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Refer to your groupings here:

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Copy of PD Grouping and Breakout Rooms on 4 June 2021

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To facilitate your discussion in small groups, please refer to:
1) Scenarios 1 and 2

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Copy of PD Grouping and Breakout Rooms on 4 June 2021

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Warning Signs of a young person may be Suicidal

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For the first qn on mentimeter, it is true in only some cases right? Cos we do not want to think that some of these students are trying to seek attention.

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Warning Signs:
- Take note of her behaviour in school (e.g. sleeping in class due to insomnia, distracted, relationships with her peers)
- Any physical signs? (e.g. signs of self-harm)

Approaching the student:
- Talk to her in a private and quiet corner.
- Talk about the teacher's observations of Jane in a non-judgmental manner ("I noticed that... are you okay? Do you want to talk about it?")
- Talk about issues that are more relatable to enter the conversation (e.g. about school - demands of school work, being a student leader, etc...)
- Talk about other issues subsequently, zooming out from school (e.g. her interests, family, ...)

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Warning signs - feeling frustrated and angry, helpless and agitated, depressed

How to approach her - To emphasize with the student and put ourselves in her shoes. To listen to her and really hear her views. Find out more from the student about her situation holistically eg eating habits, sleeping issues, her social circle and interaction with her friends.

Scaffolding and building up questions to find out if the student has suicidal ideation. See if there are any signs or choices of words that gives hints to this.

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Warning Sign:
1. She is easily agitated during lesson or when she is not able to complete her task given to her. Feeling of frustration and anger.
2. Even if she manage to score distinction, she might still not be happy and will still self-doubt.
3. No mention of interaction with peers and also no mention of displaying her emotions.
The above are the points we as teachers should look out for in class.
The approach:
1. We try to listen before sharing our views.
2. Watch out for her body language
3. Encourage her to seek help from counsellor. Even if she refused, we should alert the counsellor.

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Warning signs: signs of self harm,  reactions when receiving graded assignments (cry, go toilet), out-of-norm actions
Interventions: assign a buddy, get info from closer friends, co-create a checklist of concrete actions to improve situations/relationships to reduce focus on feelings, follow-up with student's progress on checklist, share relevant info with relevant authorities to reduce mental/emotional burden on ourselves
Qns: How are you feeling today/this week? What do you do after dismissal, during weekends?

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- As teachers, we would ask open-ended questions as she does not talk to her parents or siblings at home
- As teachers, I would check in with the Year-head and also her Sec 3 FTs to check on her attitudes.
- As teachers, being aware of warning signs that changes over time such as no confidence in sharing [discussion in class]

- Checking in with Jane:
> Listening ear - showing care and concern to the student by talking things out with her.
> Agreement that for anything
she is feeling, she can send
signals, text, the teachers.
> Write letter - how she see
herself in 5 years time (from
here, we can get hints on how
she is).

- Final: 'Not good enough' attitude teachers can have an agreeable expectations with Jane.

- Alternatively (last resort):
Talk to parents at home
> This create awareness of her
mental well-being

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Whether she has suicide ideation is debatable.
Intervention:
- Speak to her to find out about more about her relationship with her siblings / the circumstances at home.
- Find out what her social circle is like - i.e. who are her friends.
- Ask her to discuss how her deals with anger / how she had previously "recovered" from being angry.
- Check if there were any (previous) episode of self harm?

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Warning signs:
- The most telling sign is her thoughts of: “Does it mean that they don’t care about me when I die?”
- Her change in behaviours, like frustrated, agitated etc. (if it is visible, since she tries to hide it)

What would we do:
- Give her affirmation to tell her that her life is valuable
- Get someone who has rapport with her to talk to her (a trusted adult, eg coach, teachers etc.)
- Reaction must be fast because this is dangerous
- Do some research ie approach the different teachers about her behaviour.
- "How are you coping with what's happening in your life?"
- "Have you ever thought of sleeping never waking up the next day?"
- "What is the biggest challenge you are facing now?" (To see what is her biggest problem now and attempt to solve them one by one)

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Warning Signs:
Frustrated, angry, depressed
She is not coping
She said, 'Dont care about me when I die'
Not upfront in opening up
Stress - academic, friendship

How will we approach her:
Spend time talking to her - to find out what is troubling her and to help her overcome her pain.
Ask her what is her Level of pain.
How she can cope or deal with  this pain?
How to deal with this pain? What plans do you have to deal with the pain.
Ask tactful and sensitive
questions to find out more
Qns to ask:
Have you thought of hurting yourself.
What is your plan?

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- Acknowledge her struggles. She probably is not open to advice at that moment, she just need someone who listens to them without judgement.

- Check if she has any suicide ideation. If she mention about suicidal thoughts, can ask: Have you had any thoughts about killing yourself?

- Can discuss with her what are her expectations. Get them to share more about the different triggers (poor results, why being a student leader cannot have weakness, hurtful remarks from siblings).

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Level 1 of SI?
- Teacher to let Joy know that T’s door is always open should S need to talk.
- Constant check in with Joy to find out if she's having a good/bad day. Ask questions to encourage positive thinking / reflection?
- Check seating arrangement: does seating arrangement cause student more stressed. Have student sit next to someone who can serve as a social support for her.
- Talk to parents to find out if parents are aware that Joy feels the way she does: As much as mother says she understands, student does not feel understood.  Work with mother to identify triggers and avoid them / help Joy to cope with it. Suggest family to continue monitoring and bring Joy to see a doctor if necessary.

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will you be sharing the slides for our reference?

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Our Approach:

1.     Seek to understand her situation

2.     Empathize, not sympathize

3.     Withhold judgments and lend a listening ear

4.     Inform relevant stakeholders if – parents, school counsellor, year head, form/subject teachers

5.     Do not make empty promises

Follow-up questions to ask:

1.     How long have you been feeling this way?

2.     How do you feel when your siblings speak to you this way?

3.     What made you think that your family does not care about you?

4.     Have you thought about doing something to make yourself not alive anymore?

5.     Have you had any thoughts about killing yourself?