Testing companies included in GAO’s study reported that they grant accommodations based on their assessment of an applicant’s eligibility under the ADA and whether accommodation requests are appropriate for their tests. Testing companies look for evidence of the functional limitations that prevent the applicant from taking the exam under standard conditions. They also consider what accommodations are appropriate for their tests and may grant accommodations that were different than those requested. For example, one testing company official told GAO that applicants with attention deficit/hyperactivity disorder all might request extra time, but may be granted different accommodations given their limitations–extra time for an applicant unable to maintain focus; extra breaks for an applicant unable to sit still for an extended time period; a separate room for an easily distracted applicant.

Documenting need and determining appropriate accommodations can present challenges to students and testing companies. Some applicants GAO interviewed found testing companies’ documentation requirements difficult to understand and unreasonable. Most applicants GAO spoke with said they sought accommodations that they were accustomed to using, and some found it frustrating that the testing company would not provide the same accommodations for the test. Testing companies reported challenges with ensuring fairness to all test takers and maintaining the reliability of their tests when making accommodations decisions. Testing company officials said that reviewing requests that contain limited information can make it difficult to make an informed decision. Some testing company officials also expressed concern with being required to provide accommodations that best ensure an applicant’s test results reflect the applicant’s aptitude rather than providing what they consider to be reasonable accommodations.

Federal enforcement of laws and regulations governing testing accommodations is largely complaint-driven and involves multiple agencies. While Justice has overall responsibility for enforcing compliance under the ADA, Education and HHS have enforcement responsibilities under the Rehabilitation Act for testing companies that receive federal financial assistance from them. Education and HHS officials said that they investigate each eligible complaint. Justice officials said they review each complaint at in-take, but they do not make a determination on every complaint because of the large volume of complaints it receives. Justice has clarified ADA requirements for testing accommodations primarily by revising its regulations, but it lacks a strategic approach to targeting enforcement. Specifically, Justice has not fully utilized complaint data–either its own or that of other agencies–to inform its efforts. Justice officials said that they reviewed complaints on a case-by-case basis but did not conduct systematic searches of their data to inform their overall approach to enforcement. Additionally, Justice has not initiated compliance reviews of testing companies, and its technical assistance on this subject has been limited. GAO recommends that the Department of Justice take steps to develop a strategic approach to enforcement such as by analyzing its data and updating its technical assistance manual. Justice agreed with GAO’s recommendation.

Taken from the U.S. Government Accountability Office.  Click here to read the entire report.

Young children with attention-deficit hyperactivity disorder (ADHD) are roughly four times more likely than their peers to become depressed or attempt suicide in later childhood, a new study suggests.

Researchers followed 125 children with ADHD for up to 14 years beginning at ages 4 to 6, and compared them with a similar group of children without ADHD. Thirty-nine percent of the children with ADHD were also found to have depression during the study period, versus 8 percent in the control group.

The risk for depression increased if the child demonstrated symptoms and behaviors that are distinct from — but often occur alongside — ADHD, such as anxiety, defiance, hostility, bullying, and fighting. The risk for depression was also more pronounced if the child’s mother had a history of depression.

“The only children with ADHD who were not at increased risk for depression were those without a depressed mother and who exhibited very few symptoms of other types of mental health problems,” says the senior author of the study, Benjamin Lahey, Ph.D., a psychologist and professor of epidemiology at the University of Chicago. “That is only a small proportion of children with ADHD.”

ADHD also increased the risk of suicide attempts. Roughly 18 percent of the kids with ADHD attempted suicide at least once during the study, compared with 6 percent of the kids in the control group. (None were successful, fortunately.)

Children who were primarily hyperactive and impulsive appeared to be at greatest risk, which suggests that impulsivity may play a role in suicidal behavior, the researchers say.

Girls were at greater risk than boys for both depression and suicide attempts, but there weren’t enough girls in the study to draw firm conclusions about gender, according to the authors.

The study appears in the Archives of General Psychiatry.

ADHD is estimated to affect 4.4 million children in the U.S. and has been shown to raise the risk for academic and social difficulties, employment problems, and even brushes with the law later in life.

However, this study is the first to examine the risk factors for depression in very young children with ADHD, and the first to follow children for an extended period of time. Experts have long suspected an ADHD-depression link in childhood, but the research to date has been inconclusive.

