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Teens think about suicide more than parents and teachers may realize. According to a survey conducted by the Centers for Disease Control and Prevention, 19% of girls and 10% of boys have seriously considered suicide. PPA alerts you to the following warning signs that your teen may be at risk for suicidal thoughts or attempts: Talking or writing about thoughts of suicide, death, dying or the afterlife (in a context of sadness, boredom, hopelessness or negative feelings). Impulsive and aggressive behavior, frequent expressions of rage. Self-inflicted cutting or injury Increasing use of alcohol or other drugs. Acting reckless or engaging in risky activities -- seemingly without thinking. Withdrawing from friends, family, society. Exposure to another's suicidal behavior. Recent severe stressor, usually related to interpersonal conflict. "No single factor can predict suicidal behavior," says Dr. Pauline W. Wallin, a licensed psychologist in Camp Hill, "but the more factors involved, the greater the risk." The risk is compounded if: Your teen has a history of emotional problems, such as depression, anxiety, drug or alcohol problems, or conduct disorder. There is serious family conflict or instability. Your teen has made one or more suicide attempts in the past. How to help if you believe your teen is at risk:If you have weapons in the home, lock them up. Better yet, remove them from the premises. Almost half of teen suicides are by self-inflicted gunshots. Do the same with medications -- both prescription and over-the-counter. Removing access to lethal substances will not guarantee protection from suicide, but it can buy some time while you help your teen through a crisis period. Don't leave your teen alone in the house. Don't be afraid to bring up the subject of suicide. Click here for complete article... |
Free Speakers for Your Organization
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PPA members are willing to provide free talks for your
business, club or
organization.
In recent years psychologists have given public lectures on topics such as:
Stress
Resilience
Depression
Communication
Motivation Body/Mind DivorceOf course, there are literally scores of topics that can be chosen for your talk. A typicalpresentation may last 30-45 minutes with about 15 minutes for questions and answers. We would request that your audience includes at least 10 persons. For more information, please contact Marti Evans at Pennsylvania Psychological Association.
717-232-3817 This service is being offered as part of the joint mission of the Pennsylvania Psychological Association and the American Psychological Association to advance public knowledge of the field of psychology. |
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Welcome...
Four times a year the Pennsylvania Psychological Association provides practical and creative ways that psychology can help parents, businessmen and women, professionals and members of the public to improve their lives and their careers. Please feel free to forward these articles to friends, family and colleagues. . . . . . . . . . . . . . . . . . . . .
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 Surviving
Back-to-School TimeJeffrey Leoni, Psy.D.
Cooler evenings, shorter days, and changing colored leaves clearly signal Back-to-School time for our children. Naturally, we hope our kids will look forward to this process each year and not take it for granted. Sometimes, we need to find new and fresh ways to prepare for each school year so both students and parents can enjoy it to the fullest. There are simple and effective strategies that can help both young children entering school at kindergarten and older students advancing to higher grade levels.
Young children benefit from hands-on parental assistance while adjusting to the school environment.
- Before the first day of school, ask your children what they think will happen at school.
- Visit the school with your children and inform them about what will happen at school.
- Share your own experiences with school (good and bad), encourage your kids to share their own fears and expectations with you and then give them some positive things to keep in mind.
Being positive about the school experience is the next key to help kids prepare for school. You can do this by providing your children with information about what new experiences and pressures may arise. Always show confidence in your children's skills and abilities to meet new challenges. Avoid falling into the trap of allowing your kids to believe that their worth is based only on their school performance by showing them acceptance and appreciation.
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Kids Build Self-confidence Through Actions
I think I can... I think I can... I think I can...
This familiar mantra from the children's book, "The Little Engine That Could," has inspired generations of kids (and many adults) for almost 70 years. The little blue engine, smallest of all in the yard, was the least likely candidate to pull the train over the mountain. But she managed to do it, thanks to her self-confidence -- "I think I can."
Of course in real life, merely thinking that you can does not guarantee success. However, thinking that you can't almost certainly guarantees failure.
Kids don't start off lacking self-confidence. Otherwise babies would never learn to walk. Imagine a 1-year-old taking a couple of steps then falling down and trying again. After a couple of falls, the baby doesn't stop to think: "Well that didn't work. I guess I'll never learn to walk." No, he just picks himself up and keeps trying until he gets it. In the face of one failed attempt after another, that baby is confident that he WILL eventually walk.
It's hard to pinpoint exactly what happens to stifle kids' self-confidence as they get older and why some are more willing to venture out and try new things.
