Thanks to the Internet, a global communications network, thousands of host servers worldwide are connected, making instantaneous and interactive sharing of information effortless and uncomplicated. But is the ease of access to information necessarily a good thing? There is increasing evidence that the Internet and social media may influence suicide-related behaviour, and hence the freedom of information may do more harm than good.
The Internet and social media have become fundamental in the way many people communicate and share opinions, ideas, and knowledge – alongside a multitude of information on the topic of suicide that is readily available. Social media coverage of celebrity suicide, which is unfortunately on the rise in current times, increases the risk for prosuicide behaviour of vulnerable individuals. One concern is the contagion effect where people are triggered to act as a result of learning of the death or self-harm of others that they identify with or admire. The glamorising of such stories can normalise suicide and present it as acceptable and unproblematic, leading to a rise in imitational suicides. The Internet also provides a source of information for people to obtain how-to descriptions of suicide and lethal ways of killing themselves.
But that’s not all there is to it. As we dig deeper, we find that the Internet also allows for cyberbullying, the formation of suicide pacts, and even suicide challenges including the infamous ‘Blue Whale Challenge’ – the Internet’s deadliest suicide game. Youths, in particular, are the ones most vulnerable and susceptible to caving into such pitholes – the very generation that is possibly the most in touch with the Internet. Suicide is the shortcut that a large proportion of people with mental health conditions (e.g. depression) succumb to if they aren’t able to cope well – yet, it isn’t an issue that we address much. To look out for one another, we should try to understand how these pro-suiciders think and act, to help them through their difficulties as fast and as much as possible.
There are mainly two categories of suicidal internet users – “Lower Severity Use” and “Higher Severity Use”. These categorial names refer to the extent to which these individuals use the Internet to find out about the act of self-harm or suicide. People that fall under the “Lower Severity Use” category are usually just conducting “pessimistic browsing” – a stage in which they are still uncertain about suicide, but are distressed enough to want to know more. They mostly navigate through the web haphazardly, trying to find stories or others to whom they can relate. They enter broad search terms, and randomly click on whatever appears at the top of their newsfeed. In summary, these people are still struggling to make sense of their feelings. However, a critical distinction between this group of individuals and the other is that people under “Lower Severity Use” actually flit between prosuicide content and online sources of help. Their uncertainty regarding suicide enables them to be more open to rethinking their actions, be it joining online peer support forums or attaining self-help resources. Perhaps the broad search terms they enter on Google could have also played a part in uncovering various methods of treatment.
Unfortunately, this has been proven otherwise for those who fall under the “Higher Severity Use” category. Individuals in this group are much more troubled and perturbed – so much so that they conduct “purposeful researching”, and are no longer as open to receiving online help. These people turn to the Internet to identify, evaluate and choose suicide methods. They research and learn about the effective implementation of each plan, and subsequently acquire the means to carry out the suicide attempt. Part of their research also includes evaluating different factors such as the speed, effectiveness, pain level and technical instructions for them to carry the suicide method. What types of household items can be used for suicide? How much drug constitutes an overdose? What would be the appropriate height to jump to death? Such thoughts fill the heads of these individuals, and the same things are searched up online for them to make a successful suicide attempt. Regrettably, a handful of them also makes use of websites that were never meant to encourage suicide, some of which include professional websites such as WebMD. The published notes on symptoms of overdosage etcetera on such sites could lead some individuals to deduce the amount needed for a successful suicide attempt. This, coupled with the ease of purchasing medications over-the-counter or online, could very well lead to undesirable consequences.
You might wonder, is there a link between the two categories? The answer is yes. Many a time, people start with “pessimistic browsing” before they move on to “purposeful researching”. The decision and will to pursue the act of suicide comes during the transition from former to the latter. The haphazard online navigation, or what was once considered rather “purposeless”, could become addictive. These sensitive and vulnerable individuals could find themselves roped into a cult of negativity, being enticed and increasingly drawn to the provoking and graphic content online. Subconsciously, they will start searching things up more frequently, and their suicidal thoughts and motive escalate. Eventually, they will find themselves under the “Higher Severity Use” category.
Above all, we should be concerned with protecting our loved ones. If we sense that a friend or family member is contemplating suicide or is vulnerable to the suicide-promoting influences of the Internet, seek help from a professional i.e. a counsellor, a psychotherapist or psychologist, immediately. As time passes, there is a higher chance that their initial help-seeking thoughts will be displaced. They will start validating their self-harm and suicidal thoughts and will expose themselves to more suicide content. Suicide isn’t okay, and should not be portrayed as an acceptable response to distress or difficulties. Never downplay the seriousness of suicide and delay help. Trust me; You will be doing anyone at-risk a vital service by persuading them to seek professional assistance.