“This study adds more data to the notion that early manifestations of hyperactivity and impulsivity…are not necessarily benign,” says Dr. Benedetto Vitiello, M.D., chief of the research branch dedicated to child and adolescent treatment and prevention at the National Institute of Mental Health, which funded the study.

But the children in the study aren’t necessarily typical of all children with ADHD, says Rafael Klorman, Ph.D., a professor of psychology at the University of Rochester Medical Center, in New York. It’s relatively uncommon for ADHD to be identified in children as young as 4, he explains, and kids who get a diagnosis at that age tend to have more severe symptoms.

“These kids were diagnosed earlier, which means that the researchers have a sample with especially higher severity,” Klorman says. “They may be getting the high end of the spectrum.”

Parents should not “panic and think their children with ADHD are destined for depression or suicide,” Lahey says. However, he adds, if parents are concerned that their child is showing symptoms of ADHD or depression, they should consult a mental health professional and consider family therapy.

More research is needed to identify effective interventions that can lower the chances of depression in high-risk kids with ADHD, Vitiello says, echoing Lahey and his colleagues.

Early intervention and treatment are important, as the risk of depression and other health problems associated with ADHD can last well into adulthood. Previous studies have estimated that anywhere from 16 percent to 37 percent of adults with ADHD have been diagnosed with major depressive disorder or dysthymia, a milder form of depression.

And in another new study, which appears in the Archives of Pediatric & Adolescent Medicine, researchers at New York University report that teenagers with ADHD are about twice as likely to have problems with alcohol and drugs in their 30′s than those without the disorder.

However, the risk seems mainly due to the overlap between ADHD and conduct disorder, a related condition that’s characterized by physical aggression and delinquent behavior, such as stealing and vandalism. The teens who did not show signs of conduct disorder did not appear to be at increased risk for substance abuse, the study found.

Both ADHD and conduct disorder may be an early warning sign for alcohol and drug problems, the researchers suggest.

Click here to view the entire article.

The outline below offers an overview of the special education process.  It is not designed to show all steps or the specific details.  It shows what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an Individualized Education Program (IEP).

The process begins when someone (school staff, parents, etc.) makes a referral for an initial evaluation.  An explanation of each numbered area follows in text.

1.  Parents, school district staff or others request an evaluation; parents agree in writing.

2.  Evaluation completed.  Eligibility decision.

3.  Not eligible.

4.  Eligible for services

5.  a.  IEP developed.

b.  Placement determined.  (Might be two meetings)

6.  Parents disagree

7.  Parents agree

8.  Annual IEP Meeting

9.  Parents disagree

10.  Parents agree

How the Process Works

1.  Parents, school personnel, students, or others may make a request for evaluation.  If you request an evaluation to determine whether your child has a disability and needs special education, the school district must complete a full and individual evaluation.  If it refuses to conduct the evaluation, it must give you appropriate notice and let you know your rights.

2.  A team of qualified professionals and you will review the results of the evaluation, and determine if your child is eligible for special education services.

3.  If your child is not eligible, you will be appropriately notified and the process stops.  However, you have a right to disagree with the results of the evaluation or the eligibility decision.

If you disagree with the results of an evaluation, you have a right to an Independent Educational Evaluation (IEE).  Someone who does not work for the school district completes the IEE.  The school district must pay for the IEE or show at an impartial due process hearing (see below) that its evaluation is appropriate.

4.  If you and the school district agree that your child is eligible for services, you and the school staff will plan your child’s Individualized Education Program (IEP), at an IEP team meeting.  You are an equal member of this team.

5.  The IEP lists any special services your child needs, including goals your child is expected to achieve in one year, and objectives or benchmarks to note progress.  The team determines what services are in the IEP, as well as the location of those services and modifications.  At times, the IEP and placement decisions will take place at one meeting.  At other times, placement may be made at a separate meeting (usually called a placement meeting).

Placement for your child must be in the Least Restrictive Environment (LRE) appropriate to your child’s needs.  He or she will be placed in the regular classroom to receive services unless the IEP team determines that, even with special additional aids and services, the child cannot be successful there.  You are part of the group that decides what services your child will receive and where they will be provided.

6.  If you disagree with the IEP and/or the proposed placement, you should first try to work out an agreement with your child’s IEP team.  If you still disagree, you can use your due process rights, which include mediation and resolution meetings.

