eFocus News
Dr. NarendraThagunna
​Adolescent Suicide
​

Dr. NarendraThagunna

Narendra Sing Thagunna, PhD Young Nepali Psychologist contributing in the field of Psychology in Nepal. He is married with Jyotshna Dangi and one son Anurakshat.

He received his Ph.D. in Cross Cultural Psychology from Kumaun University Nainital in 2010. He received Masters Degree in clinical psychology and got second position in University merit.

Dr. Thagunna is working as teacher in MA Psychology Program in Tri Chandra Campus, Tribhuwan University,faculty member of BASW programme K& K International College afficilated with Tribhuwan University. He is founder president and CEO of Psychdesk foundation which is workingin the field of psychological research, training, testing,
counseling/psychotherapy and publication.

He served as psychosocial trainer at TPO Nepal for 4 years and was a refugee project and served faculty member of BBA programme Liberty College, Pokhara University. He served as a Project Coordinator/Technical Advisor on Emergency Response Project at KOSHISH, National Mental Health Self Help Organization for 7 Months.

​He served as a principal in Higher Secondary School (+2 Level) Nepal for 5 years.

@DrNarendra_2010

Forest Of The Rain Productions: What are the reasons why students commit suicide?

Dr. Thagunna:  The Reasons for the commitment of suicide in children are negative and unsupportive family, school climate, child emotional negligence, and a high-level of aspirations. Type of peers development of bad habits like, drug use Heterosexual relationship Cognitive Disorder Hyperion and Hyper-emotionality. The reasons are domestic violence, mental illness, failure in academic achievement, family issues with parents fighting over their lives or over financial issues, fights with best friends and bitter misunderstanding with girlfriend/ boyfriend followed by an even bitter break-up. Other reasons maybe the battle between the thirst to have their dream life and the urge to fulfill the expectation of the society (family pressure for choosing career or profession), bullying by friends regarding their weight, height and skin color and the disease condition such as tuberculosis and chronic disease.

---

Which age group is suicide most likely to occur?
​

​Dr. Thagunna: The studies show that students in the age groups 13 to 21 age are most likely to commit suicide within adolescents years. Research shows that the highest suicide rate was among people 45 to 59 years old. The 2nd highest rate occurred in those 75 years and older. Then the Adolescents and young adults aged 15 to 24 suicide rate closed out the study. In general, suicide rates increase with age. Younger groups have had consistently lower suicide rates than middle-aged and older adults. However, there is a major spike during the adolescent and young adult years.

What are the signs of a child at risk of committing suicide?
​

Dr. Thagunna:  The signs include isolated behavior, less engagement in activities, less hunger and sleep, a sudden drop in grades, depression, general fatigue, aggression and changes in the acts during school and while studying.  Mental health illnesses, particularly mood disorders, anxiety disorders, substance use disorders, eating disorders and disruptive disorders. Co- occurring disorders (more than one disorder and/or in combination with a substance use disorder) are also very common among suicidal youth.
• Previous suicidal behavior, including prior suicide attempts and behavioural rehearsal.
 • Hopelessness, aggression, recklessness and impulsivity.
• Family factors, including high levels of parent-child conflict, parental mental illness and a family history of suicidal behaviour can elevate the risk for suicide among youth.
• A history of childhood physical and/or sexual abuse.
 • Stressful life events, especially in combination with existing vulnerabilities. These commonly include: interpersonal conflict, rejection, failure, humiliation, and loss.
• Exposure to a peer suicide is also a potential risk factor among some youth with pre-existing vulnerabilities.
 • Sensationalized media reports about suicide and having access to the means for suicide are additional risk factors for youth suicide.
• Older adolescents, males and Aboriginal youth are statistically more likely to die by suicide than females, children or younger adolescents.

What advice do you give to parents if they feel their child is at risk of committing suicide?
​

Dr. Thagunna: The most essential thing  for a parent is to follow the rules of 4hs (hand, head, heart and health) parents remind following Protective Factors include:

• Strong individual coping and problem-solving skills
• Experience with success and feelings of effectiveness
• Strong sense of belonging and connection
• Interpersonal competence
• Warm, supportive family relationships
• Support and acceptance
• Success at school
• Strong cultural identity
• Community self-determination

Can school play a role in suicide prevention?
​ 

​Dr. Thagunna:  As a child spends a long time in school, so it is the responsibility of school staff to provide better interaction to the child to stop or at least minimize the rate of suicide. The attitudes of frontline school staff (i.e., teachers, counselors, nurses, social workers, and administrators) toward suicide prevention programs are important in developing a richer understanding of how to effectively implement these programs across a school.

Preventing youth suicide is an issue that naturally garners support from everyone including parents, policy makers and youth directly and indirectly affected. Schools can play a positive role in suicide prevention because they offer consistent, direct contact time with large populations of young people.

The essential role of teachers in the implementation of the gatekeeper model is particularly important to explore, given that teachers spend more time with students than any other school staff. They are uniquely positioned to detect students at risk for suicide, yet little is known about their perspectives regarding the implementation of the gatekeeper model, the assumption of an enhanced “gatekeeper” role, or their own ability to accurately identify, approach, and refer at-risk students. This issue is of particular interest in middle schools, given the drastic change from the student–teacher relationship in elementary school, where students stay with one teacher for the entire school day.

​In middle school, students typically rotate classes throughout the day, giving each teacher only a brief window in which to observe individual student behavior. In addition, middle school is well recognized as a vulnerable time for the onset of mental health and academic difficulties (Barber & Olsen, 2004; Eccles et al., 1993; Roeser, Eccles, & Sameroff, 1998).  Gatekeeper training programs appear to impact teacher attitudes, knowledge, and ability to identify potentially suicidal students. 

Forest Of The Rain Productions: What is the best professional help for children who are at risk?

Dr. Thagunna:  A  School counselor, Psychotherapists, Psychologists and Psychiatrists are useful and will be the best source to minimize the suicidal rate, because he/she is highly efficient in the establishment of rapport and can provide emotional supports and intervention.

When conducting suicide prevention activities, the principle of Do No Harm is of utmost importance. School-based suicide prevention efforts need to be flexible to meet the unique needs and strengths (including cultural) of communities and recognize that due to the diversity as well as the complex nature of suicide, a one-size fits all approach will not be effective. A comprehensive approach should incorporate mental health promotion strategies as well as prevention programs or activities that are geared toward everyone (universal), those identified with risk factors (selected), and those identified at highest risk for suicide (indicated).

Evidence supports a whole-school approach. This, along with the blending of universal and selective prevention, allows a strategy to reach ALL students, including youth who are at increased risk, as well as build resilience in youth presently at no risk or low risk. Whole-school approaches have also been shown to be most effective in bringing about positive changes related to student outcomes across various dimensions. The identification and referral of vulnerable young people to appropriate supports is also an important component of a whole school approach.