of physical activity at school and in extra-
curricular activities has a positive impact on young people’s mental health and
is an additional protective factor. A good relationship with parents is also an
important protective factor in adolescence. From a school perspective, this in-
cludes parents’ involvement in the child’s activities and tasks (interest in their
child, participation in parents’ meetings, etc.) and from an interpersonal per-
spective, it includes understanding and helping to solve problems, encourag-
ing independence, accepting the child’s opinion, being willing to talk about life
and difficult issues, and caring and loving the child. The absence of traits con-
tributes to the risk of suicidal behaviour in adolescents (Campisi et al., 2020;
Barzilay et al., 2017).
The school environment can be an important protective factor for adoles-
cents. Teachers, counsellors and other school staff can quickly recognize warn-
ing signs and changes in adolescent behaviour. When distress is identified, they
can also talk to the adolescent, make them feel safe and accepted, and refer
them to the appropriate sources of help (Poštuvan et al., 2020).
The suicide of young people has an impact on the whole environment in
which they lived, especially the school they attended and the community in
which they lived. Therefore, it is most effective when suicide prevention in the
school environment address different levels and target young people as well as
school counsellors and teachers. It is important to act preventively, but it is also
necessary to be prepared for postvention that follows death by suicide, as this is
