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Slide1:
SuicideSupportandPrevention
KatieChilton
November11,2013
SalemCollege
AnneSourbeerMorris,Ed.D.

Slide2:Introduction

Weliveinasocietythatisoftencruelandforcesourchildrenandadolescentstoface
painandburdensthatareoftenunimaginable.Fromabuse,mentalhealth,poverty,nutrition,
stress,bullying,andmanymorereasons.itisnowondersomanystudentsfacesuicide.Inpast
generations,youthhadalowerdeathrate,andnoonehadtoworryabouttheworstpossiblefate
deathbysuicide.Inthelastfewdecades,therateofyouthsuicidehasincreaseddramatically
andhasnowreachedepidemicproportions(Lester,1997,pg.100).IntheUnitedStates,suicide
isthethirdleadingcauseofdeathforpeopleages1519(Lester,1997).Thisstatisticis
heartbreakingandeyeopening.Whilespecialeffortshaveandarebeingmadetohelpprevent
suchtragedythereisstillmoretobedone.

Sincesuicideinyouthhasbecomeaprominentoccurrenceitishelpfultolookatsuicide
supportandprevention.Moreimportantly,istolookatsuicidesupportandpreventionin
schools.AsMs.Portnervibrantlyputsit,Allschoolconductfiredrills,manyhavedetailed
plansforcopingwithfloods,hurricanes,orearthquakes.Today,wepracticechancesthatan
armedintruderwillgoonashootingrampage.Butmostschoolsareunpreparedtodealwitha
farmorecommonthreattotheirstudents:suicide.Suicideisthethirdleadingcauseofdeathin
theUnitedStatesfor1019yearolds,yetonly1in10schoolshasaplantopreventit(Portner,
2000,pg.178).

Slide3:UnderstandingWhySuicidePreventionissoImportant

Schoolsthatareabletoimplementasuicidepreventionprogramandplanwouldbetter
enablechildrentogrowtowardsmasteryandapositiveviewoftheselfandtheworld.Through
asuicidepreventionstudentswouldlearnpowerfultoolssuchascopingwithstress,curriculum
wouldplacemoreemphasisoncooperation,mistakeswouldberegardedasopportunitiesfornew
learning,extracurricularactivitieswouldbeofferedforalternativestosocialisolation,itwould
improvesocietythroughcommunityinvolvement,andmostvitalchildrenwouldlearnthe
miracleoflife(Capuzzi,Golden,1988,pg.19).

Ifsuicidepreventionweretobeputinelementarythroughhighschoollevelsitcould
makeastoundingdifferencesasmentionedabove.Schoolcounselorscanstartoutsmallwith
youngerchildrensuchasworkingwithfirstandsecondgraderslearninglowselfesteem,orhigh

schoolersinformationonsignsofsuicide(Capuzzi,Golden,1988,pg.19).Suicidepreventionis
soimportantbecauseitcontributestooursocietiesfuture.Wedonotwantstatisticstobeonthe
riseaboutyoungerchildrentakingtheirownlives,wedonotwanttheteenagegirltofeelshehas
nowayout,wedonotwantparentstofeeltheyhadnowarningsigns,wedonotwant
communitiesinshambles.Whenwebegintounderstandtheimportanceandnecessityofsuicide
preventionprogramsinschoolsthenwebegintoseehopeforourfuture.

Slide4:Statistics

Thefollowingareastonishingstatisticsaboutyouthsuicideandwhypreventioninschools
shouldbecarriedout.Thesestatisticsareshockingandextremelyinformational.

Thefollowingdataarefor2009,foryouthaged10to24:
NUMBEROFSUICIDES:4,630diedbysuicide
ALEADINGCAUSEOFDEATH:Suicidewasthethirdleadingcauseofdeathfor10
to24yearolds.
SUICIDERATES:Ratesofsuicidearehighestforolderyouth.Foryouthaged20to24,
12.5per100,000youthdiedbysuicide.Foryouthaged15to19,7.8per100,000died,
whileforyouthaged10to14,1.3per100,000died.
GENDER:Maleyouthdiebysuicideoverfourtimesmorefrequentlythanfemaleyouth.
RACE:NativeAmerican/AlaskaNativeyouthhavethehighestratewith17.4suicides
per100,000.Whiteyoutharenexthighestwith7.5deathsper100,000.
METHODS:Themajorityofyouthwhodiedbysuicideusedfirearms(45percent).
Suffocationwasthesecondmostcommonlyusedmethod(40percent).(Centersfor
DiseaseControlandPrevention,NationalCenterforInjuryPreventionandControl).

ThenationalYouthRiskBehaviorSurveyfoundthatamonghighschoolstudents:
6.3percentselfreportedhavingattemptedsuicideoneormoretimesintheprevious12
months.Attemptswerereportedmorefrequentlybyfemalestudents(8.1percentvs.4.6
percentformales)andHispanicfemalesreportedattemptsmorethanotherracialand
ethnicgroups(11.1percent).
1.9percentreportedhavingmadeasuicideattemptintheprevious12monthsthat
resultedinaninjury,poisoning,oroverdosethathadtobetreatedbyadoctorornurse.
10.9percentreportedhavingmadeaplanforasuicideattemptintheprevious12months.
13.8percentreportedhavingseriouslyconsideredattemptingsuicideintheprevious12
months.(CentersforDiseaseControlandPrevention.
YouthRiskBehaviorSurveillance
UnitedStates,2009).

Slide5:TheRoleoftheSchoolCounselorandResponsetoSuicide

Asaschoolcounselortherearemanyimplicationsandjobroles.Withresponsetosuicide
schoolcounselorshaveanimportantroletoplay.Throughcounselingandsuicideprevention
programsschoolcounselorsaretobeobservantofstudentsbehavior,actwhenthestudentmay
beatrisk,providesupportandresources,anddeterminethenextstepfortreatment.

Asaschoolmentalhealthprovider,youhaveanimportantroletoplay.Youareinakeyposition
to:
Observestudentsbehaviorandactwhenyoususpectthatastudentmaybeatriskof
selfharm
Provideneededexpertise,support,andinformationtoteachers,otherschoolstaff,students,
andparentswhomaynoticethatoneoftheirstudents,peers,orchildrenishaving
difficultiesbutmaynotknowwhattodoaboutit
Determinethenextstepstotakeregardingastudentssafetyandtreatment.
(http://www.sprc.org/sites/sprc.org/files/SchoolMentalHealth.pdf)

Slide6&7:IdentifyStudentsWhoMaybeatRisk

Professionalswhoworkwithstudentsandadolescentsshouldbefamiliarwiththemany
indicationsandsignsofsuicide.Thefollowingshowriskfactors,behaviorchanges,andverbal
cuesthatarewarningsignsforidentifyingstudentswhomaybeatrisk.Theseriskfactorsare
importanttoknowabout,share,andeducateothersabout.

Researchershaveidentifiedalargenumberofriskfactorsforsuicide.Themostsignificantones
are:
Priorsuicideattempt(s)
Substanceabuse
Mooddisorders
Accesstolethalmeans
Otherriskfactorsincludethefollowingcircumstancesandproblems:
Recentdeathofafriend,especiallyifbysuicide
Recentdeathoforseparationfromafamilymember
Engaginginselfharm
Problemsinschool(academicand/ordiscipline)
Relationshipproblemsorbreakups
Bullyingorotherformsofviolence
Discriminationbasedonsexualorientationorgendernonconformity

Familyproblemsorabuse,currentorinthepast
Legalissues
Seriousillnessorinjury
Otherstressfulevents
(http://www.sprc.org/sites/sprc.org/files/SchoolMentalHealth.pdf)

ChangesinBehaviorIngeneral,anydecidedchangeinbehaviorshouldbenoted.Asudden
dropingrades,difficultywithconcentration,alossofinterestinhobbies,changesinsleeping
andeatinghabits,experimentationwithmarijuana,runningaway,andsexualpromiscuitycanall
bewarningsigns(Capuzzi,Golden,1988).

VerbalCues:Icantgoon
IwishIwasdead
ImnotthepersonIusedtobe
theresonlyonewayout
Youwontbeseeingmearoundanymore
Lifehasnomeaninganymore
Imtiredofliving
HeretaketheseIwontbeneedingitanymore

ThemesorPreoccupationsinThinking
Wantingtoescapefromthesituationwhichseemsintolerable

Wantingtojoinafriendorfamilymemberwhoisdead
Wantingtotalcommitmenttoarelationshiporgoal
Wantingtobepunished
Wanttoavoidbeingpunished
Wantingrevenge
Wantingtocontrolwhendeathwilloccur.
Wantingtoendunresolvableconflict
Wantingtobecomeamartyrforacause(Capuzzi,Golden,1988).

