1.1) INTRODUCTION.

1.1.1) SUCIDAL BEHAVIOUR.

Preparing for suicide is not a very intelligent means of defense
K.Vent.
Life is full of risk; people must choose the amount of danger to which they are willing
to expose themselves. A number of factors combine to impact adolescent risk taking behavior
including age, gender, self-esteem, autonomous, social adaptation, vulnerability impulsivity and thrill
seeking activity.1

The word adolescence is Latin in origin, derived from the verb adolescere, which
means "to grow into adulthood." Adolescence is a time of moving from the immaturity of childhood
into the maturity of adulthood. There is no single event or boundary line that denotes the end of
childhood or the beginning of adolescence. Rather, experts think of the passage from childhood into
and through adolescence as composed of a set of transitions that unfold gradually and that touch
upon many aspects of the individual's behavior, development, and relationships. These transitions are
biological, cognitive, social, and emotional.2

Adolescence is a stressful developmental period filled with major changes - body

changes, changes in thoughts, and changes in feelings. Strong feelings of stress, confusion, fear, and
uncertainty, as well as pressure to succeed, and the ability to think about things in new ways
influence a teenager's problem solving and decision making abilities. It is the period of life from
puberty to adulthood (roughly ages 12 20) characterized by marked physiological changes,
development of sexual feelings, efforts toward the construction of identity, and a progression from
concrete to abstract thought. Adolescence is sometimes viewed as a transitional state, during which
youths begin to separate themselves from their parents but still lack a clearly defined role in society.
It is generally regarded as an emotionally intense and often stressful period.3

Generally speaking, most young people are able to negotiate the biological, cognitive,
emotional, and social transitions of adolescence successfully. Some adolescents, however, are at risk
of developing certain problems, such as: eating disorders such as anorexia nervosa, bulimia, or
obesity, drug or alcohol use, depression or suicidal ideation, violent behavior, anxiety, stress, or sleep
disorders, unsafe sexual activities.2
 The Minnesota study presented students with a list of 47 common life events and asked
them to identify those they had experienced in the last six months that they considered to be "bad."
The responses indicated that they had experienced an average of two negative life events in the last
six months. The most common of these were: Break up with boy/girl friend, Increased arguments
with parents, Trouble with brother or sister Increased arguments between parents, Change in parents'
financial status, Serious illness or injury of family member, Trouble with classmate, Trouble with
parents. These events are centered in the two most important domains of a teenager's life: home and
school. They relate to issues of conflict and loss. Loss can reflect the real or perceived loss of
something concrete such as a friend or money, and it can mean the loss of such intrinsic things as
self-worth, respect, friendship or love. In a more informal survey of 60 young people the primary
sources of tension and trouble for teens and their friends were: relationships with friends and family;
the pressure of expectations from self and others; pressure at school from teachers, coaches, grades
and homework; financial pressures; and tragedy in the lives of family and friends (described as
death, divorce, cancer).4

Adolescents have specific coping responses as a function of age, type of stressor, and
quality of family environment. The findings demonstrated that adolescents employ a range of coping
strategies in response to stressors within and external to the family. These strategies varied as a
function of age, type of stressor, and perceptions of the quality of the family environment.
Specifically, among those who identified interpersonal conflicts as their primary stressor, younger
adolescents were more likely to use emotion-based coping strategies than were older adolescents.
Using emotion-based strategies, however, was associated with less adaptive family functioning.5

Most teenagers respond to stressful events in their lives by doing something relaxing,
trying positive and self-reliant problem-solving or seeking friendship and support from others.
Common examples include listening to music, trying to make their own decisions, daydreaming,
trying to figure out solutions, keeping up friendships, watching television and being close to people
they care about. These behaviors are appropriate for adolescents who are trying to become
independent, take responsibility for them, and draw on friends and family for support.4

