Why Taking a Fishing Trip Is Good for Your Mental Health

BY ANDREA ROMANO

If you’re feeling down or burnt out, it might be time to get back into nature.

According to Niels Eék, psychologist and co-founder of mental wellbeing and self-development platform Remente, spending time in nature may be the key to good mental health.

“Several researchers have looked into the health benefits connected to spending time out in nature. One study specifically, which was recently published in BioScience Journal, found that daily exposure to nature can, among other things, help reduce feelings of stress and even improve your self-esteem, for up to seven hours. Reconnecting with nature can also help you become more mindful and present in the moment,” Eék said in a statement.

Moreover, a study from the University of Michigan suggests that being in nature not only improves your mood for the time, but also has positive long-term effects when it comes to depression and memory, as well as decreasing the risk of certain cancers and high blood pressure.

So what should you do to boost your mental health effectively in nature? Well, there is always camping, biking and hiking, but some experts believe the best way to take care of your mind is to go on a fishing trip.

An Australian survey funded by the Recreational Fishing Initiatives Scheme reports relaxation and stress relief are the main benefits people get from recreational fishing, according to reps for Fishbrain, a mobile app and social network for people who love to fish.

The free app has attracted millions of users who have discovered fishing as their newfound self-care hobby. The app uses an interactive map to allow users to find the best places to fish, as well as record their catches, plan trips, share tips and techniques, and purchase the latest gear.

“Fishing is one of the most popular sports in the world and one of only a few truly global hobbies,” Johan Attby, CEO and founder of Fishbrain, said in a statement “With data and sophisticated technology at its core, and an engaged community as its heart, Fishbrain has become a social network that both inspires and equips users across the globe to have more fun by fishing smarter, not harder.”

So it’s easier than ever to go fishing, even if you’re a newbie, without the added stress of not catching anything.

Fishbrain’s users can attest to the mental health benefits of fishing. “Fishing has become critical to my mental health. My job as a sales/production manager can be quite stressful at times, and nothing relieves stress and centers me like fishing,” said Gabe Beaudry of Central Oregon.

“Going fishing outdoors increases your vitamin D, which helps regulate the amount of calcium and phosphate in your body, keeping your bones and teeth healthy. It boosts your immune system and has been linked to fighting depression,” added Chasten Whitfield of Cortez, Florida.

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    Set Your Child Up for Success by Teaching Healthy Boundaries

    As a parent, you may have wondered how best to help your children learn to make positive choices. One way to set your children up for success is to establish strong boundaries in your home.

    It’s essential to begin instructing your children about boundaries between themselves and others very early on in their childhood. A child who grows up in a home where healthy limits are well established will learn to apply such boundaries in his or her own life, thus developing better self-control and the capacity to make positive choices.

    What Does “Boundary” mean?

    A boundary signifies a limit that a person has for themselves. Limits that people set can be physical or emotional boundaries.

    1. Physical boundaries. This limit can be physical and tangible, such as one’s own body parts. This involves explaining to a child that his body belongs only to himself and that nobody else teaches him to develop a sense of his physical self. Explaining, “Daddy’s body belongs to him” and “Your body belongs to you” is a good place to start.

    2. Emotional boundaries. Another type of boundary is more emotional than physical. Teaching children that it’s not okay to say hurtful things to others is an example of an emotional boundary. Teasing would be another way of crossing a person’s emotional boundaries.

    In a sense, boundaries are rules that you live by. Living with boundaries basically means, “I won’t do anything to harm you” and “I expect you not to do anything to harm me, but if you do, I’ll let you know.”

    Teaching Boundaries:
    When you’re raising kids to have healthy boundaries, it’s important to allow your children to have and express their own feelings. This one can be pretty tough as it isn’t unusual for some parents to try to suppress a child’s healthy behavioral expression.
    For example, if a 4-year-old starts crying and stomps her feet, what would you do as a parent? One healthy strategy to ensure your 4-year-old develops healthy boundaries is to help her label her feelings. Say something like, “I see that you’re frustrated that you can’t have the candy right now. Maybe you can have some candy after dinner.” Then, move on with life.

    You helped her to label her emotions. You chose not to punish her or demand that she stop crying or “Straighten up right now.” As a parent, you just showed acceptance of your child’s feelings. Each time you behave this way as a parent, you’re reinforcing your child’s natural sense of self and boundaries.

