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ABOUT THE SOCIETY FOR THE PREVENTION OF TEEN SUICIDE…
• Non-profit organization, started in 2005 by Scott Fritz and Don Quigley
• Mission is to provide public awareness information about youth suicide to educators, parents, students & mental health professionals
• Believe in shared responsibility for youth suicide prevention, with clarify of roles
• All training materials on SPRC “Best Practices Registry”
• Program initiatives in 41 states
3
WHAT THIS TRAINING WILL DO:• Reinforce why school-based suicide prevention is important
• Review the Making Educators Partners in Youth Suicide
Prevention
• Outline a 30 minute training agenda
• Address specific issues related to suicide prevention training
• Address your questions
• Provide additional resources
4
BY T
HE EN
D OF
THIS
TRAIN
ING
5
You
shou
ld fe
el b
ette
r pre
pare
d to
pre
sent
a
vers
ion
of th
e M
akin
g Educa
tors
Par
tner
s tra
inin
g.
HOW COMFORTABLE ARE YOU PROVIDING TRAINING ABOUT YOUTH
SUICIDE?
1 - Very Uncomfortable
Very Comfortable - 10
6
PERSONAL ASSESSMENT QUESTIONS
• What I understand about suicide is…
• What I don’t understand about suicide is…
• What would help me understand suicide better is…
8
RESOURCES TO FACILITATE UNDERSTANDING
Suicide Prevention Resource Center
www.sprc.org
BOOKS:
TEEN SUICIDE RISK
King, Foster, & Rogalski (2013) Guilford Press
WHY PEOPLE DIE BY SUICIDE
Thomas Joiner (2005) Harvard University Press
ADOLESCENT SUICIDE ASSESSMENT AND INTERVENTION
Berman, Jobes & Silverman (2007) American Psychological Association
WHEN NOTHING MATTERS ANYMORE
Bev Cobain (2007) Free Spirit Press
9
IMPORTANCE OF TEACHING SUICIDE- RELATED CONTENT
• In 2013•41,149 people died by suicide •2,134 children and teens died by suicide (CDC, WISQARS, 2015)
• In 2014• 17% HS students thought seriously about suicide• 13% made a plan, 8% attempted (CDC, YRBSS, 2015)
11
GEORGIA SUICIDE STATISTICS
• In 2013•1,212 Georgians died by suicide•73 youth died by suicide (10-19 years old)
(CDC, WISQARS, 2015)
• Suicide was the 3rd leading cause of death for 10 to 24 year olds.
12
ABOUT THE MAKING EDUCATORS PARTNERS COURSE…
• Developed in response to legislation passed in NJ in 2006
• Initial online version launched in 2008• Middle school module added 2011• Newly revised March 2015
• Number of people who have taken online version:> 70,000
• Number of person trained with in-person version: 5,750
13
ABOUT THE MAKING EDUCATORS PARTNERS COURSE…
What we know from course evaluation data:
• 22% of participants had a personal loss
• 27-33% of participants had loss in a professional circumstance
• 48-50% of educators had interacted with a suicidal student
• 44% had referred a student for help
• 98% of participants would refer course to a colleague
14
COURSE FOUNDATIONAL ASSUMPTIONS
• The school as a ‘Competent Community’:
“In our school we care about each other’s needs and we
know where and how to get help if a community member is in need”
• The most effective prevention programs impact the culture of the school
• The mission of the school is to provide a safe environment for learning, not become a counseling center
• Suicide prevention activities can fit into the context of already established programs to enhance resiliency
15
COURSE OBJECTIVES
By the end of the course, participants will have:
• Greater awareness of the problem of youth suicide
• Better understanding of the role of educators in prevention
• Increased strategies for dealing with potentially at-risk students
16
DIFFERENCES: ONLINE VS. IN-PERSON COURSE
ONLINE FEATURE INPERSON
17
NO
CAN ADMINISTER SCHOOL
READINESS SURVEY
YES
NODISCUSSION OF
LOCAL RESOURCES
YES
NO LOCAL /STATE DATA YES
YES ABILITY TO SELF-PACE NO
EMBEDDED VIDEO CLIPS DISCRETIONARY2.5 - 3 HOURS LENGTH 30
minutes
MANDATORY PRE/POST TEST OPTIONAL
INTEGRATION OF ADULT LEARNING THEORY
• Validates skill and knowledge of the audience
• Contextualizes suicide prevention into the mission of the school
• Includes personal accounts to engage audience emotionally with content
• School-based vignettes translate informational content into its practical application
• Important content is reiterated as example of reinforcement learning
18
INTEGRATION OF TRAINING PRINCIPLES
• Provides a variety of training experiences - data, didactic, personal experiences, video, acronym – to address different learning styles of participants
• Slide content is limited
• Starts and ends on time
19
KEY COURSE CONTENT
• Addresses “critical but limited role of the school”
• Avoids discussion of mental illness
• Minimizes ‘clinical’ jargon
• Consistent with Lifelines:• Learn signs of suicide• Identify students who may need help• Refer them to designated resources
21
NOTE PAGES FOR SLIDE DECK
.• Copy of slide with number at top of page
• Core message of slide at top right
• Trainer notes• What to SAY• What to DO
• Room for notes in margin
.