Slide8:RespondingtoStudentsatRisk

Whenrespondingtoastudentatriskitisimportanttotaketherightsteps.Inacrisisresponse
situationthefollowingstepsarehelpfulforschoolcounselorstotake.Itishelpfultoknowabout
thesestepsandhavethemavailableaheadoftimeinordertobepreparedforwhenacrisisdoes
happenandastudentisatrisk.

Takethefollowingstepsrightaway:
1.Talkwiththestudent.Listenwithoutjudgingandshowyoucare.
2.Assessthestudentforriskofsuicideandotherformsofselfinjury.
3.Takeawayanypotentialmethodofharm,suchasaknifeorpills.
4.Donotleavethestudentalone(noteveninarestroom)untilaplanfornextstepshasbeen
made.
5.Collaboratewiththeschooladministrationandanyotheravailablebehavioralhealthstaff
inmakingdecisionsaboutnextsteps.
6.Notifyandinvolvetheparents/legalguardians.Theymustalwaysbenotifiedwhenthere
appearstobeanyriskthatastudentmayharmhimselforherself,unlessdoingsowould
placethechildinadangeroussituation.Itisimportanttobesensitivetothefamilys
culture,includingattitudestowardssuicide,mentalhealth,privacy,andhelpseeking.
7.Provideparentswithanyneededreferralstomentalhealthresources.
8.Documentallactionstoensurecommunicationamongschoolstaff,parents,andservice
providersandtomakesurethestudentgetsneededservices.
9.Followupwiththeparentstodeterminehowbesttoprovidethestudentwithsupportafter
thecrisis.
(AdaptedfromLosAngelesUnifiedSchoolDistrict,2010,andSAMHSA,2012)

Slide9:StudentsTalkofSuicide

Suicidalideationalsoknownasthoughtsonsuicideabouthowtokilloneself.These
thoughtscanrangeanywherefromadetailedplantoconsiderations.Beingaschoolcounselor
meansthatonewillmostlikelyrunintosuicideandsuicidalideation.Ethicalstandardsprovide
guidelinesregardingprotectingstudentsandothersfrompotentiallydangeroussituations,butit
isultimatelythecounselorsresponsibilitytonegotiatetherightsandprivilegesofstudentsand
parentswithregardtoissuesofdutytocare(schoolcounselor.org).TheASCAethicalstandards
aswellasschooldistricts,policies,stateandfederallevelsallhaveproceduresthatcontributeto
crisissituations.Itisvitalforschoolcounselorswhenfacedwithacrisissuchassuicideto
consultwithotherstohavethenetworkofprofessionalswithwhomonecanconfidentially
consultwith(schoolcounselor.org).

Beingaschoolcounseloroneofthehardestpartsaboutconfidentialityistherelationship
andrightsofparentsandstudents.Inordertomaintainaneffectiverelationshipwithboth
parentsandstudents,itisethicallyimportanttoclarifywhattheboundariesofconfidentiality
areandhowdisclosuremightoccurifdeemednecessary(Williams,2007).Forclearguidelines
andinformationaboutschoolcounselingconfidentialityithelpstobeclearfromthevery
beginning.Somewaystodistributeawarenessaboutinformedconsentcanbeprintedinstudent
handbooks,schoolcounselingbrochures,classroomguidance,meetings,parentnights,etc

(Williams,2007).

Slide10:BeingPrepared

Thesuicideofateacher,student,orwellknowncommunitymember,orevencelebritycanresult
inincreasedriskofsuicideforyoungpeople.Anessentialpartofanycrisisistobeprepared.
Beingpreparedinvolveshavingasuicidepreventionplaninplace,andappropriatelyresponding
tostudentsatrisk(www.sprc.org).Also,havingapostventionresponseinplaceisalsoessential.
Examplesofpostventioncrisisresponseinclude:

Griefcounselingforstudentsandstaff
Identificationofstudentswhomaybeputatriskbyatraumaticincident
Supportforstudentsatrisk
Supportforfamilies
Communicationwiththemediatoreducethepossibilityofunsafenewscoveragethat
couldleadtoadditionalsuicidesoremotionaltrauma
Checkinswithstudentsatriskatlatertimesintheyear,e.g.,withinamonthorthe
anniversaryofthedeath(
www.sprc.org
).

Slide11:CrisisResponse

Whenitcomestocrisisthebestsolutionisthehaveacrisisresponseplaninplacebeforethe
crisistakesplace.Therearemanyschoolcrisisthatcantakeplacesuchasanysortoftraumas
tostudents,deaths,illness,disasters,actsofviolence,etc.Whentheschoolandstaffare
providedwithacrisisoutlinetheyarebetterabletorespondtoastudentwhomaybesuffering
fromacrisisintheirlives.Whenacounseloriscalledtohelpanadolescentinasuicidalcrisis
thereareanumberofstepstofollowinordertoascertaintheleveloflethalityandreducethe
risk.

1.
Thecounselorshouldbeagoodlistener
Listeninginvolvesfullyfocusingonwhatthe
otherpersonisattemptingtocommunicate(Chang,Scott,Decker,2013,pg.108).When
peoplethinkoflisteningtheyoftenforgetthatitisnotjusthearingsomeone,butalso
understandingwhattheotherpersonistryingtosayormean.Feelinggenuinelylistenedto
helpstheclientdevelopasenseoftrust,bemoreinclinedtowardselfreflection,andexperience
respectandcaringforthepractitioner(Chang,Scott,Decker,2013,pg.108).Counselorsmust
beabletolistenfullyandbegintonoticetheclientscommunicationstyle(2013).Aboveallitis
importantforcounselorstoallowclientstofullyexpresstheirthoughtsandfeelingsandthisis
donebyfullylistening.
Howeverthecircumstances,concerns,andfeelings,theyarerealityforthisclient.Counselors
mustbeabletohearhowtheclientperceiveshis/herworldhoweverdistortedthatperception
mightseem(Capuzzi,Golden,1988,pg.21).

2.
Besupportive
Beingsupportiveisbeingabletobeattentiveandshowempathytheclient
needs.Beingsupportivemeansthatthecounselorcommunicatesunderstanding,reinforcesthe
clientforseekingassistance,andoutlinescounselingoptionsforthenearfuture(Capuzzi,
Golden,1988,pg.21).Attendingisdefinedasbeingcompletelyfocusedontheclient(Chang,
Scott,Decker,2013,pg.107).Forexample,whendoingahobbysuchasquiltingonecangetso
caughtupincutting,measuring,stitching,andmatchingpatternsthattheyarenotthinkingabout
anythingelsebesidesquilting.Wemaythinkthatwegiveourfullattentiontopeople,butthatis
notthecase.

Empathyisseeingtheworldasthatpersonseesit,notasyouwouldseeitifyouwereinhisor
herplacefeelingthewaythatpersonfeelsaboutasituation,notasyouwouldfeelifyouwerein
thesamesituationunderstandingthemeaningthatpersonisgivingtoevents,andgraspingthe
assumptionsthatinfluencehisorherparticularworldview(Chang,Decker,Scott,2013,pg.
138).Thepractitionerworkstoexploreandadopttheclient'ssenseofhisorherexperience,
withouteverlosingtheinnersensethatheorsheisaseparatepersonfromtheclient.According
toCarlRogers(1957,p.99),tofeelempathyistosensetheclient'sprivateworldasifitwere
yourown,butwithouteverlosingtheasifqualityandtosensetheclient'sanger,fear,or
confusionwithoutgettingboundupinit.(DeJong,Berg,2013,pg.43).Attheheartofthe
counselorclientrelationshipshouldbeempathy.Throughempathythecounselorcanconnect
withtheclientandbetterunderstandwheretheclientiscomingfrom.Whenthecounseloruses
empatheticunderstandingtheyarevalidatingtheclientsexperience(2013).

3.
AssessLethality
Therearemanydifferentquestionsandformatsforschoolcounselorsand
schoolstofollow,ortoproducethemselvesthatshouldbeaskedinordertodeterminethedegree
ofriskforthestudent.Itisimportanttonotethattheschoolcounselorshouldneverdothe
assessmentalone.

