CAPSTONE PROJECT: Walker John, mental health in NH article series

by Walker John

Since I am pursuing a career in journalism, I wanted my capstone project to reflect the knowledge and experience I have gained as a reporter over the past four years. I decided to write a series of three articles with each one focusing on a different aspect of one main topic. After talking with the publisher of the Monadnock Ledger-Transcript, where I interned as a reporter last summer, I chose mental health in New Hampshire as my topic. Out of all of the topics I was considering, I knew this would be the most challenging. However, I wanted to prove myself as a reporter and prepare myself for challenges I will face in my career. During the process of writing these articles, I reached out to eight different people and received interviews from five of them. As I gained more information and talking points, the articles started to come together. I had already decided on the main focus of the first two articles based on inspiration I had when choosing mental health as the topic, but the third one was completely unknown. After talking to a friend that works with mentally ill patients, I decided that I would make the third article a feature. I felt that this would add a more personal element to the series and it would showcase one of my strongest types of articles. The end product is something I am proud to share with potential employers and to share with my community. All three articles are posted below.

ARTICLE 1:

Finding the right way to address mental health in school

by Walker John

Garrett Hunt was not alone when he walked across the stage at the 2019 Merrimack Valley High School graduation ceremony. In addition to his diploma, he carried the ashes of his best friend Alec White, who died by suicide two years earlier. 

When it came to photography, skiing, skateboarding and back-flips, Alec White was nothing short of talented. “He could win anyone over. He was incredible,” Alec’s sister Joli White said. “I hate saying ‘was’ because he still is incredible, just not alive anymore.” 

Just as Alec White struggled with depression and anxiety, many students in the state are dealing with mental illness. According to the U.S. Department of Health & Human Services in 2017, about 28-percent of New Hampshire high school students showed symptoms of depression and 16-percent reported having serious thoughts of suicide. 

With so many students struggling, communities turn to schools to offer support, education and guidance about mental health. Even when the resources are available, however, it can still be difficult to provide the correct help to students.

22 year-old Joli White has become an advocate for mental health awareness since her brother’s death. She is currently signed up for a “Survivor’s of Suicide Loss Speaker” training through the National Alliance on Mental Illness.  

“Alec had every resource available,” White said. “This is a point we like to make because not a lot of people have these resources, and you can still have all the resources in the world but if you don’t want help, they won’t help.” 

Because of the ambiguity concerning effective resources, the solutions and responses that schools offer for mental health challenges are more prone to criticism. After the loss of her brother, White approached the school about meeting with students in small groups to help them cope and understand what Alec was going through. Her former guidance counselor, however, did not see this as effective and turned her away.

“I have never felt more disrespected or humiliated in my life,” White said. “I had wanted the students to know that Alec was struggling and that it was no one’s fault. We never did get to share our support.” 

According to mental health advocate Carrie Thompson, the first step for schools is to make students feel supported enough to ask for help if they need it. Thompson has been trained in the Talk Saves Lives program through the American Foundation for Suicide Prevention.

“We must understand the statistics, research and best practices in order to address a problem that affects young people across the state,” Thompson said. “My goal is to get the word out that there is a way to deal with suicide, depression and anxiety that brings them into the light, reduces the stigma and enables us to talk about it in a way that is sensitive, appropriate and supportive.”

Though it may be difficult for a school to decide on how to respond to a student dying by suicide, Thompson says that one of the worst things they can do is sweep it under the rug. “It shouldn’t be hidden or never spoken of. Frankly, that insults the intelligence of the students,” she said. 

Responding to any situation where a student dies by suicide presents competing needs. While the loss needs to be adderssed, schools may also want to avoid sensationalism due to fears of “suicide contagion”.

“I hate that word because it just adds to the stigma,” Thompson said. “The very word ‘contagion’ is to be avoided or shunned.”

The U.S. Department of Health & Human Services defines suicide contagion as “the exposure to suicide or suicidal behaviors within one’s family, one’s peer group, or through media reports of suicide and can result in an increase in suicide and suicidal behaviors.” 

Finding balance among these competing needs can be challenging. Merrimack Valley High School, for example, faced criticism when the administration denied a request from students to have an empty chair placed at graduation in commemoration of Alec White. 