22
REVIEWING CONTENT ORGANIZATIONContent Slide Numbers Time Allocation
Introductory Material 1-5 3 minutes
Competent Community 6 1 minute
Reviewing teacher’s role 7 - 8 2 minutes
Answering questions 9 - 11 3 minutes
Defining the problem 12 - 13 1 minute
Reviewing risk factors and warning signs 14 - 20 10 minutes
23
REVIEWING CONTENT ORGANIZATIONContent Slide Numbers Time Allocation
3 steps for helping a student at risk 21 2 minutes
Understanding protective factors 22 - 23 3 minutes
Homework 24 - 25 3 minutes
Ending – Stacy video clip 26 2 minutes
Resources 27 - 29 1 minute
24
THE SPECIAL ISSUES IN SUICIDE TRAINING
• The topic intrinsically carries stigma – many in audience may not want to be there!
• Survivors of suicide WILL be present in the audience
• Participants need permission to ‘zone out’ if needed
• Training needs to be paced to allow participants to ‘come up for air”
26
THE SPECIAL ISSUES IN SUICIDE TRAINING
• Topical, newsworthy events - suicide, school shootings - need to be referenced
• Personal issues ALWAYS surface in questions at training’s conclusion
• If a school has had a suicide within last academic year, content will need to be adjusted to include information about being a ‘survivor school’
27
WORDS TO CAREFULLY CONSIDER
• “Unsuccessful” attempt
• “Committed” suicide
• “Victim” of suicide
• “Self-mutilation” v. Self-Injury, Self-Harm
• “Closure” related to discussions about grief after suicide
• Mental “disorder”
28
THINK ABOUT…• It really works well to have a school administrator review policies
and procedures. If there isn’t time during this meeting - or they’re not up to date - suggest they get discussed at a subsequent faculty meeting
• Although you probably won’t start on time, you sure better end on time!
• Know what to do if your audiovisual materials don’t work the way you expect
• Be sure to test sound on videos before you start!
• Bring resource materials to distribute
29
REVISITING THIS QUESTION:
HOW COMFORTABLE ARE YOU PROVIDING TRAINING ABOUT YOUTH
SUICIDE?
1- Very Uncomfortable
Very Comfortable- 10
33
MAKING EDUCATORS PARTNERS IN SUICIDE
PREVENTION
Lifelines:A School-Based Youth
Suicide Prevention Initiative
35
{ADD YOUR NAME & AFFILIATION HERE}
Educational Objectives
Review benefits
Correct myths
Present accurate data
Outline roles
Discuss interaction with students
Provide additional resources
37
Why Suicide Prevention is Important
Second leading cause of death overall for teens in the USA.
2,134 children and teens died by suicide in 2013. (CDC, WISQARS, 2015)
For every suicide death, there are between 50-200 attempts116,211 self-inflicted injuries for teens in 2013.
(CPSC, NEISS, 2015)
18% HS students seriously considered suicide, 13% made a plan, 8% attempted in 2013.
(CDC, YRBSS, 2015)
38
Georgia Suicide Statistics
• In 2013• 1,212 Georgians died by suicide• 73 youth died by suicide (10-19 years old)
(CDC, WISQARS, 2015)
• Suicide was the 3rd leading cause of death for 10 to 24 year olds.