For some teenagers, normal developmental changes, when compounded by other events
or changes in their families can be very upsetting and can become overwhelming. Problems may
appear too difficult or embarrassing to overcome. For some, suicide may seem like a solution.
 The word suicide has its origin in Latin sui of oneself and cudium from caedre, to
kill: the act of intentionally destroying ones life. The word suicide first used by sir. Thomas Brown
in 1642 in his Religio Medici has evoked a variety of reaction in public minds. Suicide is not a
disease in general, but it probably involves an individual to tunneled logic in a state of inner felt, in
to health problem accountably. Out of all deaths over the past 15 years the over all suicide rates have
increased from two fold to three fold.6

Suicidal behavior is defined as a preoccupation or act that is focused on causing one's

own death voluntarily. Intent to cause one's death is essential in the definition. Suicidal ideation
refers to thoughts of suicide or wanting to take one's own life. Suicidal behavior refers to actions
taken by one who is considering or preparing to cause his/her own death. Suicide attempt usually
refers to an act focused on causing one's own death that is unsuccessful in causing death. Suicide
refers to having intentionally caused one's own death. As many as 12 to 25 percent of older children
and adolescents experience some form of thoughts about suicide (suicidal ideation) at one time or
another. When feelings or thoughts become more persistent are accompanied by changes in behavior
or specific plans for suicide, the risk of a suicide attempt increases.3

Every year almost one million people die from suicide; a global mortality rate of 16 per
100,000 or 1 death every 40 seconds. In the last 45 yrs suicide rates have increased by 60%world
wide. More than 800,000 commit suicide every year. Young people are most at risk, accounting for
well over half of all suicides. Out of every 3 cases of suicide reported every 15 minutes in India 1 is
committed by a youth in the age group of 15-29. Some 500,000 people in the four states of Kerala,
Karnataka, Tamil Nadu and Andhra Pradesh and the Union Territory of Pondicherry kill themselves
every year. This statistics become even more alarming while considering the total number of suicidal
cases recorded in the whole of India in 2002 was 154,000.By National Crime Bureau record of the
total suicide victims around 37.6% are youth in the age of 15-29 yrs.

Suicide is the result of many complex factors. More than 90% of adolescent
suicide victims have at least one major psychiatric disorder, but among younger adolescent suicide
victims have lower rates of psycho pathology. Each year in the US approximately 2 million US
adolescents attempt suicide, and almost 7, 00,000 receive medical attention for their attempt
.according to Youth risk behavior surveillance system in 2001, 2.6%of students reported making a
suicide attempts that had been treated by a doctor or a nurse .In 2000 suicide was the 3 rd leading
cause of death among young people aged 15 to 24 yrs.7
 According to World Health Organization , the highest suicidal rate in the world has been
reported among young women in South India by 2004.the average suicidal for younger women aged
between 15-19 yrs living around Vellore in Tamil Nadu was 148 per 1,00,000;this compares to just
2.1 suicide per 1,00,000 on the same group in UK. A study revealed that the suicidal rate is generally
high in large cities .suicidal rates are higher in the Southern states such as Kerala (30.5/1, 00,000
population) as compared to Karnataka (24.2/1, 00,000 population), Tamilnadu (18.5/1, 00,000
population). Suicidal patterns and rates differ in various population and cultures. It has been reported
that developed countries have lower suicidal rates. The choice of method used to commit suicide
depends on availability of means knowledge about lethal effectiveness, and the victims motivation
and intent.8

The creation of destruction of man kind has been a matter of intense intrigue for many
years. In recent years , the emerging self directed violence or suicide and destruction by others or
homicides for a wide variety of reasons have been a matter of debate across the world .voices are
emerging from every corners of the globe to understand and prevent or reduce the same in every
country.

1.2) Emotional maturity

1.2.1) Meaning
Emotional maturity is defined as how well you are able to respond to situations,
control your emotions and behave in an adult manner when dealing with others.
1.2.2) Definition
Using the appropriate level of emotional expession and control. See emotional
immaturity.
1.3) WHAT DOES IT MEAN TO BE EMOTIONALLY MATURE?

A. A simple definition of "mature" is having completed natural growth. A mature woman will display
certain characteristics that are a joy to experience.

B. Another definition is: The art of living in peace with that which we cannot change, the courage to
change that which SHOULD be changed, and the wisdom to know the difference.
C. Summary of characteristics that describe an emotionally mature woman:

Composed.
Reserved.

