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Posts Categorized / Current Affairs

  • Sep 10 / 2014
  • 2
Current Affairs, Olivia Kirtley

Suicide Prevention: We Need Everyone

By Olivia Kirtley

 

Today is World Suicide Prevention Day.  Last week the World Health Organization (WHO) released the first ever World Suicide Report, showing that around 800,000 people die by suicide each year.  In fact, around the world, one person will die by suicide every 40 seconds, which means in the time it’s taken me to write these few sentences, around 14 people have taken their own lives.  Every mortality statistic in suicide research represents many personal tragedies.  Sometimes I find the sheer scale of the task in front of us, as suicide researchers, overwhelming.  But all around the world, people are doing something to try and reduce suicide.

The sad death of Robin Williams last month prompted an outpouring of tributes and stories of people’s favourite memories of him.  One of the things I remember Robin Williams for the most, is his role as inspirational teacher Mr Keating in the Dead Poets Society.  In one scene, he stands on his desk and asks his students why he is doing this.  He says: “I stand on my desk to remind myself that we must constantly look at things in a different way.”  I’ve been thinking a lot about this quote recently and how if we’re going to reduce suicides, we need to look at suicide in a different way.

A different way of looking at suicide is something highlighted in several recent journal articles (Glenn & Nock, 2014; Klonsky & May, 2014; O’Connor & Nock, 2014): we need to become better at working out what’s different between people who think about suicide, without acting, and those who actually translate those thoughts into actions.  This is one of the main aims of the Suicidal Behaviour Research Laboratory (SBRL) here at the University of Glasgow.  We do research using experimental and self-report methods to try and work out what some of these differences may be, because once we know, we can develop interventions to try and stop suicidal thoughts from becoming suicide attempts.  But we know that one size does not fit all, so we also need to think about which risk factors are specific to the individual.

Researchers are not the only ones trying to look at suicide in a different way.  New York photographer Dese’Rae L. Stage is working on a remarkable project called Live Through This, which pairs the stories of suicide survivors along with a photographic portrait of the person and for a topic such as suicide, this is completely groundbreaking.  Suicide is too often the stigmatising preserve of hushed voices and side-ways glances and those who have attempted suicide face that stigma also.  Live Through This is a quantum leap in the fight against stigma and shows that people who attempt to end their lives are regular people like you and me.

Why is this important?  Because sometimes for a really big task, like trying to reduce suicides, research is not enough on its own.  We need people to give faces and voices to those who have thought about and attempted suicide, to research potential causes and interventions for suicidal behaviour, to translate that research into policy change, to implement these changes into our healthcare and education services and to share their own stories and experiences of survivorship and bereavement.  The theme for this year’s World Suicide Prevention Day is “Suicide Prevention: One World Connected”, so carpe diem!  Do something today to help prevent suicide.  We need all the help that we can get.  We need everyone.

How do you think we can look at suicide in a different way?  Do you feel like your research area requires a global “group effort”?  IHAWKES would love to hear from you.  Please leave comments below.

  • Jul 30 / 2014
  • 0
Adele Warrilow, Current Affairs

Promoting equality: what can we do?

By Adele Warrilow:

As I write, the 2014 Commonwealth Games are well underway in Glasgow – there is a fabulous atmosphere across the city and there has been a good haul of medals for Scotland and the other UK teams! Although the opening ceremony received varying reviews across social media, the collaboration with UNICEF was something that everyone could show their support for. During the ceremony they showed videos of the work that UNICEF is doing to promote the rights of children: the right to an education, to be healthy, to a childhood, to be treated fairly and to be heard.

The UNICEF Children First campaign is a magnificent idea and to date, Glasgow and the Commonwealth have raised a staggering £3.5 million! (You can still donate online or by text: click here to find out more )

There are numerous ways that researchers at all career stages can work to reduce inequality. These include: supporting others with similar goals, being aware of and contributing to university/institute policies, conducting research that seeks to understand or reduce inequality, considering whether your research is inclusive, presenting science careers and your research in accessible ways and being a good role model – taking action when you see practices that promote inequality.

Equal access to educational opportunities is something that I have felt strongly about ever since visiting the David Livingstone centre as a child and being struck at how motivated and committed this young boy was to his studies and ambition to become a doctor – propping his books on the loom to read as he worked at the mill. Without the opportunities, role models and support that I have had there is no way I would be training as a medical academic today. Sadly, there are children around the world with the talent to become leading scientists who will never fulfil their potential without access to education.

We are incredibly privileged to have the opportunities for education in the UK that we do. There are still inequalities however, particularly in the number of women reaching senior positions in science, technology, engineering, mathematics and medicine (STEMM) academia. Raising awareness of the importance of equal opportunities is important throughout our research careers and this is highlighted in the Researcher Development Framework (Section D1:8 for anyone completing their Postgraduate Review Paperwork!). The Institute of Health and Wellbeing, together with the University of Glasgow recognises the importance of equality in academia and their commitment to tackling inequality through the Athena Swan Charter and awards which promote the importance of gender equality in academic careers.

Gender inequalities in the encouragement to pursue certain interests begin early. In the toy department of a local shop, I was shocked to find educational fridge magnets labelled – “girl’s words” and “boy’s words” [sic]. The “girls’ words” included “make-up, sparkle, hairband, cooking, butterfly, love, friends” whereas the “boys’ words” included “money, climbing, aeroplane, skeleton, dinosaur”. Such products promote inequality and in particular may discourage girls from STEMM subjects from a young age. I contacted the shop regarding this and I am pleased to report that the shop in question had similar feedback from other customers and no longer stocks these products.

In choosing a PhD topic I was keen to choose a field of study that could raise awareness of the inequalities faced by children with neurodevelopmental problems throughout their lives. As a child and adolescent psychiatrist, my research interests include the epidemiology of children with neurodevelopmental difficulties who despite having multiple problems, do not meet the criteria for a specific psychiatric diagnosis and, I suspect, subsequently face multiple health and social inequalities. This is challenging as until now, much of the scientific research has focussed on single disorders but it is an important field of study and clinical practice that requires a scientific evidence base. Anna Isaacs’ IHAWKES blog, PhD research with marginalised communities: a few questions about ethics, discussed some of the dilemmas and challenges faced by students working to reduce health inequalities.

IHAWKES would love to hear from you! Tell us about how your research could help to reduce inequalities. Has considering potential inequalities had an impact on your research?  Have you been involved in any projects to promote equal access to STEMM subjects? Any good ideas? What encouraged you to work in academic science?  Please leave your comments below.

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