4.
MakeaDecisionaboutintervention
:Iftheriskfactororlethalityishigh,thecounselor
mustdevelopacrisismanagementplanwhichwillbefolloweduntilthecrisissubsidesandlong
termcounselingcanbeinitiated.Iftheclientisacutelysuicidal,hospitalizationorsuicidewatch
isnecessary.Undernocircumstancesshouldtheadolescentincrisisleavethecounselorsoffice
untilarrangementshavebeenmadetomonitortheclient.Contactingfriends,family,andso
forthbreaksconfidentialitybut,inthiscase,doesnotviolateanycodeofethics.Thesesteps
mustbetakentosavetheclient'slife(Capuzzi,Golden,1988,pg.23).

Slide12:SchoolWideSuicidePrevention

Anumberofstepsmustbetakentofacilitateasuccessfulschoolcommunitypreventionplan.It
isimportanttotalkthroughtheplanwithadministrators,faculty/staffinservice,preparationof
crisisteams,providingforindividualandgroupcounselingoptions,parenteducation,and
classroompresentationsarenecessarytofulfillethicalobligationsandtodelineateroles.Based
onsuicidalawarenessandpreventionprogramsthefollowingshouldbeconsideredtohelpsetup
aschoolwideprogram.

1.Aproactiveapproachtosuicidepreventionshouldbeconsidered.Aproactiveapproach,
beforeaproblemexists,providesaclimatethatenhancesthroughprogramdevelopmentand
implementationofcomprehensivepreventionprograms.
2.Effectivesuicidepreventionprogramsinvolveabroadbaseofcommunityinvolvementand
support.
3.Aschoolshouldhaveacrisisresourceteamtohelpstudents,staff,andcommunitydealwith
crisissituation.Theteam,oftencomposedofapsychologist,nurse,socialworker,teacher,
administrator,counselor,andstudentberesponsiblefordealingwiththeimpactofacrisisinthe
schoolsettingandforbeingofhelptothestudentorfamilyincrisis.
4.Manyschoolshaveapproachedsuicidepreventionbyincludinginformationonsuicidein
schoolcurriculumsEducationiskeytosuicideprevention.Ifjustoneadolescentishelped
becauseaneducatoridentifiedhim/herasbeingatriskifjustonesuicideattemptcanbeavoided
becauseparentshavepickeduponcluesifjustoneslifecanbesavebecauseafriendhas
learnedhowtohelpabeginningwillhavebeenmade(Shneidman,Swenson,1964).

Slide13:BestPracticesinYouthSuicidePrevention

Throughmyresearch,oneofthemostprominentsuicidepreventionprogramsavailable
istheSOSSignsofSuicidePreventionProgram.IhadheardlittleaboutthisprogramandsoI
lookedfurtherintowhatithadtoofferandalsoattendedawebinaronitsuse,effectiveness,and
outcomes.Thewebinarwasanhourlonganddiscusseddifferentschoolsalloverthecountry
whouseSOSSuicidePreventionProgram.Theguestspeakerswereschoolcounselorswhouse
theprogramandtalkedabouttheiroutcomesandalsothebenefitsoftheprogram.Itwasneatto
hearabouttheprogram,suicidepreventioninschools,andhowitworkedatdifferenttypesof
schools.AsafutureschoolcounselorIfeelthatthiswouldbethebestpracticeforsuicide
prevention.
TheSOSSignsofSuicidePreventionprogramistheonlyschoolbasedsuicide
preventionprogramlistedonSAMSHAsNationalRegistryofEvidencebasedProgramsand
Practicesthataddressessuicideriskanddepression,whilereducingsuicideattempts.Ina
randomizedcontrolledstudy,theSOSprogramshowedareductioninselfreportedsuicide
attemptsby40%(mentalhealthscreening.org).TheSOSprogramhasbeenusedbythousandsof
schoolsnationwidesince2000.Ithasprovensuccessfulatincreasinghelpseekingbystudents
concernedaboutthemselvesorafriend.
Forcounselors,educators,administratorsandconcernedparents,thegoalsofthe
programaretodecreasesuicide,suicideattempts,andselfinjurythroughawarenessand
knowledgeofthesignsofdepression,selfinjuryandsuicidalityinyouth,andtoprovide
informationaboutavailablereferralresources.Bytreatingmentalillnesslikeanyotherphysical
illness,theprogramhelpsfightstigmasurroundingdepressionandsuicide.TheSOSProgramis
designedtoincorporatediscussionofmentalhealthissuesintoexistinghealthandwellness
curriculum.Theprogramalsoincreasesselfefficacyandaccesstomentalhealthservicesfor

atriskyouthandtheirfamiliesbygettingschoolstopartnerwithcommunitybased
organizationsthatshareamissiontoreduceyouthsuicide(mentalhealthscreening.org).
TheSOSSuicidePreventionProgramhasahighschool,middleschool,andnewlyaddedbooster
program....
SOSHighSchoolProgram

SOSMiddleSchoolProgram

SOSBoosterProgram

TheSOSSignsofSuicide
High
SchoolProgramincorporatespeer
interventionaspartofits
implementationstrategy.Research
indicatesthatadolescentsaremore
likelytoturntopeersthanadults
whenfacingasuicidalcrisis.By
trainingstudentstorecognizethe
signsofdepression,selfinjury,and
suicidalityandempoweringthemto
intervenewhenconfrontedwitha
friendwhoisexhibitingthese
symptoms,SOScapitalizesonan
importantsocial/emotionalaspectof
thisdevelopmentalperiod.

TheSOSProgramteachesstudents
thatdepressionisatreatableillness.
Throughtheuseofaneducational
DVDanddiscussionguide,students
aretaughtthatsuicideisnota
normalresponsetostress,butrather
apreventabletragedythatoften
occursasaresultofuntreated
depression.Studentsaregiven
specificactionsteps,encouragedto
engageinadiscussionaboutthese
issueswiththeirparentsaswellas
utilizethepeertopeerhelpseeking

modelknownas
ACT

(AcknowledgeCareTell)
.(mentalh
ealthscreening.org).

TheSOSSignsofSuicide
Middle
SchoolProgramwascreatedto
assistinpreventioneffortsandto
addresstheproblemsofyouth
depression,suicide,andselfinjury
simultaneouslyandage
appropriately.Theprogramusesa
universalapproachtoassistin
identificationofatriskyouth.
Similartothehighschoolprogram,
theSOSMiddleSchoolProgram
teachesstudentsthatdepressionisa
treatableillness.Throughtheuseof
aneducationalDVDanddiscussion
guide,studentsaretaughtthat
suicideisnotanormalresponseto
stress,butratherapreventable
tragedythatoftenoccursasaresult
ofuntreateddepression.Studentsare
givenspecificactionsteps,
encouragedtoengageina
discussionabouttheseissueswith
theirparentsaswellasutilizethe
peertopeerhelpseekingmodel

knownasACT

(AcknowledgeCareTell).
(mentalhealthscreening.org).

TheSOSSignsofSuicide
Booste
r
Program
isa"refre
shercourse"f
or
stude
ntspreparingforlifebeyond
highschool,teachingthemhowto
identifyandrespondtoserious
depressionandpotentialsuicidality
inthemselvesorafriend.TheSOS
BoosterProgram"graduates"the

ACT
acronymtobemorerelevant
forindividualsapproaching
adulthood,replacingtheTellin
ACT:Acknowledge,Care,Tellwith
TreatmentSeektreatmentfor
yourselforafriend.Lastly,the
programfamiliarizesstudentswith
collegeandcommunitybased
mentalhealthservices.
(mentalhealthscreening.org).

Slide14:CounselingInterventions
Whilesuicideisacrisisitisstillimportantfortheclienttoengageincounselinganda
copingdialogue.SolutionFocusedtherapyishelpfulandallowsustostillcounselwiththe
clientandlookforsolutions.Clientsincrisisarenodifferentthanotherclients.Itisimportant
torememberthatclientsincrisiscanusesolutiontherapytobuildsolutionsjustlikeotherclients
whohavenotrecentlybeenexposedtotraumaintheirlives(DeJong,Berg,2013).InSFBTthe

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counselorlooksforwaystohelptheclientreachtheirgoals.SFBTisnottryingtounderstand
people'sproblems,provideexplanations,orsolveproblems,butratherworktowardssolutions
andgoals.Itmakessensetothinkofitintermsoffindingwaystoreachgoalsinspiteofour
problems(Rochlen,pg.261,2007).Intherapythecounselortriestounderstandthelifeofthe
clientsfromtheirexperiences.Itisimportantfortheclientstotakechargeandidentifychanges
andsolutionsthatwillbemeaningfultothemandonlythem.SFBTisverybehavioralbasedand
focusesnotongrandchangesbutsmallchangestowardsonesgoals(2007).
Themain
differencebetweencrisiscounselingistonotfocussomuchongoalformulationbutto
implementcopingquestions,andthenstarttoturntowardsgoalformulation.