    Another example is a two or three-year who throws a toy at their sibling. Again, tell your child that it’s okay to have and express angry feelings, but it’s not okay to throw a toy at others. During the episode, show no feelings. When you’re establishing boundaries, it’s time to be diplomatic. Be firm, but not frustrated or angry.

    Simply state, “It’s not okay to throw a toy at your brother. When you throw a toy, you have to sit in a chair,” and say nothing more until the minutes have passed. Have your child sit in a chair for the number of minutes that matches their age (if they’re two years old, they sit for 2 minutes; 3 years old, 3 minutes).

    After the time is up, thank your child for sitting in the chair and go on with your day. Hopefully, your child will not throw a toy again. Instead, he or she will see that you allowed them to have and show feelings without negative consequences, as long as they stayed within your boundary.

    Expect your children to occasionally “test the limit,” or challenge your boundary–this is completely normal. When these testing behaviors occur, think of each situation as an opportunity to show your kids the consequences of crossing the line.

    Sometimes, there will be situations when you find it prudent to explain some boundary situations or “rules” to your child. For example, telling your child that no one but a doctor when Mom or Dad is also present should touch your child where their bathing suit fits is an effective way to teach limits and boundaries related to his or her own body.

    Modeling Boundaries

    Ultimately, the single best way to teach children healthy boundaries is for parents to have healthy boundaries themselves and to model them in the home.

    Showing respect for each person in the house, ensuring everyone has rights to their feelings and appropriate expressions of them, as well as talking openly and honestly about any challenging issues demonstrate healthy boundaries for children.

    From the time your children are born, you’re charged to teach them many things so they’ll grow up to make positive choices in life. Help create happier, healthier lives for your kids by teaching your children about limits and boundaries.

    Parents who ensure their kids grow up learning about limits and boundaries provide a solid foundation for their children’s futures. Apply some of these methods in your home to teach your kids about having and maintaining healthy limits and boundaries, and your kids will thrive.

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      Parenting/Child Development Series – 3-5 yrs

      Preschoolers (3-5 years of age)
      Developmental Milestones
      Skills such as naming colors, showing affection, and hopping on one foot are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping).

      As children grow into early childhood, their world will begin to open up. They will become more independent and begin to focus more on adults and children outside of the family. They will want to explore and ask about the things around them even more. Their interactions with family and those around them will help to shape their personality and their own ways of thinking and moving. During this stage, children should be able to ride a tricycle, use safety scissors, notice a difference between girls and boys, help to dress and undress themselves, play with other children, recall part of a story, and sing a song.

      For more details on developmental milestones, warning signs of possible developmental delays, and information on how to help your child’s development, visit the “Learn the Signs. Act Early.” campaign website. http://www.cdc.gov/ncbddd/actearly/index.html

      Positive Parenting Tips

      Following are some things you, as a parent, can do to help your preschooler during this time:

      • Continue to read to your child. Nurture her love for books by taking her to the library or bookstore.
      • Let your child help with simple chores.
      • Encourage your child to play with other children. This helps him to learn the value of sharing and friendship.
      • Be clear and consistent when disciplining your child. Explain and show the behavior that you expect from her. Whenever you tell her no, follow up with what he should be doing instead.
      • Help your child develop good language skills by speaking to him in complete sentences and using “grown up” words. Help him to use the correct words and phrases.
      • Help your child through the steps to solve problems when she is upset.
      • Give your child a limited number of simple choices (for example, deciding what to wear, when to play, and what to eat for snack).

      Child Safety First
      As your child becomes more independent and spends more time in the outside world, it is important that you and your
      child are aware of ways to stay safe. Here are a few tips to protect your child:

      • Tell your child why it is important to stay out of traffic. Tell him not to play in the street or run after stray balls.
      • Be cautious when letting your child ride her tricycle. Keep her on the sidewalk and away from the street and always have her wear a helmet.
      • Check outdoor playground equipment. Make sure there are no loose parts or sharp edges.
      • Watch your child at all times, especially when he is playing outside.
      • Be safe in the water. Teach your child to swim, but watch her at all times when she is in or around any body of water (this includes kiddie pools).
      • Teach your child how to be safe around strangers.
      • Keep your child in a forward-facing car seat with a harness until he reaches the top height or weight limit allowed by the car seat’s manufacturer. Once your child outgrows the forward-facing car seat with a harness, it will be time for him to travel in a booster seat, but still in the back seat of the vehicle. The National Highway Traffic Safety Administration has information on how to keep your child safe while riding in a vehicle.