7.  If you agree in writing with the IEP and placement, your child will receive the services that are written into the IEP.  You will receive reports on your child’s progress at least as often as parents are given reports on their children who do not have disabilities.  You can request that the IEP team meet if reports show that changes need to be made in the IEP.

8.  The IEP team meets at least once per year to discuss progress and write any new goals or services into the IEP.  As a parent, you can agree or disagree with the proposed changes.  If you disagree, you should do so in writing.

9.  If you disagree with any changes in the IEP, your child will continue to receive the services listed in the previous IEP until you and school staff reach agreement.  You should discuss your concerns with the other members of the IEP team.  If you continue to disagree with the IEP, you have several options, including asking for additional testing or an Independent Educational Evaluation (IEE), or resolving the disagreement using due process.

10.  Your child will continue to receive special education services if the team agrees that the services are needed.  A re-evaluation is completed at least once every three years, unless you and the school district agree that re-evaluation is not needed, to see if your child continues to be eligible for special education services and to decide what services he or she needs.

Due process protects the right of parents to have input into their child’s educational program and to take steps to resolve disagreements.  When parents and the school districts disagree with one another, they may use mediation or request a due process hearing.

Mediation is a meeting between parents and the school district with an impartial person, called a mediator, who helps both sides come to an agreement that each finds acceptable.

A resolution meeting is a new process under IDEA 2004.  The purpose is to discuss the due process complaint and resolve the dispute before the hearing is held.

An impartial due process hearing is a meeting between parents and the school district. Each side presents its position, and a hearing officer decides what the appropriate educational program is, based on requirements in the law.

School districts must give parents a written copy of special education procedural safeguards.  This document outlines the steps for due process hearing and mediation.  A copy of their procedural safeguards must be given to parents once each year, except that a copy also shall be given to them:

a.  upon initial referral or parental request for evaluation

b.  upon the first occurrence of the filing of a complaint under subsection (b)(6); and

c.  upon their request.

article courtesy of Pacer Center

Related services may include:

• Transportation
• Early identification and assessment of disabilities in children
• Speech-language pathology and audiology services
• Parent counseling and training
• Interpreting services
• Psychological services
• Physical and occupational therapy
• Recreation, including therapeutic recreation
• Social work services
• School nurse services
• Counseling services, including rehabilitation counseling
• Orientation and mobility services
• Medical services (only to diagnose or evaluate a child’s disability)

Related services are not limited to the ones outlined above.  If a service is necessary for the child to benefit from his or her special education program, the service must be provided, even if it is not included in this list.

Who provides related services?

Qualified professionals may provide related services in the area of their expertise.  Paraprofessionals and assistants who are trained and supervised in accordance with state law or policy may also assist in providing related services.

Who decides which related services are right for a child?

A child’s Individualized Education Program (IEP) team decides which related services are necessary.  Parents are important members of the IEP team.  Qualified related service providers may also be members of the IEP team.

The team gathers information from an evaluation and uses this information to determine a child’s needs.  The IEP team will discuss the child’s needs and decide whether a related service is needed to help the child accomplish an instructional goal on the IEP.

How are related services written into the IEP?

The IEP will include written statement saying which related services would be provided.  Some statements may be written as goals for a related service, such as occupational therapy.  Other statements, such as those about transportation or audiology services, may be written in the services and modifications section of the IEP.  The IEP will describe:

• the type of related service that will be provided, and
• how often, how long and where that service will be delivered

Related services may be provided in group or individual settings, depending on a child’s needs.  They may be provided in all education settings including the regular education classroom or in a separate setting.

Who pays for related services?

Related services must be provided at no cost to a child’s family.  The school may ask for parent consent to bill other private agencies, such as a parent’s private insurance for related services.  However, the school needs the written consent of parents to do this.  The child must receive the related services in his or her EP, whether or not parents give consent to use their private benefits.

If parents agree to use their private insurance, schools may not require them to incur any out-of-pocket expense, such as a deductible or co-payment.

The school may bill Medicaid or other public insurance for the related services a child receives in school.  The school district needs parental consent to release any personally identifiable information from child’s educational record.  This includes information about the types of services the child receives in school.

Schools may not require parents to enroll in a public benefits or insurance program in order to receive related services.  Schools may not use a child’s benefits under a public benefit or insurance program if it would:

• decrease the child’s lifetime coverage;
• result in the family paying for services that would otherwise be covered,
• increase premiums; or
• lead to discontinuation of coverage or risk loss of disability for Medicaid home and community-based waiver programs.