Thesolutionfocusedtherapyobviouslyhelpsshowclientsthattheyarerespected,that
theirgoalsarevalued,andthateventheirexceptionsaremeantforexploring.Withallofthese
skillsthatsolutionfocusedtherapypossessesitisimportanttoformulatefeedbackforclients.
Sincesolutionsarebuiltandmanagedbytheclientsfeedbackisusedtoorganizeandhighlight
informationthatwouldmostlikelybemostusefulfortheclient(2013).

Slide15:Conclusion:

Asnoticedthroughouttheinformationpresentedastudentwhoisthinking,talking,oracting
suicidalisreachingoutforhelp.Thisiswhyschoolsmustplan,plan,plantocopewiththe
increasingproblemofsuicideinourcommunities.Wemustaffirmtheselfworthofevery
adolescentchildbybeingsensitivetohis/herdevelopingindividuality.Wemustjoinwithour
youngpeopleincreatingaworldthatisworthlivingfor(Capuzzi,Golden,1988,pg.27).
Schoolcounselorsmustbeabletorespondtosuicideinaconstructive,safe,andinformativeway
becauseourfuturereliesonprofessionalsbeingabletodealwithcomplexlifeordeathissues.

Slide1617:References:

Capuzzi,D.Golden,L.(1988).PreventingAdolescentSuicide.AcceleratedDevelopmentInc.
Muncie:Indiana.

CentersforDiseaseControlandPrevention(CDC).(2010).
Webbasedinjurystatisticsquery
andreportingsystem(WISQARS).
Retrievedfrom
http://www.cdc.gov/injury/wisqars/fatal.html

11

CentersforDiseaseControlandPrevention(CDC).(2012).Youthriskbehaviorsurveillance
UnitedStates,2011.
SurveillanceSummaries.MMWR,61
(4).Retriev
edfrom
http://www.cdc.gov/mmwr/pdf/ss/ss6104.pdf
Chang,V.N.,Scott,S.T.,&Decker,C.L.(2013).
Developinghelpingskills:Astepbystep
nd
approachtocompetency
(2
ed.).Belmont,CA:Brooks/Cole,Cengage

Learning.

th
DeJong,P.,&Berg,I.K.(2013).
Interviewingforsolutions
(4
ed.).Belmont,CA:

Brooks/Cole,CengageLearning.

Lester,D.(1997).MakingSenseofSuicide.TheCharlesPress,Publishers,Inc.:Philadelphia,
PA.

LosAngelesUnifiedSchoolDistrict.(2010).
Interveningwithsuicidalyouth.
Retrievedfrom
http://preventsuicide.lacoe.edu/admin_staff/administrators/guidelines_suicide.php
MentalHealthScreening.(2010).YouthProgram:SOSSuicidePreventionPrograms.
Retrievedfrom:
http://www.mentalhealthscreening.org/programs/youthpreventionprograms/sos/

NationalSuicidePreventionLifeline.(n.d.).
Whatarethewarningsignsforsuicide?
Retriev
ed
fromhttp://www.suicidepreventionlifeline.org/Learn/WarningSigns

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Portner,J.(2002)Suicide:Manyschoolsfallshortonprevention.Educationweek.Retrieved
January20,200
2,from
http://www.edweek.org/ew/ew_printstory.cfm?slug=32solution.h19

Rochlen,A.B.(2007).
Applyingcounselingtheories:Anonline,casebasedapproach
.Upper
SaddleRiver,NJ:PearsonEducation,Inc.

SuicidePreventionResourceCenter.(2012).TheRoleofMentalHealthProvidersinPreventing
Suicide.Retrieved
from:http://www.sprc.org/sites/sprc.org/files/SchoolMentalHealth.pdf

Williams,R.(2007).ToTellorNottoTell:TheQuestionofInformedConsent.ASCASchool
Counselor.Retrieve
dfrom:
http://www.ascaschoolcounselor.org/article_content.asp?edition=91&section=140
&article=955

Slide18Resources

1.
http://reportingonsuicide.org

Suicideisapublichealthissue.Mediaandonlinecoverageof
suicideshouldbeinformedbyusingbestpractices.Somesuicidedeathsmaybenewsworthy.
However,thewaymediacoverssuicidecaninfluencebehaviornegativelybycontributingto
contagionorpositivelybyencouraginghelpseeking.

2.
http://www.sprc.org

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3.JaneMiller
PublicHealthProgramConsultant
DepartmentofHealthandHumanServices
1915MailServiceCenter
RaleighNC27699
Jane.Miller@dhhs.nc.gov
Phone:(919)7075430

4.
http://www.injuryfreenc.ncdhhs.gov/About/YouthSuicidePreventionPlan.pdf

5.
http://www.sprc.org/webform/aftersuicidetoolkitschools
Thistoolkitisdesignedtoassist
schoolsintheaftermathofasuicide(orotherdeath)intheschoolcommunity.Itismeantto
serveasapracticalresourceforschoolsfacingrealtimecrisestohelpthemdeterminewhatto
do,when,andhow.Thetoolkitreflectsconsensusrecommendationsdevelopedinconsultation
withadiversegroupofnationalexperts,includingschoolbasedpersonnel,clinicians,
researchers,andcrisisresponseprofessionals.Itincorporatesrelevantexistingmaterialand
researchfindingsaswellasreferences,templates,andlinkstoadditionalinformationand
assistance.

6.Describestheimpactofcutstofederalprogramsservingnativeyouthasaresultof
sequestration.Theseincludeviolenceandsubstanceabusepreventionprogramsaswellascuts
toeducation,mentalhealthservices,publicsafety,andjuvenilejustice.
Location
http://www.aspeninstitute.org/sites/default/files/content/upload/Sequestration%2...

7.Thisfactsheetisoneinaseriesthatsummarizesdataandresearchonsuicidalbehavioramong
particularracialandethnicpopulations.Itreportsonsuicidedeathssuicidalbehavior(attempts
andideation)suicideamongadultsandyouthstrengthsandprotectivefactorsandriskfactors
amongWhitepeoplelivingintheUnitedStates.
File
WhitesSheetOct72013.pdf

8.State/Tribal/AdolescentsatRiskSuicidePreventionGranteeTechnicalAssistanceMeeting.
December1214,2006,NorthBethesda,MD.Describesthepublichealthapproachto
understandingruralmentalhealthdeliverysystems.
http://www.sprc.org/sites/sprc.org/files/event_materials/DeFacto_gale.pdf
File
DeFacto_gale.pdf

14

9.TherevisedNationalStrategyisacalltoactionthatisintendedtoguidesuicideprevention
actionsintheUnitedStatesoverthenextdecade.TheNationalStrategyincludes13goalsand60
objectivesthathavebeenupdatedtoreflectadvancesinsuicidepreventionknowledge,research,
andpractice,aswellasbroaderchangesinsocietyandhealthcaredeliverythathavecreatednew
opportunitiesforsuicideprevention.Printcopiesmaybeorderedthroughthe
SubstanceAbuse
andMentalHealthServicesAdministration.
Location
http://actionallianceforsuicideprevention.org/nssp

10.Originallypublishedasanarticlein(2003),Suicide&LifeThreateningBehavior,
33(2):10110.Thefederalgovernment,largelythroughtheU.S.DepartmentofHealthand
HumanServices,sponsorsmanysciencebasedsuicidepreventioninitiatives.Thisarticledetails
thepreventionrelatedagendasandcollaborativeeffortsoffivedivisionswithinagencies.
File
collabcall.pdf

11.TheCulturalCompetencyInitiative,whichwaslaunchedin2000,assistedconsumer
supporterorganizationsbyprovidingfundingandtechnicalassistanceaswellasby
disseminatinginformationaboutinnovativeminorityoutreachprograms.Throughacompetitive
selectionprocess,tensitesacrossthecountrywereeachawarded$5,000tolaunchnew
initiativesortobuilduponexistingprogramsoveraoneyearperiod.Withdatafromtheseten
organizations,NCSTACisnowabletoofferthisCulturalCompetencyToolkit.Eachchapter
providesanoverviewofoneofthetenmodelprograms.Projectgoalsandimplementationplans
areshared,projectleaderssharetheirexpertise,andprogrammaterialsareincludedineach
chapter'sappendices.
Location
http://ncstac.org/index.php?option=com_content&view=article&id=56&Itemid=59

