Written By Guest Blogger: Nicole Cochran
On October 10, 2012 Amanda Todd, 15, a Canadian teenager,
killed herself after posting a YouTube video talking about her experiences with
bullying, assault, and depression. Amanda begins telling us her story about how
when she was in 7th grade, she would go on a webcam with her friends and a
stranger eventually talked her into flashing the camera (Grenoble, 2012). “One
year later, a man contacted her on Facebook, threatening to send around the
picture of her topless "if [she] don't put on a show." Terrifyingly,
the stranger knew everything about her: her address, school, friends,
relatives, and the names of her family members. Soon, her naked photo had been
forwarded "to everyone"” (Grenoble 2012). Amanda ended up switching
schools because of the bullying but the stranger did not let up. Once she was
at a new school, the stranger created a Facebook page where he used her
uncensored picture as the profile image. The kids at her new school found out
and this led to further bullying, harassment, and she was eventually assaulted
and was left on the ground. Amanda turned to cutting herself. “Amanda's
bullying continued despite moving to a new city. Anti-depressants and
counseling did little to combat the severe depression” (Grenoble, 2012).
All too often we read media headlines about kids who die by
suicide, allegedly “because they were bullied”. Far too often when we look at
the reasons why people would take their lives we find bullying in their life
history. But the relations between bulling and these individuals often had many
additional underlying risk factors that make the relationship far from
straightforward. In looking at the research that explains the characteristics
that connect those who are involved in bullying to suicidal ideation, we see
that bullies and victims of bullying generally have “higher levels of
insecurity, anxiety, depression, loneliness, unhappiness, physical and mental
symptoms, and low self-esteem” (Nansel et al., 2001). In today’s society,
people are finally looking at the correlation of bullying and the connection it
has to suicide. Unfortunately, it took too many publicized stories of this
problem to bring the conversation to public awareness. The connection between bullying
and suicidal ideation is complex and deepened by the mitigating risk factors
that are a part of the lives of the bullies and the victims.
In order to understand the connection, we need to first
understand bullying and suicidal ideation. Bullying, by definition, is “a
specific type of aggression in which (1) the behavior is intended to harm or
disturb, (2) the behavior occurs repeatedly over time, and (3) there is an
imbalance of power, with a more powerful person or group attacking a less
powerful one” (Nansel et al., 2001). Suicidal ideation, or thoughts of suicide,
is just that, thoughts about suicide, but not the actual commitment or plan to
die by suicide.
In looking at the risk factors that connect bullying and
suicidal ideation, outside of a mental health disorder or biological factors,
self harm and a prior suicide attempt are the most potent risk factors that
underlie the connection. In the research reported by the Suicide Prevention
Resource Center [SPRC] “during the 2007-2008 school year, 32% of the nations
students ages 12-18 reported being bullied, 21% said they were bullied once or
twice a month, 10% reported being bullied once or twice a week, 7% indicated
they were bullied daily, 9% reported being physically injured as a result of
bullying, and 4% of students reported being cyberbullied” (2011). According to
the same publication, in a normal 12-month time frame, “nearly 14% of American
high school students seriously considered suicide; nearly 11% make plans about
how they would end their lives; and 6.3% actually attempt suicide” (SPRC,
2011). Possibly the most daunting
statistic is that suicide is the third leading cause of death amongst youth
ages 12-18 (SPRC, 2011).
The statistics, although shocking, don’t tell the whole
story. A lot of the youth that are bullied don’t feel as if they are able to
report being bullied because of fear of further stigmatization and the fear
that nothing will be done about the problem. To add to that, “many teachers do
not consider social exclusion a form of bullying, or [they] consider this form
of bullying as less harmful” (van der Wal et al., 2003). The commonality that
we see between bullying and suicidal ideation is that many of the perpetrators
and the victims suffer from a mental health disorder like depression. Many of
them have also have low self-esteem and engage in self harm. These risk factors,
along with bullying, elevate the risk for suicide in adolescents.
People turn to suicide when they feel like they have nowhere
else to turn. When their psychological pain becomes too much the thoughts of
suicide develop as an escape valve.