What if the related services in a child’s IEP are not being provided because there are staff shortages?

The school district must provide the related services in the child’s IEP.  The district may contract with providers outside the child’s school district if there are personnel shortages in the school.

article courtesy of Pacer Center

• Grading practices,
• Homework,
• Assignment routines,
• Helping practices,
• Instruction,
• Grouping, and
• Adaptation.

In general, students with and without disabilities have similar beliefs and values on teach practices in each area.  Overall, both groups want the same activities, books, homework and grading criteria.  They believe this to be the most fair.  At the same time, the students recognized that not everyone learns in the same way or at the the same speed.  Students value instructional strategies that are adapted to individual student need.  Specifically, teachers are seen as helpful to individual learning when they:

• slow down instruction when needed
• explain concepts and assignments clearly, and
• teach the same material in different ways so that everyone can learn

Grading Practices

The majority of students in the studies said that preferential grading for some students is unfair and creates a double standard.  The students were divided about whether to give one grade for effort and another for accuracy.  However almost all agreed that a passing grade based solely on effort is not fair.  They said that the standards for a passing grade should be the same for everyone.

All the students view grades as providing feedback about their work.  They view grades as an expected, necessary part of school life  They consider consistent grading criteria to be important for all students.

Homework

The most consistent belief was that everyone should have the same homework.  Teacher behaviors that make homework easier:

• assign homework at the beginning of class;
• explain how to do the homework and give examples;
• provide time to start homework in class;
• assign small amounts of homework at a time;
• provide help;
• relate homework to class work;
• check finished assignments and give feedback; and,
• establish a homework routine at the beginning of the year.

Assignment Routines

Some of the teacher behaviors that make assignments easier for students are to:

• provide clear, well-organized directions;
• repeat instructions;
• tell students about the assignment early;
• explain how to do the assignment and give examples;
• help as needed;
• provide an understood purpose, clear benefits and a time for completion;
• describe how the work will be graded; and
• give feedback.

The two behaviors seen as most helpful are giving clear, well-organized directions and allowing students choice in their assignments.  Students said that assignments are made more difficult when teachers use inconsistent language, will not answer questions or do not give adequate directions.

Helping Practices

Students were asked who they prefer to help them in class and how they prefer to be helped.  The practices most valued included:

• help from teachers (general or special education);
• help from other students; and,
• help from two-way, small, flexible student workgroups.

Instructional Practices

Instructional practices were rated as most helpful or most bothersome.  Across grade levels and disability status students said the practices most helpful to them were to:

• give extra time for work;
• provide students with choices and opportunities for creative expression;
• explain lessons carefully;
• help with math or reading;
• allow opportunities for interpersonal interactions; and
• promote active, hands-on activities.

Grouping

Students prefer working in mixed-ability pairs or groups to working alone or as a whole class.  Most students like flexible rather than fixed groups.  Younger students preferred self-selected groups and older (high school) students preferred teacher-selected groups.

Adaptations

Study questions revolved around whether adaptations, in general, are a good idea.  the questions sought to understand students’ preferences for specific types of adaptations.  An overwhelming majority of students see adaptations as a good idea.  They also see them as being applied infrequently by their teachers.  The types of adaptations seen as most useful are those that help students to understand difficult content material from textbooks.

Summary

The results from this study are highly relevant to today’s classrooms.  More students with learning and other disabilities are receiving education in the general education curriculum and classrooms than ever before.  As a result, they are achieving more than ever before.

Students in this study said they do not feel that the use of instructional adaptations and accommodations for some students is unfair or negative.  Most see that it can benefit all students.  The practice most students value are those that can be considered best educational practice.  These practices have relevance for both special and general education students.

For More Information:

Klingner, J.K. & Vaughn, S. (1999) Students’ perceptions of instruction in inclusion classrooms:  Implications for students with learning disabilities.  Exceptional Children, 66(1), 23-37.

There are many questions to be considered, discussed, evaluated and answered however I believe we must begin with an open and transparent conversation about mental illness.  What is it?  Why are we afraid to talk about it?  What are we doing about it?  What are we willing to do that we aren’t currently doing?  Are we willing to support through policy and funding resources services for children who have mental illness and their families?