12.In1998,TheJointCommissionissuedasentineleventalertonpreventinginpatientsuicides
thisalertupdatesthepreventionstrategiespresentedinthatalertwithafocusongeneral
hospitalsandpreventionofsuicideinmedical/surgicalunitsandtheemergencydepartment.The
goalofthisalertistoassurethatpatientsoutsideofpsychiatricunitsareappropriatelyscreened
andcaredfor.
Location
http://www.jointcommission.org/assets/1/18/SEA_46.pdf

13.Thisguideprovidesinformationforemergencyrespondersonhowsurvivorsofasuicideloss
mayfeelandhowtosupportthem.
Location
http://www.suicideprevention.ca/wpcontent/uploads/2012/07/EarlyResponders.pdf

15

14.Thispocketguidefocusesongeneralprinciplesofstressmanagementandoffersstrategies
thatcanbeincorporatedintothedailyroutineofcrisisresponsemanagersandworkers.Includes
sectionson:understandingthestresscyclemanagingstressbefore,during,andafteranevent
promotingapositiveworkplaceenvironmentselfcareforcrisisresponseprofessionalsand
referencesandrecommendedreading.
Location
http://store.samhsa.gov/shin/content//SMA054113/SMA054113.pdf

15.Dataindicatethatworkingageindividuals,especiallymales,areapopulationmostatriskfor
suicide.Thisguideprovidesclearstepsforpostventiongivingleadershipasenseofhowto
immediatelyrespondtothetraumaticevent,haveaplanintheshorttermforrecovery,and
considerlongtermstrategiesforhelpingemployeescopedowntheline.Thecollaborators
workedtocreateasetofguidelinesthatareusefulacrossvariedtypesofworkplaces,andthey
expectarangeofindividualswithintheseorganizationsandcompaniestofindtheinformation
immediatelyhelpful.
Location
http://carsonjspencer.org/ManagersGuidebook.pdf

16.Thisbookletintroducesanewprogramdevelopedthroughapartnershipbetweenyourstates'
mentalhealthdepartmentsandSAMHSA.Theprograminvitesbusinessleaderstotakeaserious
lookattheroleoftheiremployees'mentalhealthandhowitrelatestoboththeirwellbeingand
thebottomline.Containsinformationandtoolsforhumanresourcepersonnelandmanagersto
useindevelopingamentalhealthfriendlyworkplace.
Location
http://store.samhsa.gov/product/SMA074269

17.Brochureforparentswhichincludesinformationonhowtorecognizesignsofdepressionin
theirchildren,treatmentoptions,andsuggestedresourcesfordifferentagegroups.
Location
http://www.yspp.org/downloads/resources/YSPP_depression_Final_low.pdf

18.Themonographpresentsaframeworktohelpleadersbringaboutmultisystem,multisector
changesthatcanimprovechildren'smentalhealthandwellbeing.
Location
http://gucchdtacenter.georgetown.edu/publications/PublicHealthApproach.pdf?CFID=...

19.ThisreportsummarizesthenationalrecommendationsthatCanada,theU.S.andAustralia
haveputforthforsuicideprevention.
Location
http://acicr.ca/Upload/documentsreports/research/suicidepreventionrecommendat...

20.ArticleinPediatrics,Vol.120No.3September2007,pp.669676.Thisreportupdatesthe

16

previousstatementoftheAmericanAcademyofPediatricsandisintendedtoassistthe
pediatricianintheidentificationandmanagementoftheadolescentatriskofsuicide.
Location
http://pediatrics.aappublications.org/cgi/content/full/120/3/669

21.AcollectionoffactsheetsinSpanish,including:WarningsignsIfyouareconsidering
suicideUnderstandingandhelpingthesuicidalindividualFactsaboutsuicideanddepression
InformationforsuicidesurvivorsBeyondsurvival:suggestionsforsuicidesurvivorsandAre
youoryourlovedonesatriskforsuicide?
Location
http://www.suicidology.org/statsandtools/suicidefactsheets

22.TheNewFreedomCommissiononMentalHealthwaschargedwithstudyingthemental
healthservicedeliverysystemandmakingrecommendationsthatwouldenableadultswith
seriousmentalillnessesandchildrenwithseriousemotionaldisturbancetolive,work,learn,and
participatefullyintheircommunities.Sixgoalsandcorrespondingrecommendationshavebeen
identified.IncludesExecutiveOrder13263ofApril29,2002.
File
freedomcomm.pdf

23.State/Tribal/AdolescentsatRiskSuicidePreventionGranteeTechnicalAssistanceMeeting.
December1214,2006,NorthBethesda,MD.DescribesActiveMindsastudentrunmental
healthawareness,education,andadvocacyorganizationonthecollegecampus.
File
ReachingOut_amorrison.pdf

24.Includesframingtheory,messagedevelopmenttechniquesandvehiclesforexplainingpublic
healthstatistics.
Location
http://www.cdc.gov/injury/CDCFramingGuidea.pdf

25.JournalofSchoolNursing.2008Jun24(3):12430.Acomprehensiveplanforschoolnurses
andguidancedepartmentstaff.Discusses:thealarmingincreaseofselfinjuriousbehavioramong
adolescentsschoolnurses,educatedaboutselfinjury,asresourcesforotherschoolstaff
memberspreventionstrategiesforalladolescentsandforatriskadolescentsreferralandearly
accesstocounselingandeducatingstaffmembersandparents.Includes"Selfinjuryprotocol",
whichoffersdifferentplansforthreetypesofselfinjuriousbehavior:whensuicidalbehavioris
presentwhensuicidalthinkingispresentandwhenlowlethalityselfinjuryispresent.
Location
http://www.allenpress.com/pdf/scnu_24_305_124_130.pdf

17

26.ApublichealthmodelforNativeAmericancommunities.Thismanualdescribesthe
AdolescentSuicidePreventionProgram,whytheprogramwasdeveloped,howitwascreated,
andhowitwasmaintainedfor16years(from1989to2005).Basedontheprinciplesof
communityinvolvementandownership,aswellasculturallyframedandpublichealth
approaches,theAdolescentSuicidePreventionProgramemphasizedcommunity,school,
outreach,andsurveillance,aswellasinnovativebehavioralhealthprograms,ongoingprogram
evaluation,andsustainability.
Location
http://www.sprc.org/webform/adolescentsuicidepreventionprogrammanual

27.Thiscampaignincludespublicserviceannouncementsofactualteenagerswhohavehada
suicidalfriendorhavelostafriendtosuicide.Aresourceguideisalsoavailablefromthesite.
Location
http://www.afsp.org/preventingsuicide/oureducationandpreventionprograms/pro...

28.Thisbookletincludesinformationon:importantdo'sanddon'tsdealingwithatraumatic
eventwhattosaytotheattempterwaysthefamilycancommunicatetheirfeelingshowan
attemptaffectsspouses,siblingsandparentsandadditionalresources.
Location
http://www.heidibryan.com/uploads/After_An_Attempt_2013_booklet_download.pdf

29.Amanualforschoolleaderscontaininginformationdirectedatpromotingwellnessand
facilitatingresiliencyoftheadolescentsintheirschool.
Location
http://www.adolescentwellness.org/wpcontent/uploads/2011/06/D10_Adoles_Curricul...

30.A14pagedocumentthatpresentsnewwaystothinkaboutgeneratingsupportforyour
program.Linkstootherresourcesareembeddedthroughoutthedocumentsothatyoucaneasily
findthemostrelevantmaterials.Thisguidewillhelpyouthinkthroughyourapproach,selecta
strategy,andgetstartedonafundraisingcampaign.
File
span_fundraising.pdf

31.Thiswalletsizedcarddescribesabriefassessmentprocesstodetermineifaclientmaybe
suicidalandhowtorespond.IncludestheLifelinephonenumber.Lookunder"WalletCardsfor
Counselors"for.pdfandcustomizablecopies.
Location
http://store.samhsa.gov/product/AssessingSuicideRiskInitialTipsforCounselo...

32.Anonlinelistingofinterview,selfreport,andscreeningtoolsforassessingsuicidein

18

childrenandadolescents,includingbehaviors,risk,intentionality,attitudes,reasons,exposureto
suicide,andotherfactors.Includespsychometricproperties,wheretoobtaintheinstrument,and
references.ReproducedfromatechnicalreportsubmittedtotheNationalInstituteofMental
HealthbyD.Goldston(2000).
Location
http://www.suicidology.org/c/document_library/get_file?folderId=235&name=DLFE14...