When the ‘circuit-breaker’ measures were put in place, there is no doubt that our lives have been drastically impacted. Even travelling to work or school – what was once considered a part of our daily routine – is no longer the same. Rules and regulations are put in place too, such as the wearing of a mask is now deemed mandatory and not being able to speak onboard public transports. With such increasing obstacles, it is unfair if we do not acknowledge the effort Singaporeans have put in to manage and cope with these disruptions to our daily routines. While we have moved into the phased circuit breaker emergence period, it may be still some time before we can resume our normal lives.
To cope with being house-bound, some of us have chosen to take on a new hobby or to learn a new skill to pass time and keep ourselves engaged. Others have embarked on some self-reflection and have come to realise that they had taken their past freedom for granted. Whichever the case, we are all trying to keep ourselves mentally healthy in different ways, and this in itself is commendable.
However, with the recent announcements of the circuit breaker emergence phases, this may have once again taken a toll on people’s mental health, with their sense of relief that it’s ending being diminished abruptly. In light of this, we need to help each other ride through these challenging times as circuit breaker measures continue on. Here are some simple tips to help you keep yourself sane, and to adjust to the new “norm”.
First of all, start being grateful for your privileges in life. Gratitude will give you a sense of hope amidst these trying times, and that there is light at the end of the tunnel. There are many things to be grateful for, such as the increased connection and bonding with your friends and family. As they say, distance makes the heart grow fonder. Have you found yourself wanting to reach out to others more than ever, be it through the phone or video conferencing platforms? Do you appreciate that you are not just stuck at home, but that you have a home that provides comfort, safety and security? During these times, also be grateful and appreciate that you are in good health. For those of you who are feeling artsy, perhaps you can create a gratitude vision board. Whenever you are feeling down in the dumps, write notes of affirmation or gratitude and decorate your walls. Take a look at them and remind yourself of the little things in life that keep you whole.
Another tip that is often overlooked is to set goals and a fixed routine. For some of us, staying at home is an excuse to idle, especially if you are not working from home or waiting for HBL to start. Contrary to what people think, that there is nothing much to do at home, there are in fact many activities that we can keep ourselves busy with. Make time for indoor exercise routines, do online crossword puzzles, read books, hang out with your friends on online platforms – you name it. Try setting weekly goals and track your progression too, and don’t forget to reward yourself for every milestone achieved. Believe it or not, stimulating your mind can definitely help reduce feelings of helplessness and to deal with cabin fever.
Youths these days have a lot on their plate. Teenagers have to cope with the highly competitive education system, and the fresh graduates are worried about employment opportunities or career advancement. Coupled with the need to maintain good relationships with their friends and family, these individuals may be experiencing high levels of stress. Some people do thrive well under stress, but what happens when stress levels exceed the healthy range? For those who are unable to cope, chances are their mental wellbeing would take a toll.
With young people unable to attend school in person regularly or go into the workplace during the circuit breaker, they might have felt increasingly isolated due to the lack of face-to-face social interaction over this extended period of time. Furthermore, having to fight for their own space while at home with their family members may have caused some conflict and frustration for some. Undoubtedly, cabin fever may have also kicked in for some of them. Although circuit breaker measures have recently been eased, youths may not be able to adjust back to the norms as easily as one might expect. Reports have shown thatit is expected that more youths will be prone to developing mental health issues such as depression due to the various implemented COVID 19 pandemic coping measures.
Depression is one of the world’s leading mental health disorders, and youths have become increasingly prone to it. Studies have shown that depression affects up to 18% of Singaporean youths. People with depression may turn to self-harm or experience thoughts of suicide. These are often methods they adopt in order to cope with their difficult emotions. According to the suicide prevention agency Samaritans of Singapore (SOS), suicide remains the leading cause of death among youths aged 10 to 29 in Singapore, and as of 2018, 94 of them had succumbed to suicide. In order to curb the rise of depression cases among youths, it is important that we are able to identify the early stages of depression. Doing so will allow them to seek treatment earlier and to help them get back onto their feet. Depression, if left untreated, will severely impact people’s lives in a negative light, causing personal, educational and familial difficulties.
