A Classroom Curriculum Plan to Increase Awareness and ...€¦ · of suicide intervention and prevention (Potter, & Stone, 2003). Specifically ninth grade students in Teen Living

Running Head: INCREASING SUICIDE AWARENESS 1

Increasing Suicide Awareness and Prevention

A Classroom Curriculum Plan to Increase Awareness and Suicide Prevention

Amasa E. Monroe

University of North Carolina – Chapel Hill

INCREASING SUICIDE AWARENESS 2

Rationale for Classroom Guidance and Population Served

Current research lists suicide as the third leading cause of death for 15-24 year olds

(Wiley, 2012). That is an alarming statistic and demonstrates a need for increased suicide

awareness. The school has a unique opportunity to reach a large population of adolescents

through school wide or classroom guidance lessons on suicide prevention (Wiley, 2012). Due to

the sensitive nature of this subject students may become upset during suicide education

programs. The presentation of this information may be challenging the student on strong

unhealthy beliefs which could lead to them seeking help (Cliffone, 2007). It will be imperative

that the counselor or educator emphasize that it is never too late to get help to counter potential

feelings of hopelessness (Cliffone, 2007).

The school system has students for a vast amount of time each week and can influence

both academics and social/emotional health. High school students fall in the at-risk range for

suicide because of their age. Therefore, it makes sense that the school would be on the front line

of suicide intervention and prevention (Potter, & Stone, 2003). Specifically ninth grade students

in Teen Living and Health classes will be targeted because suicide ideation and depression are

already part of the curriculum. It is an opportunity for the counselor and teacher to support each

other for the overall health of the student. Classroom guidance has been shown to be an effective

avenue due to its potential to reach a large body of students (Cliffone, 2007). An important part

of the guidance lesson will be identifying warning signs so that peers can be part of the solution.

Providing students with names of key individuals in the school who are professionally trained in

sensitive areas such as suicide can empower students to get help for themselves or a friend.

Multicultural Considerations


Suicide is a significant risk for both male and female adolescents (Potter, & Stone, 2003).

Self-reports of students show that females are more likely to attempt suicide than males (Potter

& Stone, 2003). Another cultural consideration taken into account for this guidance curriculum is

sexual orientation. LGBTQ students have been shown to attempt suicide twice as often as

heterosexual students (Wiley, 2007). American Native and Alaskan adolescents are over one and

half times more likely to attempt suicide than other cultural groups (Wiley, 2007). As shown,

some groups of youth are more at-risk than others but it is important to understand each youth’s

individual culture. The counselor must recognize that anyone could have a large number of risk

factors that are not easily identifiable.

Evaluation Plan

At the conclusion of the lesson, students will self-report knowledge gained during lesson.

Part of that knowledge will be recalling key school professionals they can talk to. The counselor

will follow up with the teacher to see what students took away from the lesson two to three days

after initial lesson.

Logistics of Group

Suicide Myth Busters guidance curriculum will be given to students in Teen Living and

Health classes. The counselor will coordinate with teachers and establish a clear calendar to

ensure students receive the curriculum while respecting teachers need to cover all required

material. The goal in reaching these students is to increase awareness about suicide ideation and

to refute myths that may prevent students from seeking help for themselves or friends.

Discussions will be held with each teacher on how they handle classroom management to model

cooperation and mutual respect between faculty members.


Techniques

Suicide Myth Busters will be primarily psychoeducational. The lesson will supply

information to the students through a “myth busters” quiz. The counselor will also engage the

students using kinetic learning techniques. For example students will participate in an activity

that gets them out of their seats to stimulate students’ body and mind. Behavioral Therapy

techniques such as modeling will be used to demonstrate appropriate and respectful interaction

between students and faculty. Person Centered Therapy techniques will be utilized to create an

atmosphere of care and positive regard so that students feel cared for and more inclined to

participate. It will be necessary to use classroom management skills to ensure all students receive

a positive and engaging experience. The counselor must find a balance between maintaining

control of the classroom without being perceived as a disciplinarian.

Overall Objectives

ASCA Mindsets and Behaviors:

SMS 3: Demonstrate personal safety skills.

SS 5: Create relationships with adults that support success.