      Healthy Bodies

      • Eat meals with your child whenever possible. Let your child see you enjoying fruits, vegetables, and whole grains at meals and snacks. Your child should eat and drink only a limited amount of food and beverages that contain added sugars, solid fats, or salt.
      • Limit screen time for your child to no more than 1 to 2 hours per day of quality programming, at home, school, or child care.
      • Provide your child with age-appropriate play equipment, like balls and plastic bats, but let your preschooler choose what to play. This makes moving and being active fun for your preschooler.

      A pdf of this document for reprinting is available free of charge from
      http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html

       

      Additional Information:
      http://www.cdc.gov/childdevelopment
      1-800-CDC-INFO (800-232-4636) http://www.cdc.gov/info

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        Parenting/Child Development Series – 6-8 yrs

        Middle Childhood (6-8 years of age)
        Developmental Milestones
        Middle childhood brings many changes in a child’s life. By this time, children can dress themselves, catch a ball more easily using only their hands, and tie their shoes. Having independence from family becomes more important now. Events such as starting school bring children this age into regular contact with the larger world. Friendships become more and more important. Physical, social, and mental skills develop quickly at this time. This is a critical time for children to develop confidence in all areas of life, such as through friends, schoolwork, and sports.

        Here is some information on how children develop during middle childhood:

        Emotional/Social Changes
        Children in this age group might:

        • Show more independence from parents and family.
        • Start to think about the future
        • Understand more about his or her place in the world.
        • Pay more attention to friendships and teamwork.
        • Want to be liked and accepted by friends.

        Thinking and Learning

        • Children in this age group might.
        • Show rapid development of mental skills.
        • Learn better ways to describe experiences and talk about thoughts and feelings.
        • Have less focus on one’s self and more concern for others.

        Positive Parenting Tips
        Following are some things you, as a parent, can do to help your child during this time:

        • Show affection for your child. Recognize her accomplishments.
        • Help your child develop a sense of responsibility—ask him to help with household tasks, such as setting the table.
        • Talk with your child about school, friends, and things she looks forward to in the future.
        • Talk with your child about respecting others. Encourage him to help people in need.
        • Help your child set her own achievable goals—she’ll learn to take pride in herself and rely less on approval or reward from others.
        • Help your child learn patience by letting others go first or by finishing a task before going out to play. Encourage him to think about possible consequences before acting.
        • Make clear rules and stick to them, such as how long your child can watch TV or when she has to go to bed. Be clear about what behavior is okay and what is not okay.\
        • Do fun things together as a family, such as playing games, reading, and going to events in your community. Positive Parenting Tips for Healthy Child Development
        • Get involved with your child’s school. Meet the teachers and staff and get to understand their learning goals and how you and the school can work together to help your child do well.
        • Continue reading to your child. As your child learns to read, take turns reading to each other.
        • Use discipline to guide and protect your child, rather than punishment to make him feel bad about himself. Follow up any discussion about what not to do with a discussion of what to do instead.
        • Praise your child for good behavior. It’s best to focus praise more on what your child does (“you worked hard to figure this out”) than on traits she can’t change (“you are smart”).
        • Support your child in taking on new challenges. Encourage her to solve problems, such as a disagreement with another child, on her own.
        • Encourage your child to join school and community groups, such as a team sports, or to take advantage of volunteer opportunities.

        Child Safety First
        More physical ability and more independence can put children at risk for injuries from falls and other accidents. Motor vehicle crashes are the most common cause of death from unintentional injury among children this age.

        • Protect your child properly in the car. For detailed information, see the American Academy of Pediatrics’ Car Safety Seats: A Guide for Families.
        • Teach your child to watch out for traffic and how to be safe when walking to school, riding a bike, and playing outside.
        • Make sure your child understands water safety, and always supervise her when she’s swimming or playing near water.
        • Supervise your child when he’s engaged in risky activities, such as climbing.
        • Talk with your child about how to ask for help when she needs it.
        • Keep potentially harmful household products, tools, equipment, and firearms out of your child’s reach.