33.Thisguidesummarizestheexistingliteratureoncampusteamsandsuggestssomeofthekey
issuesthatshouldbeconsideredwhencreatingormanagingacampusteam.Itincludeskey
considerationsfordevelopingabehavioralinterventionteam,ortheequivalent,andalsosurvey
dataintermsofcommonterminology,structure,andparticipation.Theguidemaybeparticularly
usefultonewteamsconsideringvariousoptionsforhowtheyshouldbeorganizedandled,but
shouldalsobehelpfultoexistingteamsinterestedinassessingtheircurrentfunctions,
operations,oremphases.
Location
http://www.jedfoundation.org/assets/campus_teams_guide.pdf

34.BehavioralHealth,UnitedStates,2012,providesindepthinformationaboutthebehavioral
health(mentaland/orsubstanceusedisorders)ofthenation.Drawingon40differentdata
sources,thispublicationincludesnationalandstateleveltrendsinprivateandpublicsector
behavioralhealthservices,costs,andclients.Itincludesinformationonbehavioralhealth
treatmentforspecialpopulationssuchaschildren,militarypersonnel,nursinghomeresidents,
andindividualswhoareincarcerated.Thereportisdividedintothreesections:BehavioralHealth
DisordersacrosstheLifeSpanMentalHealthandSubstanceUseDisorders:Impairmentin
FunctioningandMentalHealthandSubstanceUseDisorders:TreatmentLandscape.This
publicationisissuedbiannuallyandreplaces
MentalHealth,UnitedStates
.
Location
http://www.samhsa.gov/data/2012BehavioralHealthUS/2012BHUS.pdf

35.Thisbriefdocumentlistsanddescribesriskandprotectivefactorsforsuicideamongwomen.
BeingproducedbyaCanadianorganizationmostofthedataandresourcesareCanadian.
Location
http://suicideinfo.ca/LinkClick.aspx?fileticket=3lf9EhngaOc%3d&tabid=563

36.CampusSuicidePreventionGranteeTechnicalAssistanceMeeting.January1719,2007,
Gaithersburg,MD.Discusses:existingbestpracticesthelexiconof"bestpractices"theoryand
evaluatingorganizations.
File
SilvermanLittsPlenary_BestPractices.pdf

37.ThepurposeoftheBPRistoidentify,review,anddisseminateinformationaboutbest

19

practicesthataddressspecificobjectivesoftheNationalStrategyforSuicidePrevention.
Location
http://www.sprc.org/bpr

38.ThismonographsummarizesfindingsandrecommendationsfromtheSAMHSA'sCMHS
sponsoreddialogbetweenmentalhealthconsumersandmembersofthefaithcommunity.
Location
http://store.samhsa.gov/shin/content/SMA043868/SMA043868.pdf

39.Thisarticleinthepublication,PrincipalLeadership,discussesthelinkbetweenbullyingand
suicideandpreventionstrategiesinvolvingsystematicchangetoschoolclimate.
Location
http://www.nassp.org/Content/158/PLOct11_schoolpsych.pdf
40.TheCaliforniaSuicidePreventionSocialMarketingProjectaimstoimprovereportingon
suicidethroughtrainingindividualsincountiesonmediaoutreach,providingcountieswitha
guidetomediaadvocacy,conductingforumswithjournalistsandotherstakeholders,and
disseminatingtheconsensus
RecommendationsforReportingonSuicide
tonewsmedia
throughoutthestate.Tomeasurehoweffectivetheseinterventionswillbe,theprojectconducted
thenationsfirststudytoexaminehowwellnewsmediacurrentlyadheretothe
Recommendations
.TheauthorscreatedauniquetooltomeasureCaliforniamediaoutlets
adherenceandappliedittoasampleofmorethan200recentreportstoestablishabaseline
measure.The
CaliforniaStudyonMediaAdherencetoNationalConsensusRecommendations
forReportingonSuicide
reportsonthefindingsin12areas:coveragetyperesourceshowto
helpwarningsignsandriskfactorsattributingsuicidetoasingleconditionreportingon
locationreportingonmethodsourcesofquotescontentofsuicidenoteslanguageused
reportingonnumbersandratesandvisuals.
File
MediaAnalysisReportFinalAug2012.pd
f

41.Thiswebpagedescribestheproblemofsuicideinyouthandtheleadershiproleschool
psychologistsshouldplayincollaborativeeffortsinvolvingschools,communities,andmental
healthprofessionalstopreventsuicide.
Location
http://www.nasponline.org/advocacy/suicidecalltoaction.aspx

42.Publishedas:MMWR37(S6)112.Recommendationsinthisreportweredevelopedto
assistcommunityleadersinpublichealth,mentalhealth,education,andotherfieldstodevelopa
communityresponseplanforsuicideclustersorforsituationsthatmightdevelopintosuicide
clusters.AworkshopfordevelopingtheserecommendationswasjointlysponsoredbytheNew
JerseyStateDepartmentofHealthandCDConNovember1617,1987,inNewarkNewJersey.
Location
http://wonder.cdc.gov/wonder/PrevGuid/p0000214/p0000214.asp

20

43.GuidedbytheNationalActionAlliancePlanningGroup,thisreportreviewsdevelopmentsin
thefieldofsuicidepreventioninthenineyearssincetheNationalStrategyforSuicide
Prevention(NSSP)waspublished.Itidentifiestheareasofmostimportantprogressaswellas
thecriticalareasthathavegonerelativelyunaddressedandalsoexploresnewissuesorinitiatives
thathaveemergedtoclaimattentionoroffersolutionssincethedevelopmentoftheNSSPin
2001.Itspurposeistoinformdiscussionsaboutfutureinitiativestoachievetheultimatepublic
policygoalbehindtheNSSP:toreducethemorbidityandmortalityofsuicidalbehaviors.
SuicidePreventionResourceCenterandSPANUSA

44.Thistoolkithasbeendevelopedintheformofawebpageforhealthcareproviders,
advocacyandcommunitygroups,andparentsandfamilies.Topicsofthetoolkitinclude:
IntroductionInformationforFamiliesAboutChildandAdolescentDepressionInformationfor
FamiliesonAnxietyTreatmentandReferralforDepressionandAnxietyResourcesforParents
andCaregiversResourcesforKidsandTeensResourcesforProfessionalsAdditional
ResourcesSpanishLanguageResources
Location
http://www.cshcn.org/resources/mentalhealthtoolkit.cfm

45.Includes:bilingualchildrensmentalhealthbrochuresandminiposters"Positiveparenting"
factsheetrelevantstateandnationalresourcesmaterialsfor"Childrensmentalhealth"
presentation"Workingwiththemediatopromotechildrensmentalhealth"tipsheetanda
radioPublicServiceAnnouncement(PSA)onthesubject.
Location
http://www.mhatexas.org/2006CHILDandADOLESCENTMHToolkit.htm

46.Thisissuebriefreviewsthestateofmentalhealthservicesforchildrenandyouthwhovisit
hospitalemergencydepartmentsformentalhealthrelatedreasonsandprovidesanoverviewof
thechallengesassociatedwithmentalhealthrelatedemergencydepartmentvisits.Itdiscusses
thepolicyimplicationsofusingemergencydepartmentservicesformentalhealthreasonsfor
childrenandyouthandmakesrecommendationsforpolicyaction.
Location
http://www.aecf.org/~/media/Pubs/Topics/Health/Other/ChildandYouthEmergencyMenta...

47.TheClinicianSurvivorTaskForce,undertheauspicesoftheAmericanAssociationof
Suicidology,willprovideconsultation,supportandeducationtopsychotherapistsandother
mentalhealthprofessionalstoassisttheminunderstandingandrespondingtotheir
personal/professionallossresultingfromthesuicidedeathofapatient/client.Theirsitecontains
linkstorescources,personalaccounts,andtherapiststhatcanbecontacted.
Location
http://mypage.iusb.edu/~jmcintos/therapists_mainpg.htm

48.Thisinformationsheetdescribesappropriateaftercareforstudents,staff,andparentsaftera
suicideorattempttoensuretheirsafetyandpreventfutureattempts.