Purposeful.

Has sense of values.

Goals defined.
Able to cope with crises.

Cultured and refined.

Able to control anger and settle differences.

Patient.

Determined.
Capable of facing unpleasantness and frustration.

Humble.

Joyful and happy.

Compassionate

D. How to attain emotional maturity.

In all relationships, think of your emotional reactions and how you will affect other people.
This behavior must be learned and developed. It is a change of attitude from a state of taking to a
state of giving and sharing. It comes through godly knowledge, creative thinking, right decisions and
strong self-discipline. Emotional maturity does not crucify or anesthetize emo-tions it guides and
controls them with right knowledge and true wisdom.

E. Plan now to grow in emotional maturity.

Determine the weak areas you need to overcome. Set goals and guidelines. Establish
checkpoints for reevaluation along the way. Don't be discouraged if you occasionally slip and make
mistakes concentrate on the things you do right, and the many times you succeeded in mastering a
situation. This will help you to gain confidence, pick up momentum, and eventu-ally reach the
fulfillment of your goals.

1.4) CHARACTERISTICS OF EMOTIONAL IMMATURITY.

Being moody and depressed too much of the time.
Crying, pouting, losing temper and screaming over trivial matters.
 Being late for appointments or allowing pleasures to get in the way of school assignments or
other responsibilities.

Staying up too late at night when you should be getting your rest then sleeping in too late
for classes or work.

Staying in bed and calling in sick when you feel a little tired or down, rather than disciplining
yourself and putting your responsibilities first.

Getting mad if you aren't the center of attention and the most popular girl around. Or, getting
irritated and insolent when you don't get your way.

Being demanding of other people and feeling that they should cater to your desires and needs
first.

Buying on impulse failing to consider the price, or whether you have the resources.

Failing to say "NO" to yourself giving in to your desires and wants without restraint
disregarding the consequences.

Failing to reason out a situation or problem from beginning to end before making a decision
acting first and thinking later.

Being easily influenced by others, instead of using your mind and making your own
decisions.

Daydreaming wasting your time in a world of fantasy and make believe instead of
thinking constructively.

Reacting emotionally and falling apart in an emergency. Failing to collect your wits and act
with a clearthinking head after the initial blow has passed.
 Finding fault with everything and everybody, instead of trying to get along with people. In
other words, being generally negative and critical toward life.

Using the excuse that since you're a woman and therefore more emotional (especially at
certain times of the month), you don't have to keep your emotions in tow.
Failing to take the blame or being too stubborn to admit it when you are wrong.

Feeling inadequate and easily discouraged particularly when associating with peers who
are self-assured, multitalented and successful.

Other general manifestations

1.5) CAUSES OF NEGATIVE RESPONSES OR EMOTIONAL IMMATURITY

A. There are basically three factors that contribute to emotional immaturity.
Conditioning.
This involves how you were treated as a little girl, as well as what was expected of
you. If you were treated as a fragile, timid doll, rather than as a child, and that kind of
behavior was reinforced with approval, either verbal or nonverbal, you probably carried this
pattern into adulthood. As a female, you undoubtedly were expected to cry easily, pout, think
superficially and selfishly. You also learned to tell "white lies'' to manipulate your parents,
and men. This background probably contributed to your present make-up as an adult.
Modeling.
Children are imitators. Adults are your mirror, especially your parents or parent-
figures. So whatever the model of the person you identified with as a child your mother,
schoolteacher, Hollywood star, etc., you will in some way become like that person.
Cognitive Development.
This is the process by which you determined that certain behavior was or was not to
your advantage. Crying, sulking or throwing tantrums to get your own way, became a lifelong
manipulative device. It's called "water power" or "the silent treatment." These are negative
techniques immature women have learned to use to get their desired results
B. What you as a potential parent can do to teach your children emotional maturity and self-control.

Teach your children at a very early age that they can't have their own way by pouting, crying
or displaying other selfish emotional outbursts.
Children starting out young will try temper tantrums to get what they want.