“There is a middle ground to strike between business as usual and sensationalizing, and that involves speaking about it with truth, giving accurate information about mental health and suicide and helping students know where to go for help coping and to find more information,” Thompson said. 

Though schools have a lot to consider in these situations, Thompson believes that certain tactics should be the foundation of every school’s response. “Students are grieving. The best practice is to address them in small groups, supported by trained staff and volunteers with knowledge of what to say and how to say it,” she said. “Those affected need space to talk, to support each other and to grieve.”

The first step is to call a crisis response team, chaired by a qualified staff member, immediately after the confirmation of a student’s death. When called, organizations like the National Alliance on Mental Illness (NAMI) or Riverbend Community Mental Health will provide schools and communities with opportunities for grief support while maintaining normal activities and giving students space to respond. 

While effectively responding to a crisis is crucial, schools should also be prepared to offer students resources and guidance about mental health. Whether it is training staff members to recognize symptoms of mental illness or organizing student support groups, the prevalence of mental illness in students should not be ignored. 

“The training is becoming more regular with the Signs of Suicide program, but it is important the staff knows where to direct students,” Joli White said. “And I don’t think only high schools should educate students about mental health. There are children that die by suicide, and Alec had many friends’ younger siblings, younger family friends, and cousins that knew exactly what happened. They aren’t too young for it. Mental health has no limitations.”

Many school districts in New Hampshire, including Merrimack Valley, have available staff members that are trained in dealing with mental health challenges and the signs that are associated with them such as substance abuse. However, schools should still evaluate and question the procedures and resources they have in place. 

While options may vary, one thing is clear among mental health advocates: this topic needs to be discussed.

“I think we don’t give high school students enough credit for empathy and thoughtfulness, really. They know suicide is a real issue, and that they or their classmates and friends struggle with mental illness,” Thompson said. “One doesn’t need to stop everything and mourn; that’s not what I’m saying at all. But providing a small space that kids know about, rather than just not saying anything, is much preferable over silence. Silence just adds to the stigma.”

ARTICLE 2:

Assessing the way we report on mental health

by Walker John

Before Martha and Paul Dickey had fully processed the tragic news, reports that their son Jason had died by suicide were popping up all over Facebook. Martha Dickey scrambled to text family members as quickly as possible before news sites like the Concord Patch got to them first. 

In the 24-hour news cycle, reporters will work as quickly as possible to gather information and inform the public of something like a minor car accident or a police chase. When it involves death, however, more consideration should be taken before rushing to publication, especially when it come to mental health and suicide. 

“They should publish the story. However, more time and consideration needs to be given about what is being shared and why it is being shared,” Dickey said. “The media can play a constructive role in educating its audience. There is a protocol for reporting suicides, motor vehicle accidents and other high-profile cases which needs to be followed.”

According to data from the Center for Disease Control (CDC), suicide was the tenth leading cause of death in the United States in 2017 which highlights the crucial role of the media in covering mental health correctly. 

“It’s important to remember that mental illness and suicide are prevalent in our society,” Dickey said. “The media plays a pivotal and necessary role in reporting on it. However, these stories can sometimes do more harm than good.” 

Especially with a topic like suicide, the words and images we use, both in person and in the news, can have a direct influence on people. Organizations like the National Alliance on Mental Illness (NAMI) are spreading this message and supporting communities in the hopes of building better lives for the millions of Americans suffering from mental illness. 

Many news outlets already abide by a list of ethical guidelines when reporting on suicide. Leah Willingham, a reporter at the Concord Monitor, uses these guidelines as a way to make stories about mental health more meaningful. 

“The reporting I have done on mental health has been the most rewarding work I’ve been able to do as a journalist,” Willingham said. “There are ways that reporting on suicide can cause harm, but there are so many ways that it can do a lot of good. By reporting on the issue, we are acknowledging the problem and the experiences of people in the community impacted by suicide.” 

In response to the news of a student dying suicide at a local secondary school, the reporters at the Concord Monitor took a step back and discussed the best ways to approach the story. Though it was news that needed to be reported, choosing how the information is presented required more consideration. 

The resulting article did not include any unnecessary graphic details, displayed resources for those struggling with mental illness, and the story was not placed on the front page. Instead of focusing on the suicide, the headline read, “Students safe after incident at Second Start in Concord, authorities say.”