21

Location
http://ww3.suicideinfo.ca/ForProfessionals/SchoolSettings/tabid/714/Default.aspx

49.Thebookisfortherapists,soicalworkers,nurses,oranyormentalhealthprovider.Thereare
handsontoolsandreviewsofmanydifferenttypesoftreatmenttoturnhopelessnessintohope.
Location
http://qprinstitute.com/Counselingbook.htm

50.Presentationthatreviewsthebenefitsofacomprehensiveschoolbasedsuicideprevention
program(the"competentschoolcommunity")outlinesspecificprogramcomponentsprovides
anexampleoffaculty/staffinterventionandreviewsamodelforparentawarenesstrainingand
studentcurriculum.
File
SPTSNJCreatCompetentCommYouthSuicidePrev.pdf
51.Thisbriefguideprovidesguidanceforschoolbasedcliniciansonhowtocounselstudentsin
crisisandeffectivelyfunctionwithinaschoolcrisisteam.Althoughtheguidementionsthat
youthexpressingsuicidalintentorideationalwaysneedfollowupcare,itlacksanyother
specificreferencetosuicide.Theguidedoeslistalargenumberofwebsitesandincludessuicide
inthereferences.
Location
http://csmh.umaryland.edu/Resources/ResourcePackets/files/crisisintervention.pdf

52.Thisinformationsheet,usingvignettesonsuicideamongminoritystudents,discussescrisis
responseplanningandculturallycompetentresponse.
Location
http://www.schoolcounselor.org/files/cc_crisis.pdf

53.Thisinformationsheetprovidesguidanceondealingwithsuicidethemesintraditional
coursework,suchastheplayRomeoandJuliet,andhowtomanagetheemotionsofstudents
whomayhavebeenpersonallyaffectedbysuicide.
Location
http://www.sptsusa.org/educators/suicidecurriculum.html

54.Thishandoutdescribestheproblemofdepression,symptoms,riskfactors,waystodetermine
ifastudentisdepressed,availabletreatmentoptionsandhowtoaccessthem,andwholeschool
approachestopreventsuicide.
Location
http://www.nasponline.org/resources/handouts/revisedPDFs/depression.pdf

55.FromtheEntertainmentEducationsectionofCommunicationsatCDC.Thisfactsheetabout

22

howtocoverthetopicofyouthsuicideiswrittenforTVwritersandproducers.
Location
http://www.cdc.gov/healthmarketing/entertainment_education/tips/suicide.htm

56.Abrochureprimarilyforparentsabouthowtoworkwiththeschooltohelptheirteenwho
hasamentalhealthproblem.
Location
http://www.disabilityrightsoregon.org/resources/6usefulpublicationsfromother...

57.16pages.Fromthedocument:"Thisdocumentisintendedasasetofgeneralguidelinesfor
schoolbasedpreventionprograms...Itshouldalsobenotedthatthereareotherprevention
approachessuchasmeansrestriction,mediacampaigns,communitycrisisteams,andcommunity
gatekeepertraining.Thesearenotdetailedhereastheyarenotstrictlyschoolbasedprograms,but
itisrecommendedthattheybeincludedinanycomprehensivecommunitypreventioninitiative."
Includesastudentsamplecurriculumoutlineandbibliography.Thisresourcehasbeenincluded
inSectionIIoftheAFSP/SPRCBestPracticesRegistry(BPR).Learnmoreabout
SectionII,
Expert/ConsensusStatements
,File
aasguide_school.pdf

58.State/Tribal/AdolescentsatRiskSuicidePreventionGranteeTechnicalAssistanceMeeting.
December1214,2006,NorthBethesda,MD.ThispresentationbyPeterWymandescribesstudy
thattestedgatekeepertrainingin32secondaryschools.Itdiscusseswhichstaffbenefitandhow
anddifferenttypesofGatekeepertrainingfordifferentstaff.
File
Wyman_GatekeeperTraining.pdf

59.Thisfree,interactiveseriesisdesignedtobecompletedattheviewer'sownpace.Itprovides
twohoursofprofessionaldevelopmentcredittoNewJerseyeducatorsbutisopentoanyonewho
isinterestedinreviewingcurrentstrategiesforyouthsuicidepreventioninschools.
Location
http://spts.pldm.com

60.ChildTrendsanalyzeddatafrom6,763heterosexualadultswhocompletedallthreewavesof
theNationalLongitudinalStudyofAdolescentHealth(AddHealth).Theyfoundthatyoung,
heterosexualadultswhoreporteddepressiveorsuicidalsymptomsduringadolescenceare
significantlymorelikelytoreportviolenceintheiradultromanticrelationshipsandsexual
infidelitytheirownorapartnersintheirrelationships.Thestudypointsoutlongterm
importanceofhelpingadolescentsdealingwithdepressionorsuicidalsymptoms,aswellas
identifyingandhelpingadolescentsatriskfortheseproblemsandtheneedforresearchexploring
specificfactors(suchaspoorproblemsolvingorcommunicationsskills,orpastvictimization)
thatimpactrelationshipoutcomesforthispopulation,andfortranslatingtheresultsofthat

23

researchforpractitioners.
Location
http://www.childtrends.org/Files//Child_Trends2013_04_11_RB_AdolMentalAdultRel....

61.Thisbriefmanualexploreshowmediaaccountscanactuallyserveasasuicideprevention
toolby:assistingnewsprofessionalstoreportresponsiblyandaccuratelyusingamediarequest
forinformationasanopportunitytoinfluencethecontentsofthestoryemphasizingthe
importanceoflistingavailablecommunityresourcesforindividualsatriskanddescribingwhat
isbeingdonetopromotesafetyforvulnerableindividualsintheaftermathofasuicideand
warningagainsttheaspectsofnewscoveragethatmaypromotecopycatsuicides.
Location
http://www.maine.gov/suicide/professionals/program/mediaschool.htm

62.Dataislistedfordeathsbysuicideanddiagnosis.AdaptedfromtheNationalStrategyfor
SuicidePrevention:GoalsandObjectivesforAction.
File
mentalillness.pdf

63.Launchedinmid2013,thiswebsiteservesasaportalformentalhealthinformationandhelp
resources.Itsgoalistoinformthepublic,firstresponders,schools,policymakers,governments,
businessesandcommunities.ContentiscontributedbytheCDC,NIH/NIMHandSAMHSA.
Location
http://www.mentalhealth.gov/index.html

64.ThisannuallyupdatedtoolkitincludesbackgroundonSuicidePreventionWeek,mediaand
awarenessmaterialssuchassamplepressreleases,governorproclamationsandPSAs,aswellas
factsheetsdescribingthescopeoftheproblemingeneralandamongatriskpopulations.
Location
http://www.suicidology.org/resources/nspw

65.Thiscollectionincludesthefollowingpodcasts:"Toxicologytestingandresultsforsuicide
victims"(inEnglishandSpanish)"Preventingsuicideinyoungpeople"(inEnglishand
Spanish)"Copingwithdepressionandthoughtsofsuicideafteradisaster""Keepingschools
safefromviolence"and"Traumaticeventsandsuicide".Toseethecollection,choose"Suicide"
in"Bytopic"browsingbox.
Location
http://www2a.cdc.gov/podcasts/browse.asp

66.Listscriteriaforagencies,schoolsandtheindividualswhoworkforthemtoassessLGBT
culturalcompetence,withanemphasisonsuicideriskamongLGBTyouth.
File

24

PreventingSuicidalBehaviorLGBTYouth.pdf

67.Thisfactsheetdescribestheextentofsuicidalbehavioramongyouthinfostercare,including
thoughtsofandplanningforsuicide,nonfatalsuicideattempts,andsuicidedeaths.Italsolists
riskandprotectivefactors.
Location
http://www.suicidology.org/c/document_library/get_file?folderId=261&name=DLFE55...

