MAKING EDUCATORS PARTNERS IN SUICIDE PREVENTION

2. MAKING EDUCATORS PARTNERS IN SUICIDE PREVENTION LIFELINES: A School-Based YouthSuicide Prevention Initiative John Kalafat, Ph.D Maureen M. Underwood, LCSW

3. Educational Objectives • Review benefits • Correct myths • Present accurate data • Outline roles • Discuss interaction with students • Provide additional resources

4. EVERY… • EVERY Year - there are approximately 10 youth suicides for every 100,000 youth • EVERY Day - there are approximately 11 youth suicides • EVERY 2 Hours and 11 Minutes - a person under the age of 25 completes suicide

6. Why Suicide Preventionis Important • Third leading cause of death for teens • Second leading cause of death in colleges • For every completion, there are between 50-200 attempts • CDC Youth Risk Survey: 8.5% grades 9-12 reported attempt in past year • 25% high school students report suicide ideation • Attempt rate increasing for 10-14 year olds • Same risk and protective factors for suicide as other problem behaviors such as drugs, violence, risky sexual activities

7. Why Educator Training is Important: According to the Carnegie Task Force on Education: School systems are not responsible for meeting every need of their students,but when the need directly affects learning, the school must meet the challenge.

8. THE CONTEXT FOR PREVENTION “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

9. POLICIES & PROCEDURES Your School’sFirst Official Step: • Provide the guidelines for crisis response ofsupport, control & structure • Demonstrate administrative commitmentand support • Outline a prepared andplanned response

10. 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 resources

11. Your Role Simplified: • Learningsigns of risk in students • Identifyingat-risk students • Referringto appropriate resources

12. Consider “Zero Tolerance”for Suicide • Demonstrates school’s commitment to the welfare of all its students • Sends message that personal violence is as much a concern as other-directed violence • Reinforces fact that suicide is taken seriously • Reminds school community that resources are available for at-risk students

13. Role of Parents • Understand school’s policies and procedures • Recognize signs of trouble in their children • Know what to do and where to go for resources • Understand how to respond to other at-risk youth

15. Role of Students • Awareness of warning signs • Strategies for getting help personally • Knowledge of ways to help peers • Awareness of school and community resources • Identification of ‘caring’ adults

16. Assessing Attitudes About Suicide Your First Step:

17. Always Never Questions to Consider: 1. I think suicide is a rational choice. sometimes ---------------------------------------------

18. Questions to Consider: 2. I think suicide should be prevented no matter what. sometimes --------------------------------------------- Always Never

19. Questions to Consider: 3. Because it can be so hard to talk about, I think it is important to respect a student’s confidences about suicide. sometimes --------------------------------------------- Always Never

20. Questions to Consider: I would do everything I could to prevent my teenager from dating someone who hadattempted suicide. ----------------------------------------------- I would respectmy child’s choice.

21. Talking About Suicide On a 1 to 10 scale, rank how comfortable you are talking about suicide. ----------------------+----------------------- 1 5 10 Very Uncomfortable Very Comfortable

23. True False True False Suicide Myths & Facts 1. If questioned, youth will admit suicidal thoughts or behaviors to parents.

24. True False True False Suicide Myths & Facts 2. It is inaccurate and sexist to suggest that there is a difference in suicidal behavior between boys and girls.

25. True False True False Suicide Myths & Facts 3. People who talk about suicide don’t complete suicide - they are just seeking attention.

26. True False True False Suicide Myths & Facts 4. Talking about suicide can plant the idea in the minds of at-risk youth.

27. True False True False Suicide Myths & Facts 5. The only one who can really help a suicidal student is a counselor or mental health professional.

28. True False True False Suicide Myths & Facts 6. Once a youth is suicidal, he / she is suicidal forever.

29. SUICIDE is an attempt to solve a problem of intense emotional pain with impaired problem-solving skills Defining the Problem ATTEMPTED SUICIDE is a potentially self-injurious act committed with at least some intent to die as a result of the act

30. 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

31. Risk Factors / Warning Signs Red -Warning Signs Yellow -Risk Factors Green -Protective Factors

32. Personality Factors Demographic Clinical Accessto Means Family ‘Stressors’ Risk Factors for Youth Suicide

33. Risk Factors DEMOGRAPHIC • Age • Sex • Race • Sexual Orientation CLINICAL • Psychiatric diagnosis • Drug / alcohol use • Previous attempt

34. 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

35. Personality Factors Demographic Clinical Accessto Means Family ‘Stressors’ Risk Factors for Youth Suicide WARNING!!!!

36. Warning Signs F eelings A ctions C hanges T hreats S ituations

37. DEALING WITH AT-RISK STUDENTS Making it Real… • BRAD • James • Elena • Conner

38. Making it Real… Brad

39. Students at Higher Risk • Threatening suicide • Looking for access to means • Talking or writing about death, dying, suicide • Previous attempt seriousenough to requirehospitalization

40. DEALING WITH AT-RISK STUDENTS Making it Real… • Brad • JAMES • Elena • Conner

41. Making it Real… James

42. Risk Factors vs.Protective Factors

43. 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

44. 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 can

45. Making it Real…

46. Dealing with At-Risk Students • Pay attention to who your students are, not justhow they perform academically • Notice appearance • Observe social skills / relationships • Monitor behavior changes

47. DEALING WITH AT-RISK STUDENTS Making it Real… • Brad • James • ELENA • Conner

48. Making it Real… Elena

49. Talking with At-Risk Students • LISTEN • Acknowledge feelings in student’s terms • Clarify • Summarize • Validate • Know Your Limits • To ask about suicide directly? • Know Your Resources • Act • Follow-up

50. DEALING WITH AT-RISK STUDENTS Making it Real… • Brad • James • Elena • CONNER