        Healthy Bodies

        • Parents can help make schools healthier. Work with your child’s school to limit access to foods and drinks with added sugar, solid fat, and salt that can be purchased outside the school lunch program.
        • Make sure your child has 1 hour or more of physical activity each day.
        • Limit screen time for your child to no more than 1 to 2 hours per day of quality programming, at home, school, or afterschool care.
        • Practice healthy eating habits and physical activity early. Encourage active play, and be a role model by eating healthy at family mealtimes and having an active lifestyle.

        A pdf of this document for reprinting is available free of charge from
        http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle.html

        Additional Information:
        http://www.cdc.gov/childdevelopment
        1-800-CDC-INFO (800-232-4636) http://www.cdc.gov/info

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          Parenting/Child Development Series – 9-11 yrs

          Middle Childhood (9-11 years of age)

          Developmental Milestones
          Your child’s growing independence from the family and interest in friends might be obvious by now. Healthy friendships are very important to your child’s development, but peer pressure can become strong during this time. Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves. This is an important time for children to gain a sense of responsibility along with their growing independence. Also, physical changes of puberty might be showing by now, especially for girls. Another big change children need to prepare for during this time is starting middle or junior high school.

          Here is some information on how children develop during middle childhood:

          Emotional/Social Changes
          Children in this age group might:

          • Start to form stronger, more complex friendships and peer relationships. It becomes more emotionally important to have friends, especially of the same sex.
          • Experience more peer pressure.
          • Become more aware of his or her body as puberty approaches. Body image and eating problems sometimes start around this age.

          Thinking and Learning
          Children in this age group might:

          • Face more academic challenges at school.
          • Become more independent from the family.
          • Begin to see the point of view of others more clearly.
          • Have an increased attention span.

          Positive Parenting Tips
          Following are some things you, as a parent, can do to help your child during this time:

          • Spend time with your child. Talk with her about her friends, her accomplishments, and what challenges she will face.
          • Be involved with your child’s school. Go to school events; meet your child’s teachers.
          • Encourage your child to join school and community groups, such as a sports team, or to be a volunteer for a charity.
          • Help your child develop his own sense of right and wrong. Talk with him about risky things friends might pressure him to do, like smoking or dangerous physical dares.
          • Help your child develop a sense of responsibility—involve your child in household tasks like cleaning and cooking. Talk with your child about saving and spending money wisely.
          • Meet the families of your child’s friends.
          • Talk with your child about respecting others. Encourage her to help people in need. Talk with her about what to do when others are not kind or are disrespectful. Positive Parenting Tips for Healthy Child Development
          • Help your child set his own goals. Encourage him to think about skills and abilities he would like to have and about how to develop them.
          • Make clear rules and stick to them. Talk with your child about what you expect from her (behavior) when no adults are present. If you provide reasons for rules, it will help her to know what to do in most situations.
          • Use discipline to guide and protect your child, instead of punishment to make him feel badly about himself.
          • When using praise, help your child think about her own accomplishments. Saying “you must be proud of yourself” rather than simply “I’m proud of you” can encourage your child to make good choices when nobody is around to praise her.
          • Talk with your child about the normal physical and emotional changes of puberty.
          • Encourage your child to read every day. Talk with him about his homework.
          • Be affectionate and honest with your child, and do things together as a family.

          Child Safety First
          More independence and less adult supervision can put children at risk for injuries from falls and other accidents. Here
          are a few tips to help protect your child:

          • Protect your child in the car. The National Highway Traffic Safety Administration recommends that you keep your child in a booster seat until he is big enough to fit in a seat belt properly. Remember: your child should still ride in the back seat until he or she is 12 years of age because it’s safer there. Motor vehicle crashes are the most common cause of death from unintentional injury among children of this age.
          • Know where your child is and whether a responsible adult is present. Make plans with your child for when he will call you, where you can find him, and what time you expect him home.
          • Make sure your child wears a helmet when riding a bike or a skateboard or using inline skates; riding on a motorcycle, snowmobile, or all-terrain vehicle; or playing contact sports.
          • Many children get home from school before their parents get home from work. It is important to have clear rules and plans for your child when she is home alone.