Here are some of the most common symptoms of depression that you should look out for (not exhaustive):
Extreme sadness and low mood
Lack of interest in activities once enjoyed
Lack of self-worth
Experiences sleep disturbances and loss of appetite
But how can we first better support troubled youths? When it comes to dealing with depression, individuals with mild depressive conditions could adopt self-help strategies such as trying to maintain a balanced diet, to pick up on relaxation techniques, embark on daily gratitude journaling exercises (e.g. 3 things I can be thankful for today) and get some exercise in, even if it’s just a stroll around the estate or exercises from ATHLEAN-X™ or Athlean-XX for Women. Try encouraging them to live a healthy lifestyle and maybe create a ‘Daily Wellness Plan’ – a list of little and big things they can accomplish on a daily basis to comfort and keep their moods up. However, it is key to take note that even though their depression may be perceived to be mild from a third person’s point of view, we should never make assumptions as to what they truly feel on the inside. We should never, under any circumstance, tell them to “snap out of it”. It is very important for us to be patient and listen to what they have to say if they do approach and confide in you. Stay empathetic and show your concern for the individual. Acknowledge and respect their feelings and worries. Listen actively by using active listening skills. Encourage them to join mental health support groups like those conducted by PSALTCare – journeying with others that are going through similar struggles can encourage social healing.
On the other hand, for those coping with moderate to severe conditions, we might need to encourage them to seek a multidisciplinary approach to recovery like psychiatric help and look to taking medications, with supporting psychotherapy or counselling sessions and support groups. They might also be afraid of the stigma attached to seeing a Psychiatrist or what would transpire in that session. Try to assure them that there is nothing to be ashamed of. In fact, it is a lot more common in Singapore now, and a trip to the Psychiatrist is as straightforward as seeing your family doctor. Alternatively, these youths can book appointments for psychotherapy first. With appropriate treatment and support, it is entirely possible for them to move on and lead a more productive and happier life. Here’s a questionnaire that is widely used by Psychiatrists to help determine depression to help you with next steps decisions: www.mdcalc.com/phq-9-patient-health-questionnaire-9
The 2nd Singapore Mental Health Study (SMHS) which began in 2016 (reported in December 2018) was initiated by the Institute of Mental Health (IMH) in collaboration with the Ministry of Health (MOH) and Nanyang Technological University (NTU). The study focused only on those 18 years old and above. The findings show that 13.9% or 1 in 7 Singaporeans have experienced a mood (major or bipolar depression), anxiety (obsessive compulsive disorder and generalised anxiety disorder) or alcohol use disorder (alcohol abuse and alcohol dependence) in their lifetime. These are the top 3 mental disorders in Singapore among the conditions assessed in the study. The study also reported that more than three-quarters of those with a mental disorder in their lifetime did not seek professional help. In the first SMHS study in 2010, the lifetime prevalence rate of mental disorders in the Singapore population was 12% or 1 in 8 persons.
In a 2012 publication on Depression by the Ministry of Health, it was reported that depression affects between 2.5% to 18% of youth*. Depression among youths in Singapore is considered common. But it is a serious mental health symptom because of it what it reflects of children’s experiences in their environment. In particular, it is a serious reflection of what they may experience in the family or relational environment. If not adequately treated, the depressed child is likely to bring their depression into adulthood. This means that the emotionally wounded or damaged child is likely to carry their wounds forward as adults. This is a likely scenario because it is estimated that an initial episode of depression increases the likelihood of a second episode by 50%. A second major episode of depression increases the likelihood of a 3rd episode of depression by 75%. A third major episode of depression increases the likelihood of a 4th episode by 100%. Not surprisingly, depression has been found to affect brain structures and functioning. It is this recurrent tendency of depression that the suicide risk often increases over time within the same individual with a history of depression.
The risk of depression in childhood needs to be a major consideration for all those concerned with the development of children. Depression among children is a serious health problem because it can impair the emotional development of the child. It can seriously affect identity formation which is foundational to how the emerging adolescent learns to relate to themselves, to others and to the world at large. Later as adults, depression can impair psycho-social as well as occupational functioning. Depression is associated with significant morbidity and mortality. Also, depression can be triggered by, or lead to, other mental health conditions such as substance abuse, anxiety, schizophrenia or personality disorders.
Signs to watch for in children who may be depressed:
Continuous feelings of sadness and hopelessness
Irritability or anger
Increased sensitivity to rejection
Changes in appetite — either increased or decreased
Changes in sleep — sleeplessness or excessive sleep
Vocal outbursts or crying
Fatigue and low energy
Physical complaints such as stomachaches, headaches that do not respond to treatment
Reduced ability to function during events and activities at home or with friends, in school, extracurricular activities, and in other hobbies or interests
Feelings of worthlessness or guilt
Impaired thinking or concentration
Thoughts of death or suicide
Not all depressed children display these symptoms. They are more likely to display different symptoms at different times at different settings. When depression is significant, there are often noticeable changes in social activities, loss of interest in school and poor academic performance, or a change in appearance.
