Student Suicide - Assignment Example

? A Case Analysis on Suicide First Last The recent re-entry suicide in contemporary discussions across the nation comes as no surprise. With such occurrences as mass killings and violence in schools taking center stage in media outlets, scholars and laymen alike have sought to seek out information regarding possible causes and solutions to this general problem - death is schools. The purpose of this paper is to particularly shed light on student suicide in a school setting. School counselors have received significant blame for the upsurge of suicide cases and this paper explains their role in preventing suicides and the dilemmas that they encounter in their line of work as they seek to find amicable solutions in light of all legal and ethical requirements. The Sandy Hook Elementary School Shooting among other staggering occurrences in schools across the nation serve as clear indicators of the psychological distress that is present across students in different institutions (Taub, 2013). Statistics indicate that more students die from suicide in colleges than from alcohol related accidents (Lamis, 2011). As of 2004 Alaska stood as the highest ranking in student suicide with more recent statistics indicating a steady increase in suicides across various states (Appendix A). More female students contemplate suicide in comparison to their male counterparts with a statistic of 17.4% showing just how serious the matter is (Lamis, 2011). These statistics bring out the importance of enforcing structures within learning institutions that nip the problem in the bud by allowing early intervention by well trained counselors. However, this is not the full solution; in order to ensure effective solving of the matter, it is necessary to assess the various dilemmas that these counselors are faced with in their practice, and how best they can go about their work in ensuring efficacious handling of various cases. Counselors are guided by various rules and regulations that are aimed and ensuring effective service to all. They are required to ensure confidentiality at all times, they must observe rules and regulations maximize benefit and allow only the most unavailable harm to clients (beneficence and non- malfeasance), they must ensure that they in no way neglect the needs of their clients and that their dealings with clients adhere to justice and fidelity guidelines. Expectedly, the task is quite challenging as counselors are forced to balance legal and ethical requirement of their patients with their preferences and prejudices in order to work out a balanced practice that effectively serves the need of the clients while protecting practitioners from legal liability. Other than legal concerns, counselors are also forced to assess institutional policies and community norms in their decision making (Whitaker & Slimak, 1990). The most serious liabilities that counselors are forced to address result from legal action initiated by clients who feel that their rights have been violated in light of the provisions of the counseling process. Of these, the most common involve violations of privacy (Whitaker & Slimak, 1990). In cases where counselors feel that they have justifiable cause to infer that students under their assessment are likely to kill themselves, they are required to report their concerns to the students’ guardians and local authorities. Often, students initiate legal action on the ground of a confidentiality breach. In ensuring non-malfeasance and beneficence, counselors are required to apply their best judgment. This entails assessing the seriousness of a student’s proclamation and intent. If a counselor concludes that a student’s condition is potent enough to result in attempted suicide, he/she is required to take the necessary actions to inform guardians and other authorities’ e.g. Local psychiatric officers (Taub, 2013). In the event that the counselor’s conclusions are not accurate, various privileges and rights are broken. These include provisions for privacy and justifiable treatment provided to ensure that students are handled appropriately. Concerns of justice and fidelity play out in similar fashion depending on the counselor’s decision. The decision on whether or not a particular procedure is just depends on the individual. Acting against the expressed will of a student, a counselor may consider his/her actions just and well intended. However, the student in question may look at the counselor’s actions as being ill intended and therefore unjust. As such, the decisions of the counselor should be all inclusive; as perfectly as possible intended to address the safety of the suicidal student and the needs availed to the student by counseling protocol. The effect of the decisions arrived at by counselors affect the patient directly. In some instances, a wrong course of action or ill informed decision by the counselor by results in the student’s death. As such, careful collaboration and consultation between counselors is largely advised especially in dealing with potential suicide cases. The counselor may be forced to collect background information on the student in order to effectively address his/her concerns. This may result in a violation of privacy, a matter which directly affects the patient. All interactions with the patient must therefore be carefully thought through in order to ensure that primarily are geared to ensure the patient's wellbeing. The counselor is also largely affected by the counseling process. This is because an interaction of beliefs and ethical preferences and prejudices ensues. In assessing reason that a student raises in justification of his/her need to die, the counselor may feel that the reasons are not substantial and proceed to dismiss them. Such a misconception may result in the student’s eventual death as his/her needs will not be effectively addressed. In cases of difference in opinion where the student feels that his/her rights have been violated, the counselor may be subjected to legal action that may eventually result in grievous outcomes such as decertification. The community in general is also affected by the counseling process. State by State rankings present a reflection of the general condition of communities. A large number of suicides within a particular region reflect a failure on lifestyle practices and in the counseling efforts in schools within the region. As such, decisions made by the counselor and the student present in a larger scale when compiled and presented in a wide scale. Observing sound counseling procedure allows for better solutions in addressing cases of student suicides and therefore the strict observance of ethical guidelines is paramount for the welfare of the community. In light of the various legal and ethical violations possibly experienced during the counseling procedure, it is necessary to explore possible modes of approaching counseling. Three models are discussed, there are - minimal interference, aggressive approach and inclusion approach (Taub, 2013). The minimal interference approach involves a nonchalant approach of sorts by the counselor. This approach may be applied in order to minimize liability to the counselor as a result of infringements on patient autonomy. Unless the counselor finds indisputable proof that a student is ready to commit suicide, he or she keeps the case confidential. The obvious outcome of this approach is increased suicide as a result of misjudgment of suicide pointer. The second approach, the aggressive approach, entails a proactive role by the counselor to source out information relating to the student in order to address possible reasons for suicide. The approach is mostly applicable for high stress situations or in regions where suicides are high. Although the counselor risks legal action, he or she proceeds to inform all persons affected upon uncovering moderately substantial information that may eventually lead to the student’s death. This approach ensures fewer suicides. The third approach, the inclusion approach, is a balance of the first two with an increased emphasis of collaboration with colleagues and authorizes by the counselor. In this approach, the counselor correlates available information on past suicide cases and infers the significance of correlations as proof of possible potency of claims by the student. Upon suspicion, the counselor firstly seeks out the advice of peers, then informs affected parties in the event that he or she concluded that the case merits attention. This approach is often more useful in the prevention of death as the inclusion of multiple parties in the decision making process allows for effective decision making. In assessing the legal dilemmas that ensues from the counseling process, it is evident that the process is engaging and requires due attention. Counselors risk legal action and their aversion of this risk may result in a student’s death. Overindulgence in averting risk results in more serious repercussions and as such must be avoided. An observing the third approach of relating cases with others from before and seeking guidance from peers addresses both the concerns of the student and the counselor. This approach may be utilized not only for the suicide cases but for all cases involving students in a school setting. References Lamis, D. A. (2011). Understanding and preventing college student suicide. Springfield: Charles C Thomas. Taub, D. J. (2013). Preventing college student suicide. San Francisco: Jossey-Bass. Whitaker, L. C., & Slimak, R. E. (1990). College student suicide. New York: Haworth Press. National Suicide Statistics At A Glance. (2012, May 11). Centers for Disease Control and Prevention. Retrieved December 18, 2013, from http://www.cdc.gov/violenceprevention/suicide/statistics/aag.html#2 Appendix A Read More