          Healthy Bodies

          • Provide plenty of fruits and vegetables; limit foods high in solid fats, added sugars, or salt, and prepare healthier foods for family meals.
          • Keep television sets out of your child’s bedroom. Limit screen time, including computers and video games, to no more than 1 to 2 hours.
          • Encourage your child to participate in an hour a day of physical activities that are age appropriate and enjoyable and that offer variety! Just make sure your child is doing three types of activity: aerobic activity like running, muscle strengthening like climbing, and bone strengthening – like jumping rope – at least three days per week.

          A pdf of this document for reprinting is available free of charge from
          http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
          Additional Information:
          http://www.cdc.gov/childdevelopment
          1-800-CDC-INFO (800-232-4636) http://www.cdc.gov/inf

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            NIH Study Reveals Differences in Brain Activity in Children with Anhedonia

            Using fMRI, researchers uncover the neural underpinnings, which could aid development of potential treatments

             • Press Release

            Researchers have identified changes in brain connectivity and brain activity during rest and reward anticipation in children with anhedonia, a condition where people lose interest and pleasure in activities they used to enjoy. The study, by scientists at the National Institute of Mental Health (NIMH), part of the National Institutes of Health, sheds light on brain function associated with anhedonia and helps differentiate anhedonia from other related aspects of psychopathology. The findings appear in the journal JAMA Psychiatry.

            “Understanding the neural mechanisms of anhedonia that are distinguishable from other psychiatric concerns is important for clinicians to develop on-target treatments,” said lead study author Narun Pornpattananangkul, Ph.D., a postdoctoral fellow in the Emotion and Development Branch, part of NIMH’s Division of Intramural Research Programs. “Yet, disentangling shared characteristics from unique neural mechanisms of anhedonia is challenging because it often co-occurs with other psychiatric conditions.”

            To learn more about the neurological underpinnings of anhedonia in children, researchers from the NIMH Division of Intramural Research Programs examined fMRI data collected from more than 2,800 children (9-10 years old) as part of the Adolescent Brain Cognitive Development (ABCD) Study. Some of the children included in the sample were identified as having anhedonia, low mood, anxiety, or attention-deficit/hyperactivity disorder (ADHD). fMRI data were collected while the children were at rest and while they completed tasks assessing reward anticipation and working memory.

            Analysis of brain connectivity at rest revealed significant differences in children with anhedonia compared to children without anhedonia. Many of these differences were related to the connectivity between the arousal-related cingulo-opercular network and the reward-related ventral striatum area. These findings suggest that children with anhedonia have altered integration of reward and arousal compared to children without anhedonia.

            When the researchers examined brain activity during the tasks, they found that children with anhedonia showed hypoactivation of brain regions involved in integrating reward and arousal during the reward anticipation task — but not the working memory task. This hypoactivation was not seen in children with low mood, anxiety, or ADHD. In fact, children with ADHD showed the opposite pattern: abnormalities in brain activation during the working memory task — but the not the reward anticipation task.

            The study suggests that children with anhedonia have differences in the way their brain integrates reward and arousal and in the way their brain activates when anticipating rewards.

            “We found anhedonia-specific alterations, such that youth with anhedonia, but not youth with low mood, anxiety, or ADHD, showed differences in the way they integrated reward and arousal and also showed diminished activity in reward-anticipation contexts,” said Dr. Pornpattananangkul. “This finding may start to provide the specific neural targets for treating anhedonia in youth.”

            Image showing differences in fMRI activation between children with and without anhedonia during reward anticipation.

            Image showing differences in fMRI activation between children with and without anhedonia during reward anticipation. Credit: JAMA Network

            Reference

            Pornpattananangkul, N., Leibenluft, E., Pine, D., & Stringaris, A. (in press). Mapping anhedonia in youth: Large-scale resting-state network, task-evoked activation and phenotypic demarcation. JAMA Psychiatry.

            IRP Grant

            1ZIAMH002957-02

            About the National Institute of Mental Health (NIMH): The mission of the NIMH is to transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery and cure. For more information, visit the NIMH website.

            About the National Institutes of Health (NIH): NIH, the nation’s medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit the NIH website.