The young child is most vulnerable to depression due to the quality of relationships with his or her caregivers. This vulnerability increases when the family environment is also accompanied by marital conflict, abuse, violence, illness and/or low socioeconomic status. However, it is in the quality of relationships with caregivers that is crucial because of what it can offer as a buffer or protection from other external events or causes. Therefore, the mental health of children begins with thoughtful parents who genuinely understand and care about their child’s emotional needs and development.
Parenting Practices that promote Good Mental Health in Children:
1. Love your child unconditionally
A genuine attitude to decide in the best interests of your child, and not in the parent’s convenience. Children thrive under certain physical and emotional conditions. The long-term view is needed. Parenting must understand the healthy outcome effective parenting can produce. This helps to plan to optimise the emotional development of the child. Loving well in the best interests of the child provides the best head start towards orienting the child to relate to themselves and others in a healthy way. Children’s need to establish a healthy identity, to uncover and stretch their potential, and learn to self-actualise will require parents to stretch their own emotional ‘ceiling.’ This means parents who desire to raise emotionally healthy children have to face their own insecurities so as not to impose them on their own children. Parenting with the best interests of the child will often be at the inconvenience of parents especially if parents do not appreciate the value of nurturing relationships which children thrive on.
Loving your child well answers the deep longing for the child to later ask, “Am I worthwhile?” The need for children to recognise their own personal importance, value and worth prepares them to find that their later life will amount to significance. The child at risk of depression commonly struggle with this sense of self regard. Loving the child unconditionally is not based on the social or academic performance that society may hold out for children. Instead, mistakes are accepted as a natural part of their learning. If the parents placed their importance on their children only in reaching their own ambitions, or social or academic accomplishments, these indicate conditional expectations for them to find approval or acceptance. The will view their worth based on what they do instead of who they are.
2. Ensure safe and secure physical and emotional surroundings
Secure attachment, which is offering an ongoing, consistent, soothing, accepting presence to the infant is the important beginning in the parent-child relationship that helps the infant to learn to feel safe and secure in the world. This is a foundational need for positive mental health in infants and children and later adulthood. Emotional safety from the secure bond offered by a secure parent helps young children to trust the caregiver and to experience their world as safe and predictable. Through this quality of care, a child is encouraged to first accept themselves as as lovable, as important. It also prepares them next to want to explore their world as they mature physically. This means parents who wish the best for their children have to prepare them to become independent over time.
Punitive, harsh or neglectful parents, especially when physical punishment is employed, leads to children questioning their worth or value and increases the risk for later depression. Parents who frequently employ shame, threats, insults or convey other derogatory messages to their children tend to raise a child who view themselves as defective. This is particularly damaging to children. Indeed, the DSM-V lists the sense of hopelessness or worthlessness as a common symptom of depression. Children can be raised to view themselves as defective, and that their life as meaningless.
Promoting a safe emotional environment emphasises listening and empathy as skills, and being age-appropriate supportive as an attitude. Being emotionally present and listening well will foster the child’s wish to share their experiences. It builds on the bond already started from providing a secure attachment. It encourages children to view the parent and other people as a safe resource they can count on later if needed. It answers the important question that children ask, “Is it OK to be me?” This also fosters familiarity with emotional intimacy that better prepare children for friendships and significant relationships later. Familiarity with close and supportive relationships also mean that the child is less likely to isolate themselves socially when they face problems later on. It is a wise parent who value interactional activities with their young children early on rather than let them become overly attached to computer games and the internet to amuse themselves. Excessive computer use at the detriment of other activities has been linked to increased loneliness, poor social development and depression.
3. Nurture Self-confidence and High Self-esteem
Self-confidence is most easily found when children grow up feeling loved unconditionally.
The foundation provided when the child feels loved should be supported by the child’s search for mastery in the world when they are ready to explore. Starting with simple activities, their need for autonomy and mastery over their environment allows them to gain confidence over the tasks they wish to take on. It is important for parents to support this rather than to over-protect them from exploration. Parents who are over-protective of their children and anxious about possible mishaps will find it difficult to foster the autonomy and independence their children need. To build their self-confidence and nurture high self-esteem, parents should be ready to praise their children’s exploratory efforts, be honest with them about their own mistakes, participate in the children’s activities, encourage them in activities where their interests match their ambitions and allow them to be tested by the tasks they take on.
The child’s ability to overcome, which allows them to be exposed to the frustrations and disappointments along the way, is something they have to face as well. Children should be encouraged to enjoy the process in the process of becoming. Learning to face their own frustrations, disappointments and failures will also serve to build self-confidence. Avoiding frustrations or disappointments or learning through determined effort and even failure tends to undermine self-confidence. The opportunities for children to grow through tasks and responsibilities is the beginning from which they can discover and establish their personal power and resilience.