68.This18pageguidebrieflydescribessuicidalbehaviorinadolescenceandriskandprotective
factors,providesgeneralstrategiesonhowtoidentifyandmanagestudentsatrisk(improving
schoolclimate,buildingselfesteeminstudents),andexplainshowtorespondtoasuicideor
attemptintheschoolcommunity.
Location
http://www.who.int/mental_health/media/en/62.pdf

69.July2004SpecialTopicsColumnofTechnicalAssistancePartnershipforChildandFamily
MentalHealth(TAPartnership)Thisarticlesuppliesaknowledgebase.Itintroducespopulations
thatareatriskandreasonswhyyoungpeopleareturningtosuicide.Thearticlecommunicates
someoftheriskfactorsthatmayinfluenceyouthdecisionmakingandsomeofthewarningsigns
thatmayindicatethatanadolescentiscontemplatingsuicide.Further,itsuggestsnextsteps,how
totalktoyoungpeopleaboutsuicide,andhowtohelpyourselfifyouarecontemplatingtaking
yourownlife.(DescriptionfromtheTAPartnershipWebsite.
Location
http://www.tapartnership.org/docs/preventingTragedy.pdf

70.Thisonepagefactsheetprovidesguidancetoschoolboardmembersonhowtheycanensure
thatpoliciesandawarenesstrainingforstaffcansupportsuicidepreventioninatriskstudentsas
wellasdistrictwidepreparednessandresponse
Location
http://www.sptsusa.org/pdfs/schoolboard.pdf

71.Thisvideoisahelpfultooltousewithschooldecisionmakersregardingtheneedfor
schoolbasedsuicideprevention/postventionprogramsandcrisisplanning.Schooladministrators
andstaffsharetheirexperiencesofdealingwiththesuicidesoftheirstudents.Anoverviewis
givenofschoolbasedsuicidepreventionprogramsandcrisisplanningtoreducesuicideamong
middleandhighschoolstudents,includingpotentialsuicidecontagion.Thevideoemphasizes
theimportanceofeducatingstaffusinggatekeeperprogramsandeducatingandscreening
studentswithevidencebasedprograms.
Location
http://mhmr.ky.gov/mhsas/spedschools.asp

72.TheNationalCenterforHealthStatistics(NCHS)oftheU.S.CentersforDiseaseControl

25

andPrevention(CDC)presentsafactsheetonsuicideintheUnitedStates.DownloadablePDF
filesareavailableforSuicidestatisticsbyagegroups,race,sex,andstate.Alsoavailableare
statisticsforsuicideideationandattempts.
Location
http://www.cdc.gov/nchs/fastats/suicide.htm

73.TheSOSHandbookisdesignedtobeapocketsized,quickreferencebookletforsuicide
survivors.
File
SOS_handbook.pdf
74.ThisresourcelistisassociatedwiththeSPRCTrainingInstitutecourse,LocatingandUsing
DataforSuicidePrevention.Itlistsstatesthathavepublicallyavailablesuicidedataonlinefor
theirspecificstate.ThelistwascompiledbytheDataandSurveillanceTaskForceofthe
NationalActionAllianceforSuicidePrevention.
File
StateWebSiteswithSuicideData.pdf
75.ThisissueofWellAwareBulletindiscussessuicideriskamongstudentathletesandhowthe
sportscultures"toughitout"attitudecandefinesocialnormsandexpectationsandcompromise
anathlete'soutlookonreachingoutforhelp.Thosewithpredisposedvulnerabilities,suchas
mooddisorders,anxietydisorders,stressdisorders,eatingdisorders,andsubstanceusedisorders
maybeatespeciallyhighrisk.Alsodiscusseswhatadultscandotobestaddressthisriskand
keepyoungathletessafe.
Location
http://www.wellawaresp.org/bulletins/ATHLETES%20AND%20SUICIDE/WellAwareBulleti..
.

76.Thisfactsheetisoneinaseriesthatsummarizesdataandresearchonsuicidalbehavior
amongparticularracialandethnicpopulations.Itreportsonsuicidedeathssuicidalbehavior
(attemptsandideation)suicideamongadultsandyouthstrengthsandprotectivefactorsand
riskfactorsamongBlackslivingintheUnitedStates.
File
BlacksSheetAugust282013Final.pdf
77.Thisfactsheetisoneinaseriesthatsummarizesdataandresearchonsuicidalbehavior
amongparticularracialandethnicpopulations.Itreportsonsuicidedeathssuicidalbehavior
(attemptsandideation)suicideamongadultsandyouthstrengthsandprotectivefactorsand
riskfactorsamongHispanicslivingintheUnitedStates.
File

26

HispanicsSheetAug282013Final.pdf
78.Thisfactsheetisoneinaseriesthatsummarizesdataandresearchonsuicidalbehavior
amongparticularracialandethnicpopulations.Itreportsonsuicidedeathssuicidalbehavior
(attemptsandideation)suicideamongadultsandyouthstrengthsandprotectivefactorsand
riskfactorsamongAsians,PacificIslandersandNativeHawaiianslivingintheUnitedStates.
File
APISheetAugust282013Final.pdf
79.Thisarticleprovidesastepbystepmodelformentalhealthprofessionalstouseandadapt
forsuicideinservicetrainingforallschoolstaffandincludestextofanadapted(AAS,NIMH,
SAVE)pretest.
File
SuicideAwarenessTrainingFacultyStaffModelCounselors2008.pdf

80.From"Health,mentalhealthandsafetyguidelinesforschools".Thisguidelinestatesthat
schoolsareto"activelypreventsuicidalbehaviorbytrainingstaffandhavingprogramsthat
identifyhighriskstudentsandthenlinkthemtotherapeuticandpreventivecommunity
services".
Location
http://www.nationalguidelines.org/guideline.cfm?guideNum=704&pageRefresh=true
81.Thishandoutisdesignedtohelpguidetheimplementationofpostventionservices.Itreviews
basicfactsaboutsuicidevictimsandsuicidesurvivors,describesthegoalsofsuicide
postvention,andreviewsspecificpostventionprocedures.
Location
http://www.nasponline.org/resources/intonline/HCHS2_weekley.pdf
82.Thisbrochure,availableinbothEnglishandSpanish,discussesthescopeofyouthsuicidein
Oregon,waysteacherscanrecognizewarningsignsinstudents,waystoaccesshelpforthem,
andhowtoengagefamiliesinaccessingservices.
Location
https://public.health.oregon.gov/PreventionWellness/SafeLiving/SuicidePrevention...

83.Thisonepageinformationsheetprovidesspecificguidancetoschoolsonhowtorespond
whenastudentappearsatimminentriskofviolenceorsuicidalacts.
Location
http://smhp.psych.ucla.edu/pdfdocs/practicenotes/dangerous.pdf

84.Thischecklistoftheelementsneededforasuccessfulpreventioneffortwascreatedatthe
YouthandYoungAdultsconference,whichwasheldaspartofthePreventingSuicide:A
ScientificConsensusprocessdevelopedbytheUniversityofRochesterCenterfortheStudyand
PreventionofSuicide.Thechecklistemphasizespreventioneffortsinyouth,butcanbeusedasa

27

checklistforpreventioneffortswithanypopulation.
Location
http://www.rochesterpreventsuicide.org/checklist.html

85.This2011factsheet(CDCData)providesanoverviewoftheextentofsuicidalthoughtsand
plans,andsuicideattemptsanddeathsamongyouth.Inaddition,itsummarizesresearchonrisk
andprotectivefactorswhichshowacorrelationwithsuicidalbehavioramongyouth.
File
YouthSuicidalBehavior.pdf

86.ThisPowerPointpresentationcoverstheriskandprotectivefactorsthatinfluencethe
potentialforsuicidalbehavior,fivewarningsignsthatincreasethepossibilityforsuicidal
behavior,andactionsthatteachersandparentscantaketopreventyouthsuicide.
Location
http://www.helppromotehope.com/documents/Zenere_for_parents.pdf

87.ThisissuebriefbytheNationalGovernorsAssociationCenterforBestPracticesdiscusses
whatactionsschools,governors,andstatepolicymakerscantaketostrengthenstatewideyouth
suicidepreventionefforts.
Location
http://www.nga.org/cda/files/0504suicideprevention.pdf

88.WebinarsintheInjuryControlResearchCenterforSuicidePrevention's(ICRCS)webinar
andconferencecallseriesaredesignedforresearchersandstateorlocalpractitionersininjuryor
suicideprevention.
Location
http://suicidepreventionicrcs.org/webinars

89.Includesbasicfactsonadolescentsuicide:causessignalsstatisticspreventionstrategies
andalistofresources.
Location
http://www.healthyminds.org/multimedia/teensuicide.pdf

90.
AmericanFoundationforSuicidePrevention
http://www.afsp.org/
SuicideAwareness\VoicesofEducation(SA\VE)
http://www.save.org/
SuicideInformationandEducationCentre(SIEC)
http://www.siec.ca/
CenterforSchoolMentalHealthAssistance
CrisisIntervention:AGuideforSchoolBasedClinicians

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15
SuicidePreventionAdvocacyNetwork
http://www.spanusa.org/
YellowRibbonFoundation
http://www.yellowribbon.org/

Ifyouorsomeoneyouknowisthinkingaboutsuicide,contacttheNationalSuicidePrevention
Lifelineat1800273TALK(18002738255).
CentersforDiseaseControlandPrevention
www.cdc.gov/violenceprevention
CDCFacebookPageonViolencePrevention
www.facebook.com/vetoviolence
NationalInstituteforMentalHealth
www.nimh.nih.gov
SubstanceAbuseandMentalHealthServices
Administration
www.samhsa.gov
SuicidePreventionResourceCenter
www.sprc.org