Here in Saint Charles County we are lucky to have passed legislation that sets aside funding from our sales tax revenue to specifically support and fund services for children with mental illness and their families through the Community and Children’s Resource Board.  Lincoln County and Franklin County have similar boards and services.  However, each of these boards are unable to meet the current and growing need in our communities because of a lack of adequate funding.  As a state we are faced with a question about expanding Medicaid for families who are currently not eligible so that they can begin to access needed services.  At a federal level we are embroiled in discussions surrounding the very same issues – how are we to pay for the services that our citizens need and that many are not receiving?  I’m sure recent events will bring all of these discussions to a sharper focus.

However without the open discussion free of judgment and stigma about mental illness will we really get to the heart of pertinent issues?  Will we be able to hear the voice of the mom and dad who love their child and don’t want to limit his/her future by “hanging a mental illness diagnosis” around their neck? Will we continue through policy and practice to “slap a band aide” on the problem and then send children and parents home when they have been brave enough to say “I love my child but I’m afraid he/she might hurt me or someone else” to a professional?  How will we talk to children in our schools that are afraid about what happened in Newtown?  How will we talk to children in our schools that have a mental illness?

Here are some resources that are available:

The National Child Traumatic Stress Network (NCTSN) has a wealth of resources to assist caregivers and educators with how to best talk to and support students following traumatic events such as school shootings.

http://www.nctsn.org/trauma-types/terrorism

The National Education Association and the National Education Association Health Information Network developed an extensive step-by-step guide for preparing, responding to and recovering from crisis in schools.  The crisis guide provides practical suggestions and tips for educators, schools, and districts.  In addition, the guide provides information on the mental health needs of students, school staff, and the greater school community.

http://www.neahin.org/educator-resources/school-crisis-guide.html

The National Institute of Mental Health (NIMH) assembled detailed information and fact sheets for parents and community members:

What Parents Can Do?

What Community Members Can Do?

http://www.nimh.nih.gov/health/topics/coping-with-traumatic-events/index.shtml

The Substance Abuse and Mental health Service Administration (SAMHSA) developed a guide for parents and educators that provide tips for talking to preschoolers, school-aged children, and adolescents after traumatic events.

http://www.samhsa.gov/trauma/

If an evaluation shows that your child needs special education, the next step is to plan an Individualized Education Program (IEP).  To do this, the school district will set up a meeting with you.

The meeting is usually called an IEP team meeting.  The purpose of the meeting is to review the evaluation results and develop a special education program to help your child learn.  School staff will schedule the meeting, and they will let you know when and where it will be held. The meeting time may be changed if you cannot attend at the time it is scheduled.  This is an important meeting for you and for your child.  It is a time to share what you know about your child’s strengths and needs.  You know your child in different ways than anyone else.

Getting ready for the meeting:

The IEP meeting is where your child’s special education program will be created.  There are several things you can do to get ready for the meeting:

• Write down what you think your child is good at doing
• Write down what you think he or she needs
• Talk to your child about what is happening at school
• Ask for a copy of the evaluation so that you can read it before the meeting
• Make notes on what you would like to say at the meeting

The IEP Team:

A number of people will be invited to the IEP meeting.  This group is called the IEP team.  The school district will let you know who they expect to attend.  The following people are members of the IEP team:

• You, the parent(s)
• Your child’s regular education teacher(s) if your child is, or may be, in regular education
• Your child’s special education teacher(s) or special education provider(s)
• A person from the school district who is qualified to provide or supervise special education
• Someone who understands what the evaluation means and can talk about the instruction your child may need
• Others that you, or the school, invite because they know your child or have expertise.  You may bring anyone of your choice, such as a friend, advocate or service provider

The IEP meeting:

You are a very important member of the IEP team.  The team will meet to talk about your child’s strengths and needs.  You may talk about the evaluation results, too.  This discussion will help everyone to understand your child better.  The evaluation will help team members decide what services are needed.

Your team will develop goals for your child.  The goals are based on what the evaluation says is needed.  These goals are written into the IEP.  They describe what your child should learn in one year.  The team will also write down the kinds of special education services your child needs.

The IEP team will also consider whether your child needs related services.  These are the kinds of services that support special education instruction.  They include such things as transportation, physical therapy, and school social work services.  One person will take charge of writing the IEP program, based on the team discussion.