Looking for ways to nurture your child’s self-confidence and develop high esteem answers the child need to know “Can I do it?” It requires that parents focus on building strength or resilience through the children’s autonomy –their learning to exercise control over their environment– rather than emphasize ease or comfort through avoidance.
4. Promote opportunities to Play with other children and self
Play is an integral part of emotional development of children. It is the primary means in which children learn to explore, to discover themselves in their world, and socially to cooperate, take turns and help in friendships. Studies have even suggested that inadequate play time for preschool children lead to more disruptive behaviour. Besides social interactions, play allows for the development of emotional awareness and fosters empathy where children learn about their own emotions as well as the emotions of others. Play also allows children to enjoy the process of becoming one self. This is important in a goal-oriented world that emphasises only winning or success or grades. Indeed they can discover the truth that frustrations and disappointments are often the price we all pay to achieve success. In so doing, play allows children to learn how to emotionally regulate their feelings when they are presented with opportunities to learn to express thoughts, feeling and behaviours in socially appropriate ways.
Play is an important part of the child’s need to learn and experiment. Participation in play individually or in a group is an integral part of this learning process. Parents who are open to social interactions offer their children important advantages because they can facilitate their children’s emotional regulation and social learning when they play with their children on a regular basis. Children are more likely to enjoy other people contact when they already enjoy warm relationships with and have fun with their parents. TV or computer use should be monitored so that children are encouraged to engage more in active learning through participation. Computer games designers have made it easier for children, especially children who are neglected or are alone a lot, to be addicted to computer games. Excessive computer use has been found to be linked to depression in children.
Play offers the opportunity to address the questions that children ask, “Am I OK and is it good to be me?
5. Provide appropriate guidance and discipline
While children need to explore, develop new skills and become more independent and responsible, they also need to learn that certain behaviours are not acceptable. They need to be offered guidance and discipline that is fair and consistent from the family unit. They tend to take these social rules to their school and eventually to the workplace. Expectations may be expressed firmly but they need to be kind and realistic. Again, children learn best within encouraging and nurturing relationships. Parents need to be aware of their own maturity and growth and emotional status as they seek to help their children develop self-control, self-discipline or become kind. Their children cannot be expected to growth in those areas which parents have not grown themselves.
Explain “why” the child is being disciplined and the consequences of their actions. Criticism should be focused on the behaviour and not the person. Threats, nagging and the use of threats should be avoided. The power that the parent wields should emphasise guidance and instruction in the best interests of the child that allow for children to learn from their mistakes. Those parents who practice excessive domination or coercion should understand that it is not helpful in the long run if children are forced to accept a place of surrender in order for them to survive in the relationship. They need to be encouraged to exercise their own power when appropriate. What has been described as authoritarian parenting, characterised by high demands with poor feedback or nurturance has also been found associated with a higher incidence of depression in children. This is in sharp contrast to authoritative parenting which is characterised by high demands accompanied by responsiveness to the child’s emotional needs. This approach is found to produce children who are responsible, they can regulate themselves, they can make good decisions on their own, and they are respectful to others and to rules.
Parenting is primarily a personal and emotional project in raising one’s children. It is foundationally an emotional process to secure the child before a young child eventually matures to believe in themselves. This is crucial before they begin to actively learn to navigate themselves in an increasingly complex world. It is widely understood as a parent’s most important life task since the emotional outcome show up in emotionally healthy or unhealthy individuals even before adulthood beckons. There is an emotional ‘birthing’ process where the Self of a child arrives at a healthy place in their identity formation. Or the opposite will happen. Quality parenting in this ‘birthing’ process create the foundation in which the next generation of children find the basis for their own survival, happiness and fulfilment. As such, parents learning to parent with optimal outcomes will do well to emotionally mature and be healthy themselves so that their children have the best chance to establish themselves in a healthy place in preparation to thrive in life.
The Ministry of Health, Depression: MOH Clinical Practice Guidelines, 2011.
Woo BSC, Chang WC, Fung DSS, Koh JBK, Leong JSF, Kee CHY, et al. Development and validation of a depression scale for Asian adolescents. J Adolesc. 2004 Dec; 27(6):677-89.
Woo BSC, Ng TP, Fung DSS, Chan YH, Lee YP, Koh JBK, et al. Emotional and behavioral problems in Singaporean children based on parent, teacher and child reports. Singapore Med J. 2007 Dec; 48(12):1100-6.