NC Essential Standards:

RED.SE.1.2: Identify ways of controlling behaviors associated with emotional states, feelings,

and moods.

Outcome Goals

The goal of Suicide Myth Busters is to increase awareness of warning signs and what can

be done if someone is at risk for suicide ideation and/or depression. This includes knowledge of


key individuals in the school who are trained to respond to students needs in this area. The

overall goal is for students to be empowered to seek help from an adult for themselves or friends

to prevent future suicide attempts. This will be evaluated through self-report at end of guidance

lesson. There will also be follow up with the teacher to determine what information students

retained from the lesson two to three days after Suicide Myth Busters.


Classroom Guidance Lesson Plan

School Counselor: Amasa Monroe Date: 2014-2015

Activity: Myths Buster (Suicide Prevention)

Grade(s): 9th

ASCA Student Standards (Domain/Standard/Competencies):

PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult

professional help

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

Essential Student Standards (Domain/Standard/Competencies):

Learning Objective(s):

1. Students will learn difference between myth and fact about depression/suicide

2. Students will discuss the value of recognizing what they have; instead of focusing on what

they have lost

3. Learn to discuss sensitive issues in a respectful way

Materials:

Paper

Myth Busters Quiz

Beach Ball

Note cards

Needs Assessment Survey

Procedure:

Introduction to Group and Each other

a. Counselor will introduce himself and briefly discuss role of School Counselor.

Beach Ball Ice Breaker Activity (See Appendix A)


a. Modified – Instead of answering questions based on numbers, students will yell

out something important to them (person, possession, value, etc..)

Main Content/Experiential Activities

Myth Busters Quiz

o Handout Quiz

o Give students 5 min. to complete

o Go over answers as a class

o Discuss any surprises

Open Discussion of impact of Depression/Suicide

o Robin Williams?

o Handout resource sheet of people in the school who are available for student

o Do students have an adult they trust? If not,

What do You Value Card Activity

o Handout notecard(s) to each student

o Tell them to think of 1-2 things they value dearly/cherish

o Student will write 1-2 things on notecard as reminder of positive things amidst

life’s challenges

Processing

What one thing did students take away from this lesson?

Closing

Handout Short Needs Assessment

Have Students fill out and Facilitator will collect

Process Data:

o Needs Assessment completed

Perception Data:

o Individual self-report of knowledge gained during session


References

American School Counselor Association (2014). Mindsets and Behaviors for Student Success:

K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA:

Author.

Beach Ball Challenge. (n.d.). Retrieved September 13, 2014, from

http://aidiloc.files.wordpress.com/2008/02/icebreaker-catalogue-11-12.pdf

Ciffone, J. (2007). Suicide Prevention: An Analysis and Replication of a Curriculum-

Based High School Program. Social Work, 52(1), 41-49.

Potter, L., & Stone, D. M. (2003). Suicide Prevention in Schools: What Can and Should Be

Done. American Journal of Health Education, 34(5), S-35.

Suicide Prevention: Myths and Facts. (n.d.). Retrieved September 14, 2014, from

http://crisisservices.org/content/index.php/suicide-prevention/myths-facts/

Wiley, C. (2012). Suicide Prevention for Counselors Working with Youth in Secondary and

Post-Secondary School. Alabama Counseling Association Journal, 38(2), 9-14.




Appendix A

Beach Ball Challenge

Purpose:

An icebreaker used to get youth up and moving and answering questions about themselves in

order to get to know one another better.

What you need:

A beach ball with numbers 1-28 written on the ball and the list of questions below

# of participants: As many as possible.

Time used:

10 minutes

Instructions:

1. The class stands up and forms a large circle.

2. The facilitator will throw the ball to someone in the circle.

3. The person that catches the ball is to yell out the number that is closest to their right thumb.

4. The facilitator will read aloud the question that corresponds with the number.

5. The youth then answers the question and throws the ball to another participant.

6. Repeat until…….

QUESTIONS:

1. What is one of your fears?

2. Who is your celebrity crush?

3. What would you do if you hit the lottery for 1 million dollars?

4. If you could be an animal, what would it be?

5. If you could travel anywhere in the world, where would it be?

6. What is your favorite club/ event/activity?

7. What is your favorite sport?

8. What is your biggest pet peeve?

9. What is your favorite color?




10. What is your favorite food?

11. What do you like to do in your spare time?

12. If you could have a super power, what would it be?

13. What is your lucky number?

14. Where were you born?

15. Name something that makes you unique.

16. Who is your favorite music artist?

17. If you could meet anyone in the world, who would it be?

18. When is your birthday?

19. Name something that you can’t do.

20. Name one of your talents.

21. What do you want to be when you grow up?

22. What is your favorite cartoon?

23. What is your favorite ice cream flavor?

24. What is your favorite fast food restaurant?

25. What is your favorite movie?

26. If you had to change your name, what would it be?

27. If you could change one thing about yourself, what would it be?

28. Name one of your biggest dreams?




Appendix B

Myths & Facts

What do you know about suicide?

Below are statements about suicide. Some are myths while others are true. See how many

you can identify correctly. Fill in an “M” for myth or an “F” for fact in the blank before each

statement.

1. ______ Suicide is the fifth leading cause of death among young people (ages 15-

24) in the United States.

2. ______ Among teenagers, more girls than boys try to kill themselves.

3. ______ People who threaten to complete suicide rarely do so.

4. ______ People who talk about suicide really want to die.

5. ______ Talking to a troubled person about suicide will put ideas into that person’s

head.

6. ______ People who think about completing suicide usually give one or more

warnings of their intention.

7. ______ People who attempt suicide and survive are just seeking attention; they

seldom ever try it again.

8. ______ All acts of suicide are done on the spur of the moment, with no previous

planning.

9. ______ Troubled teenagers who drink or use drugs as an escape are less likely to

complete suicide to escape from their problems.

10. ______ Depression is the most basic predictor of suicide.

11. ______ Once a person has survived a suicide attempt, he or she will never try

again.

12. ______ When a suicidal person’s depression improves and spirits lift, he or she is

out of danger.

13. ______ Once someone has decided on suicide there is no way to prevent the

tragedy from taking place.





Suicide Myths and Facts

Answer Key

1. False Suicide is the third leading cause of death for adolescents, only behind homicides and

accidents. For those ages 15-19, suicide is the second leading cause of death.

2. True More females attempt suicide, but more males complete suicide. Why? Because

females tend to use less lethal means, such as pills or cutting, which allow for the “rescue factor�?, while males tend to use more lethal means such as guns and

hanging, which do not usually allow for the “rescue factor�?

3. False 80% of people who complete suicide told at least one other person that they were

thinking about it.

4. False People do not usually want to die, but they see no other options. It may seem like

the only option they have left to make things better. Suicide is contemplated with a

great deal of ambivalence.

5. False It’s highly unlikely that you will plant an idea into somebody’s head if you bring up

the topic of suicide. However, if they have been thinking about it and you ask, it is

likely to provide a great deal of relief to the person. Trying to avoid the topic will

likely be embarrassing to the person and they will begin to feel guilty that they are

having thoughts.

6. True 80% of people who complete suicide told at least one other person that they were

thinking about it.

7. False With each attempt a person’s chance of completing suicide increases.

8. False While some acts of suicide are done impulsively (often under the influence of drugs or

alcohol), the majority of suicides are attempted after planning and discussing their

thoughts with others.

9. False Drugs and alcohol decrease a person’s inhibitions and increase a person’s impulsivity,

increasing a person’s risk of suicide.

10. False While depression is a high indicator for suicide, the highest indicators are helplessness

and hopelessness. Helplessness is when people feel that no matter what they do,

their situation does not improve. Hopelessness is when people feel that there is no

hope for improvement with their situation.

11. False With each attempt a person’s chance of completing suicide increases.

12. False Oftentimes, a person’s depression decreases and spirits lift once the person has made

up their mind to complete suicide and they have their plan in place, almost as if a

large burden has been lifted off of them.

13. False There is help available and it is important to intervene. Tell somebody and get help

for the individual. A trained professional will be able to help the individual. Do not

keep secrets. An angry friend is better than a dead friend.



Documents

A Classroom Curriculum Plan to Increase Awareness and ...€¦ · of suicide intervention and prevention (Potter, & Stone, 2003). Specifically ninth grade students in Teen Living