Deciding where services will be provided:

A very important decision that is usually made by the IEP team is where services will be provided.  The IEP may be carried out in different settings, depending on what your child needs.  The law says that services should be provided in the regular classroom and school whenever possible.  Sometimes a child’s needs cannot be met in the regular classroom or school.  If this happens, then services must be provided as close to home as possible.  In some cases the placement decision is made by a small group of people that is not the entire IEP team.  If so, you will be part of the group that decides where services will be provided.

When the IEP is completed, you will be given a copy.  You should read it carefully.  You will want to be sure it is what you have agreed to.  If you do not understand part of the IEP, ask to have it explained.

You have a right to agree or disagree with the IEP.  If it is your child’s first IEP, the school district cannot provide services without your written permission.  If you do not agree and it is not your child’s first IEP, you must disagree in writing.  Ask for a meeting to talk about your concerns.  Ask your team members for a written copy of your rights.

Once you agree in writing to the IEP, special education will begin as soon as possible.  You will receive regular progress reports from the school.  These reports will explain the progress your child is making in meeting the IEP goals.

As a parent, you are an expert on your child.  It is good to know what your child’s day is like in school.  It is important to know what your child is learning.  When you know these things, you can focus on your child’s progress.

Courtesy of Pacer Center

The publication outlines principles for educators, parents, and others to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion.  The resource is applicable to all students, not just those with disabilities.

“As education leaders, our first responsibility must be to make sure that schools foster learning in a safe environment for all of our children and teachers,” U.S. Secretary of Education Arne Duncan said.  “I believe this document is an important step toward this goal.”

The 15 principles that frame the document highlight how school wide behavioral interventions can significantly reduce or eliminate the use of restraint or seclusion. These guiding principles offer states, districts, and other education leaders a framework for developing appropriate policies related to restraint and seclusion.

“Ultimately, the standard for educators should be the same standard that parents use for their own children,” Duncan added.  “There is a difference between a brief time out in the corner of a classroom to help a child calm down and locking a child in an isolated room for hours.  This really comes down to common sense.”

The document also provides a synopsis of ongoing efforts by federal agencies to address national concerns about using restraint and seclusion in schools, and includes links to state restraint and seclusion policies and procedures.

To make matters more alarming for CHADD members, a ten-year longitudinal study of girls with ADHD suggests the risk for girls with combined-type ADHD is significantly higher than for others.  Steve Hinshaw and his colleagues (2012) found that the girls with ADHD had a higher risk of both suicide and self-injurious behavior than girls without ADHD.  Twenty-two percent of the girls with combined-type ADD (attention problems, impulsivity, and hyperactivity) had made a suicide attempt compared to 6 percent of the control group and 8 percent of girls diagnosed with inattentive-type ADHD.  Self-injury was significantly more likely with 51 percent of the ADHD-combined group reporting self-injurious behavior compared to 19 percent of the control group.  The researchers suggest the higher incidence may be related to impulsivity, depression, and difficulties with emotional regulation.

So, what is a parent to do?  First, don’t hide your head in the sand.  Every parent needs to know about the signs of suicidal behavior and what help is available.  There are great resources available to help you learn more.  Check out the list at the end of this blog.  The most important thing is to know is suicidal symptoms are treatable.

Secondly, work at maintaining a close relationship with your adolescent and young adult.  Can they talk with you about problems as well as achievements?  Can you listen without jumping in and making a judgment or trying to fix everything?  Sometimes what they need most of all is for us to listen and understand what they are experiencing.

Thirdly, know what the danger signs are:

• Persistent unhappiness
• Withdrawal from friends and activities
• Feelings of sadness and hopelessness
• Over-reactions to criticism
• Preoccupation with death and dying
• Changes in eating and sleeping patterns
• Self-destructive behavior
• Suicidal thoughts, plans, or attempts

Fourthly, don’t be afraid to talk with your teen or young adult about depression and suicide.  Really listen to what he or she is telling you.  Let her know you hear how bad she is feeling.  Help her understand that you are there to help her get through this.  Don’t be afraid to ask directly about suicide – it can open the door.  And don’t allow yourself to be sworn to secrecy – you will need to enlist the help of others.

Fifthly if you feel there is a chance your child may be depressed and suicidal then take action.  Make a plan and get help immediately.  Seek out an appointment with a qualified mental health professional right away.  Make sure that any weapons or dangerous substances are locked up and unavailable.  And let your teen know that you have heard him or her and are taking these steps to help.

Article provided by CHADD