A list of the best practices for reporting on suicide can be found on websites like nami.org and reportingonsuicide.org. These practices highlight specific things to consider such as using responsible language, emphasizing help and hope, avoiding glamorization and limiting the amount of identifying details. 

Not only can irresponsible journalism be damaging to grieving families, but it can also reinforce the stigmas of mental illness. 

“Misunderstanding, ignorance and fear are at the root of stigmatization, and that can inflict immense suffering on those who are in any way perceived as ‘not normal’,” Martha Dickey said. “Taking about suicide doesn’t cause suicide. People need to educate themselves and show compassion for others who are suffering from mental illness. Judgment almost always stems from a lack of understanding rather than information based on facts.”

When covering mental illness, the job of a reporter is to provide meaningful information that keeps audiences informed and helps them navigate life. Talking about and reporting on suicide can be an important tool in combating stigmas, as long as it done correctly. 

Dickey also urges those who suspect someone they know is struggling with mental health to be proactive. Waiting and hoping they come to you for help can waste valuable time in gathering support. “Ease into the conversation, gradually. Be respectful, compassionate and empathetic to their feelings. Listen to them. Offer your support and connect them to help if you feel that they need it. Ask how you can help,” Dickey says.

Education about mental illness is an essential part of helping those who are struggling with it. In order to educate people, we need to talk about it. When we talk about it, journalists need to cover it correctly. 

ARTICLE 3:

Feature: A scientific approach to coping with mental illness

by Walker John

A few weeks after his father died by suicide, 23 year-old Brandon Richardson began writing with the intention of completing a book. What he was writing about was clear: he wanted to share his father’s story and highlight the science behind suicide. His reason for writing it, however, was not so clear. In fact, his motivation was actually hurting him.

“I became obsessive with it. With time, I realized that I was using it as a distraction,” Richardson said. “ There was a piece of me that truly believed that if I could put an explanation to this then everything would be okay.” 

When Richardson came across research that suggests entering therapy too soon after a traumatic event can increase the possibility of developing post-traumatic stress disorder and re-traumatization, he realized he was only hurting himself more. Instead, what he needed was acceptance.

As an employee at the Psychiatric Evaluation Program at Elliot Hospital, Richardson works with mentally ill patients in New Hampshire requiring different levels of treatment and care. His regular duties involve caring for and assessing new emergency department patients because of dangerous behaviors.

“Working directly with the state’s mentally ill population has done more to change my perspective on mental illness than any course of study could have,” he said. “One begins to learn that the brain is truly fragile and that mental illness can affect anyone at any time.” 

Though he witnessed his father’s struggle with depression, Richardson’s perspective on mental health completely changed after losing him. He learned first-hand how damaging suicide can be to an individual, a family and a community. Suddenly, he was faced with the reality of the grieving process and the importance of finding healthy coping mechanisms. 

Survivors of suicide loss are at a higher risk of developing major depression, post-traumatic stress disorder, and suicidal behavior of their own, according to research from the National Institute of Health. In addition to this, seeking support and resources is more difficult due to the stigma of suicide. For Richardson, teaching his patients about the stigma of mental illness is often a science lesson. 

“When I educate people on PTSD, for instance, I explain what that disorder looks like in the brain. By studying brain scans of those who suffer from PTSD, researchers have found that the amygdala, the fear center of the brain, can grow up to three times its normal size, while activity in the frontal lobe, the area of the brain responsible for rational decisions, decreases in activity,” he said. 

Richardson works to reduce the stigma by explaining mental illness the same way you would explain any other physical illness. Just like the muscles of the body, the processing areas of our brain can grow stronger or weaker with use. And since the brain is a complex organ and can malfunction just like any other, treatment should be encouraged. 

Knowledge is power, especially with mental illness. Teaching and learning about it is extremely valuable to oneself and those around you. Though his research could not give him an explanation for the loss of his father, it did open his eyes and give him the tools to help others that are suffering. 

“I don’t think that there is a single thing more important than the mental health of others and oneself,” Richardson said. “If you want to be more joyful, then study mental health. If you want to understand what motivates others, then study mental health. If you want to slow the epidemic that is suicide and drug abuse, you guessed it, study mental health.”