39
“Competent School Community”
All members of the school community areconcerned about the welfare of each other
They know how to obtainhelp for those who need it
THE CONTEXT FOR PREVENTION
40
Staff Responsibility
Understand the importance of your critical but limited role in the identification of students at-risk for suicide
Familiarize yourself with school policies and procedures that address this issue
Learn information that facilitates identification of at-risk students
Listen to students, verbally and nonverbally, for warning signs
Identify those students who may be at elevated risk based on that identification
Refer those students to appropriate resources41
Your Role Simplified
Learningsigns of risk in students
Identifyingat-risk students
Referringto appropriate resources
42
Can Talking about Suicide Plant the Idea in the Minds of Vulnerable Teens?
44
Answering CommonQuestions
ATTEMPTED SUICIDEis a potentially self-injurious act
Completed with at least some intentto die as a result of the act
Defining the Problem
SUICIDEis an attempt to solve a problem
of intense emotional painwith impaired problem-solving skills
46
Characteristics of Suicide
1. Alternative to problem perceived as unsolvable by any other means
2. Crisis thinking colors problem solving
3. Person is often ambivalent
4. Suicidal solution has an irrational component
5. Suicide is a form of communication
47
Red - Warning Signs
Risk Factors / Warning Signs
Yellow - Risk Factors
Green - Protective Factors
48
Risk Factors for Youth Suicide
Demographic
Clinical
‘Stressors’
Accessto Means
PersonalityFactors
Family
49
Risk Factors
DEMOGRAPHIC Age Sex Gender Identity Race
CLINICAL Psychiatric diagnosis Drug / alcohol use Previous attempt
50
Risk Factors
FAMILY History of suicide
EXPOSURE To suicide (personally or in media) Death of peer under any circumstance
RECENT, SEVERE STRESSORS Loss Trouble Change – transition
51
FF
Warning Signs
eelingseelings
AACC
TTSS
ctionsctions
hangeshanges
hreatshreats
ituationsituations53
Threatening suicide
Looking for access to means
Talking or writing about death, dying, suicide
Previous attempt seriousenough to requirehospitalization
Students at Higher Risk
54
3 Steps to Help
RECOGNIZE THE WARNING SIGNS
EXPRESS CONCERN & SEEK CLARIFICATION
Provide support.
REFER STUDENTProvide a warm handoff to appropriate resources.
55
Protective Factors
Contact with a caring adult
Sense of connection orparticipation in school
Positive self-esteem andcoping skills
Access to and care formental / physical / substancedisorders
56
Fostering Protective Factors
Teach students it is okay to ask for help
Give students permission to talk abouttraumatic events like suicide
Help students identify trusted adults
Encourage participation inschool & community activities
Acknowledge student efforts
Be a good listener, as often as you can57
So Here’s Your Homework:
1. Review school policy & procedures
2. Examine personal attitudes and values
3. Remember your role in the competent community
4. Review curriculum for ways in which you can foster protective factors (resiliency)
58
Remember:Your Role Simplified
Learningsigns of risk in students
Identifyingat-risk students
Referringto appropriate resources
59
www.sptsusa.orgSociety for the Prevention of Teen SuicideSponsor of this program, focuses on resources for the competent school community, including Lifelines,
an evidence-based suicide prevention program for schools. Free on-line educator training!
www.suicidepreventionlifeline.orgNational Suicide Prevention LifelineFree confidential, 24-hour hotline, free materials
www.sprc.orgSuicide Prevention Resource CenterResources for states, on-line library, best practices registry
www.suicidology.orgAmerican Association of SuicidologyData, resources, links, journal, national conference
www.thetrevorproject.org/The Trevor ProjectSpecific information for LGBTQ youth
www.afsp.orgAmerican Foundation for Suicide PreventionSurvivor resources, research, and awareness
Web Resources
61
MAKING EDUCATORS PARTNERS IN SUICIDE
PREVENTION
Lifelines: A School-Based Youth
Suicide Prevention Initiative
CREATED BY
Maureen M. Underwood, LCSW John Kalafat, Ph.D
63