            NIH…Turning Discovery Into Health®

            Source

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              NIH Study Shows Many Preteens Screen Positive for Suicide Risk During ER Visits

              Findings highlight the importance of screening kids as young as 10 for suicide risk in emergency settings

               • Press Release

              A research team found nearly one-third of youth ages 10 to 12 years screened positive for suicide risk in emergency department settings. As part of a larger study on youth suicide risk screening in emergency departments, researchers at the National Institute of Mental Health (NIMH), part of the National Institutes of Health, and collaborators sought to explore how frequently preteen youth ages 10 to 12 screened positive for suicide risk. Notably, 7 percent of the preteens who screened positive for suicide risk were seeking help for physical – not psychiatric – concerns. The study appears online March 11 in Hospital Pediatrics.

              “Typically, suicidal thoughts and behaviors are seen in older teens. It was troubling to see that so many preteens screened positive for suicide risk, and we were alarmed to find that many of them had acted on their suicidal thoughts in the past,” said Lisa Horowitz, Ph.D., M.P.H., a clinical scientist in the NIMH Division of Intramural Research Programs (DIRP) and an author on the paper. “This study shows that children as young as 10 who show up in the emergency department may be thinking about suicide, and that screening all preteens — regardless of their presenting symptoms — may save lives. Otherwise, they may pass through our medical systems undetected.”

              Suicide is a growing public health problem in the U.S. Between 2008 and 2017, there was a substantial rise in the suicide rate for youth ages 10 to 12 and today suicide is the third leading cause of death for this age group.

              Studies have shown that the majority of youth who died by suicide had been seen by a health care provider in the month prior to killing themselves. NIMH has identified hospital emergency departments as a key setting for screening youth for suicide risk given the number of youth who visit the ER every year for mental health concerns and intentional self-harm; however, uncertainty exists about the appropriate age to screen youth.

              In this study, researchers examined the extent to which preteens seen in the emergency department screen positive for suicide risk to inform universal youth suicide risk screening efforts. The 79 preteens in the study came from  three large, urban pediatric hospitals. They were screened for suicide risk using the four-item Ask Suicide-Screening Questions (ASQ) and the 15-item Suicidal Ideation Questionnaire-JR (SIQ-JR). Just over half (53.2 percent) of the preteens in the study came to the hospital because of a physical health concern (e.g., back injury or chest pain) and nearly half (47 percent) came because of a mental health concern (e.g., depression or panic disorder). Answering “yes” to any of the four ASQ items and/or scoring above the SIQ-JR cutoff score was considered a positive screen for suicide risk. Preteens who screened positive on either the ASQ or SIQ-JR received a brief suicide safety assessment by a mental health professional.

              The researchers found that 23 of the 79 (29.1 percent) preteen patients screened positive for suicide risk. More than half (54.1 percent) of the preteens presenting with a psychiatric concern screened positive for suicide risk, and a substantial number (7.1 percent) of the preteens with physical complaints also screened positive for suicide risk. Roughly one in five (17.7 percent) of the preteens, specifically those who visited the emergency department for a psychiatric concern, had previously attempted suicide.

              Of the more than 30 million pediatric emergency visits in 2015, nearly 5.4 million involved youth ages 10-14.

              “Many families use the emergency department as their sole source of health care, which presents a unique opportunity to identify these younger kids who are struggling with suicidal thoughts,” said Maryland Pao, M.D., clinical director of the NIMH DIRP and an author on the paper. “But most preteens seen in the emergency department show up with medical problems and will not disclose their suicidal thoughts unless they are asked directly.”

              If you or someone you know needs immediate help, call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255)Learn more about ways you can help someone who might be at risk for self-harm.

              Reference

              Lanzillo, E.C., Horowitz, L.M., Wharff, E.A., Sheftall, A.H., Pao, M., & Bridge, J.A. (in press). The importance of screening preteens for suicide risk in the emergency department. Hospital Pediatrics.

              Grant

              MH002922

              Clinical Trial

              NCT00623493

              About the National Institute of Mental Health (NIMH): The mission of the NIMH is to transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery and cure. For more information, visit the NIMH website.

              About the National Institutes of Health (NIH): NIH, the nation’s medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH and its programs, visit the NIH website.

              NIH…Turning Discovery Into Health®

              Source

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