To effectively harness the problem of bullying and suicide,
we need “a concentrated and coordinated effort – a partnership if you will –
among our families, schools, youth organizations, and communities” (Morino,
1997 as cited in Donegan, 2012). In order to do this, the Suicide Prevention
Resource Center (2011) lays out action steps to best address both bullying and
suicide in hopes of creating that unified front. SPRC (2011) states we need to
start prevention early (by addressing bullying before suicidal signs are there,
there may be some “significant benefits as children enter the developmental
stage when suicide risk begins to rise”), we need to keep up with technology
(“young people may use social media and new technologies to express suicidal
thoughts that they are unwilling to share with their parents and other adults.
Both bullying and suicide prevention programs need to learn how to navigate
this new world”), and we need to use a comprehensive approach (we need to focus
on the young people and the environment in which they live).
One of the very first prevention programs implemented is the
Olweus Bullying Prevention Program.
This program “develops methods of dealing with bullying on a variety of levels
including school-level components, individual-level components, classroom-level
components, and community-level components…this creates a cohesive plan in
which each level reinforces the next” (Donegan, 2012). By using a multi-tiered
approach, models like this are more likely to have a proactive and sustained
prevention outcome.
Children are often too scared to talk about these two things
because they fear it will either get worse, nothing will be done about it to help
them out, or they will be stigmatized. Kids need to know the severity of each
of these and they need to know what they can do to help. Our youth need to feel
it is safe to report bullying, that it is ok to talk about how they are feeling
mentally, and if they are having thoughts about suicide it’s imperative to get
help.
Bullying and suicide are both very complicated and serious
issues. Once these two issues are connected, they begin to become deeper and
more complicatedly intertwined. In order to address this, parents, teachers,
students, and professionals alike need to talk about these problems so together
we can prevent further suicides from taking place; and hopefully, begin to
erase the stigma that is associated with both bullying and suicide.
Let’s look back at Amanda Todd once more. In her YouTube
video description she writes:
“I'm struggling to stay in this world, because everything just touches me so
deeply….I did things to myself to make pain go away…” (Grenoble, 2012).
Amanda lost her
battle, but we can remember the complexity of her death in our work for
solutions. Those who are struggling need to know that there are resources
available for them if they are victims of bullying and if the suffer from any
mental health disorders; such as The Bully
Project, Stop Bullying Now, The Trevor Project, Love Is Louder, Minding Your
Mind, Boo2Bullying, and Stand For The
Silent. 1-800-273-8255
is the National Suicide Prevention Lifeline; please call if you ever
have thoughts of suicide. Together we can help prevent another heartbreak like
Amanda Todd.
About
the Author
Nicole
Cochran is currently studying to receive her Masters in Social Work from
Colorado State University in Fort Collins, Colorado. She received her Bachelor
of Arts in Sociology from Regis University in Denver, Colorado. While Nicole
was in her undergraduate degree she became involved with a group called Active
Minds. Active Minds is a nationally recognized mental health awareness and
suicide prevention organization. In her time with Active Minds, Nicole found a
love for suicide prevention and mental health. She is planning on concentrating
in mental health and wants to get her LCSW and eventually become a high school counselor
helping those who suffer from any mental health diagnosis while continuing to
bring awareness to bullying and helping in the prevention of suicide.
References
Donegan, R. (2012). Bullying and cyberbullying: History,
statistics, law, prevention and
analysis. The Elon Journal of
Undergraduate Research in Communications, 3(1), 33-42.
Grenoble, R. (2012, Oct 11). Amanda todd: Bullied
canadian teen commits suicide after
prolonged battle online and in
school . Retrieved from http://www.huffingtonpost.com/2012/10/11/amanda-todd-suicide-bullying_n_1959909.html
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J.,
Simons-Morton, B., & Scheidt, P.
(2001). Bullying behaviors among us
youth: Prevalence and association with psychosocial adjustment. JAMA, 285(16),
2094-2100.
Suicide Prevention Resource Center (SPRC). (2011, March). Suicide
and bullying.
Retrieved from
http://www.sprc.org/sites/sprc.org/files/library/Suicide_Bullying_Issue_Brief.pdf
Van der Wal, M. F., de Wit, C. A. M., & Hirasing, R. A.
(2003). Psychosocial health
among young victims and offenders
of direct and indirect bullying. Pediatrics, 111(6), 1312-1317.
Retrieved from http://pediatrics.aappublications.org/content/111/6/1312.html