Don't allow them to be selfish.

o Teach them they can't always be first or have their way. Help them learn to give in at
times and let others have a chance.

Teach your child self-restraint.

o To allow a child to uncontrollably vent his anger instills in him an attitude of self-will
which leads to overt rebellion and hostility later in life.

Teach your child to handle his emotions.

o Example from the parent can do a lot here. Emotions by themselves are not wrong; we
all feel anger, hurt, love, lust, etc. What is wrong is failing to control them. You want a
child who can express his/her emotions, but you don't want a child who can't control
his life.

For example:
o The child who is angry when a friend wants one of his toys. Normally a child will
strike out, hit, scream, bite or use violence to get his toy back. The child who is not
taught from the beginning to control these emotions will very possibly become the
adult who uses a knife or gun out of anger to get what he wants. The child who is self-
ish, who grows up thinking the world owes him a living, becomes the adult who will
rob a bank. He is unwilling to work for what he gets, but feels he deserves the money
and takes what he wants.

Teach your children how to work.

o Don't wait on them hand and foot. Often parents will do this unthinkingly. Out of love
they place their children on a pedestal from which they never come down. Thus, the
 children are unrealistic about life and expect the outside world to treat them as their
parents have.

Teach your child responsibility.

o Give him or her jobs to do. Encourage your child to finish what he starts. Be sure he
carries through with his work at home or school, and other projects such as music
lessons, etc.
Allow your child to do the job himself.
o Sometimes it is easier for Mom to do the job, rather than take the time to teach the
child how to do it. It requires much time and patience for a child to learn; he is slower
and often messier. But if he doesn't try, he won't learn.

Let your child start making decisions.

o You as a parent must guide the decisions he or she makes, but you need to help him
build up his confidence in his ability to think for himself. After all, the time will come
when he will be on his own with nobody to make his decisions for him. Often a
person who is immature has never had an opportunity to think for himself. A young
woman reared in this type of atmosphere will rely too heavily on her husband to make
all her decisions, just as she leaned on her parents before. During courtship this may
make a man feel good knowing his girl "needs" him. But after marriage when he is
burdened down with every little decision and cannot rely on his wife to handle the
things that come up every day, he will find she is not really a "help meet."
1.6) STATEMENT OF THE PEOBLEM
Suicide is a type of deliberate self harm and is defined as human act of self-intentioned and
self-inflicted cessation, it ends with fatal outcome. Suicide is leading cause of death among 10-19 yrs
in developed countries and accounts for more deaths than all.

Suicide is the 3 leading cause of death among those aged 15-44yrs in some countries, and the
2nd leading cause of death in the 10-24 yrs age group. These figures do not include suicide attempts
which are up to 20 times more frequent than completed suicide. World wide, suicide is estimated to
represent 1.8% of the total burden of disease in 1998, and 2.4% in countries with market and former
socialist economies in 2020. Out of every 3 cases of suicide reported every 15 mints in India, is
committed by a youth in the age group of 15-29. In 2001 the teen suicide rate among youth aged 15-
19 was 7.9/1 lakhs. Complete suicide is uncommon in child hood and early adolescence but peaks
during ages 15-19 yrs.

Suicide rates on decline in Kerala-it has registered a dip in the number of people committing
suicide even as the growing suicidal tendency among adolescents continues to be a cause of worry.
Suicide is an important public health problem in many countries and is a leading cause of death
among teenagers and young adults. The prevalence of suicidal risk is found to be quite high and is
matter that should evoke public health concern.

Adolescents represent about 1/5th of Indian population. Being a teenager has never been
easy. But in the new millennium, amidst unprecedented prosperity, growing up seems to have
become more trying than ever for Indian teens. While self-inflicted deaths among adolescents in the
West are leveling off, India is topping the world in teen suicides. If drugs, alcohol and firearms are
the favorite routes to self-destruction in the West, its exam stress and inability to cope with
disappointments here. Every 90 minutes a teenager tries to commit suicide in India. Many of these
attempts are half-hearted cries for attention, help and love. But every six hours, one succeeds.