Click here for complete article...
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 Launching Young Adults Into College
We were not prepared to watch our son head off to a college 400 miles from home. Sure, we made all the financial arrangements, bought clothes and school items, and took care of his everyday needs. That part was easy.
We drove our son to campus, attended as many orientation meetings as we could, and smiled at him when we waved goodbye. Within an hour or two after leaving him, waves of sadness washed over my wife and me.
We were alone. No longer did he need us as he formerly did. Our son could and would take care of himself from now on. The 24/7 parental roller coaster came to an abrupt halt. My wife and I were thrown into a state of intimacy we had not known for years.
We had so many questions. Would our son adjust to college? And what would we do with ourselves?
The psychologist, Erik Erikson, revealed why the empty nest is such a difficult time. He remarked that between the ages of 40 and 65 years individuals need to master the developmental task of generativity, which essentially means taking care of another person.
The most common, but not the only, way to master generativity is through parenting. Failure to master generativity carries the risk of stagnation, the feeling that life is empty and lacking in personal fulfillment.
Click here for complete article...
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 When Adult Children
Return Home
As it seems to take more years for young adults to accomplish independence from their parents, many return home after college for periods of time. This happens so often that a term has been coined for this group of young adults: "the boomerang generation." Many parents feel confused about how to interact with their children in these situations. This article is designed to address common questions that arise for parents when adult children boomerang back home.
Parent question: Is there a priority I should keep in mind?
Answer: Yes. The key question is: Does your adult child have a viable vocational plan that stands a reasonable chance of accomplishing effective independence? If yes, count your blessings and try to keep the other issues in perspective. If no, that is the place to start. There are multiple methods that may be used to create such a plan. For instance, vocational counselors offer questionnaires that can be useful in narrowing down career choices. Moreover, if your adult child graduated from college, his or her university likely has a career services center that can help. Former professors and mentors can also be invaluable resources.
Parent question: What if my adult child is completely clueless about what she or he wants to do for a vocation? Where is a good place to start?
Answer: Don't worry if this is the case, as there are millions of adults in the same position, across the lifespan. A key first question is: What are your adult child's top strengths? The premise is that all humans, barring significant brain dysfunction, have top strengths, or things that they can do in a superior fashion. Resources like the Signature Strengths Survey or Tom Rath's book Strength Finder 2.0 can be of help in generating theories regarding your adult child's top strengths. Once the top strengths have been identified the next question is: What vocation will allow my adult child to execute those top strengths in service to others? Those who effectively realize the answers to these two questions tend not only to have a viable vocation, but also tend to experience great meaning and purpose in their work lives.
Click here for complete article...
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In Relationships, Balance
is More Important than Closeness
Dr. Jeffrey L. Sternlieb
The emotional and physical closeness we experience in a trusting and caring connection with a partner is supportive and heightens our sense of well being. However, no relationship can tolerate unlimited closeness. At some time, one or the other member of the duo will feel a need to step back or away for a while. This is when things get interesting, stressful or challenging - depending on your perspective.
In order to better understand the dynamics and potential outcomes of this situation, I invite you to imagine a level seesaw balanced with a man at one end and a woman at the other end. This image can be used for any type of close relationship - just imagine two people of either gender at either end. When the relationship first develops, the two people are far apart; as they get to know each other better, they gradually inch closer and closer to the fulcrum in the middle. All the while, the seesaw stays level and balanced.
It is often the case that one person wants to move closer more quickly than the other, but as long as they continue to move toward each other, they tolerate the delay or the modified pace. Eventually, some relationships make it all the way to the middle, still balanced and with personal, emotional and, if applicable, sexual intimacy. One other observation is that many healthy relationships can be balanced without necessarily having physical or sexual intimacy.
At some point in most relationships, people 'need their space' - that is, they want to move back on the seesaw, away from the intimacy. They may have no idea why, they just need some breathing room or they may use some other phrase or term. The partner who wishes to continue the closeness is surprised, maybe alarmed, and struggles to understand. S/he may feel or fear abandonment.
The impulse is often to move toward the retreating person in order to resume the closeness. This seldom works because it deprives the 'leaver' of the space created, and, most importantly, if you notice the seesaw now, both people are now on the same side. It is unbalanced and will tip over. The leaver still wants his or her space and will move further away. The leavee (the one who was left) is now on 'foreign soil' on the opposite side of the middle. In sports terms, they are playing an away game - the other side of the seesaw is not familiar or comfortable ground.
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