The above said incidents and studies shown the high incidence of suicide occurrence among
adolescents and risk factors of suicidal behavior. Altogether inspires and influences the researcher to
take up the present study to find out the attitude of adolescents towards suicide and factors related to
suicidal behavior among adolescence so that it will help future researchers to develop strategies
regarding preventive aspects of suicide.

1.7) SIGNIFICANCE OF THE STUDY

People who have suicidal thoughts are often so overwhelmed by feelings of sadness and
hopelessness that they think they have no other option. While it can be hard to know how someone is
feeling on the inside, there are various behaviors that can indicate suicidal tendencies. Its important
to recognize these warning signs so you can help a family member or a friend who may be
experiencing suicidal thoughts. Taking action and getting someone the help they need may help
prevent a tragic suicide attempt or death.

The suicide rate among young teens and young adults has increased by more than 300% in
the last three decades. Social changes that might be related to the rise in adolescent suicide include
an increased incidence of childhood depression and decreased family stability. Some researchers
argue that economic and political institutions have penetrated the family unit, reducing it to a
consumer unit no longer able to function as a support system, and no longer able to supply family
members with a sense of stability and rootedness. Awareness of the existing state of the world, now
threatened by sophisticated methods of destruction, can cause depression which contributes to the
adolescent's sense of frustration, helplessness, and hopelessness. Faced with these feelings and
lacking coping mechanisms, adolescents can become overwhelmed and turn to escapist measures
such as drugs, withdrawal, and ultimately suicide.
The rising rate has also been explained as a reaction to the stress inherent in adolescence
compounded by increasing stress in the environment. Adolescence is a time when ordinary levels of
stress are heightened by physical, psychological, emotional, and social changes. Adolescents suffer a
feeling of loss for the childhood they must leave behind, and undergo an arduous period of
adjustment to their new adult identity. Yet society alienates adolescents from their new identity by
not allowing them the rights and responsibilities of adulthood. They are no longer children, but they
are not accorded the adult privileges of expressing their sexuality or holding a place in the work
force. Our achievement-oriented, highly competitive society puts pressure on the teens to succeed,
often forcing them to set unrealistically high personal expectations. There is increased pressure to
stay in school, where success is narrowly defined and difficult to achieve. In an affluent society
which emphasizes immediate rewards, adolescents are not taught to be tolerant of frustration.

1.8) OBJECTIVES OF THE STUDY

1.8.1) GENERAL OBJECTIVES
To assess the attitude towards suicide among adolescents
To identify the factors influencing suicidal behavior among adolescents.
To identify the correlation between the attitude and factors influencing suicidal behavior
among adolescents
To determine the association between attitude, factors influencing suicidal behavior & socio
demographic variables

1.8.2) SPECIFIC OBJECTIVES

To test the properties of the instrument in a sample of adolescents in Tirunelveli district
To get some basic information from focus group discussions to understand how
suicidal behavior is perceived by adolescents in Tirunelveli district
1.9) HYPOTHESIS
H1) There is a significant correlation between the factors influencing suicidal behavior and attitude
towards suicide among adolescents.
H2) There is a significant association between attitude and factors influencing suicidal behavior and
socio demographic variables.
1.10) METHOD ADOPTED IN THE PRESENT STUDY
Survey method will be used for the present study. Survey is a procedure in which data were
systematically collected from a population through some direct solicitations such as face-to-face
interview, questionnaire or schedule, observation etc.
1.11) POPULATION FOR THE STUDY
The population for the present study consisted of higher secondary school students in
Tirunelveli district.
1.12) SAMPLE FOR THE STUDY
The sample for the present study will be three hundred higher secondary students in
Tirunelveli District.
1.13) TOOL USED
Excel data sheet.
Structured questionnaire
1.14) STATISTICAL TECHNIQUES USED
The following statistical techniques will be used in this study.
Percentage analysis
Weighted rank analysis
Chi-square analysis
1.15) LIMITATIONS
Limitations are those conditions that are beyond the control of the investigator that may
place restrictions.
This study is limited to Schools located only in Tirunelveli district.
The present study is limited to higher secondary students in Tirunelveli district.