idaho lives project samhsa state / tribal youth suicide prevention grant (glsma) grant awarded to...
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Idaho Lives Project
• SAMHSA State / Tribal Youth Suicide Prevention Grant (GLSMA) grant awarded to Idaho on 10/7/2013.
• 3 year award totaling $1,295,745.00
• 1 of seven grantees nationwide
Organizational Structure
State Department of Education
Sources of Strength Shield of Care Local / National
Expert MentorsTrainers /
Facilitators
SPAN Idaho BSU Ctr for Health Policy
Grant Administration
Program Implementation Program Evaluation
School / Community Impact Strategies
Suicide Statistics
US 2010 ID 2010 ID 2011 ID 2012
Total Deaths 38,364 290 284 299
Deaths/week 738 6 5.5 6
Suicide Rate 12.4 18.5 17.9 18.7
Where Does Idaho Rank?US Suicide Death Rate Rankings (CDC 2010)
18.5
Wyoming Idaho U.S. New York
8.0
12.4
23.3
4 26 17
Youth Suicide Facts• Idaho high school students, 2013 YRBS shows
1 in 13 have attempted
suicide
1 in 8 actually have a suicide
plan
1 in 7 have considered
suicide
Youth Prevention Survey
• Administered in Spring, 2014• Sample size: 12,650 (grades 6, 8, 10 & 12)
School Changes
Suicide Ideation by County
Protective Factors
School-Age Children• Idaho has lost 83 school-aged children to suicide in the last 5 years.
• 16 of those children were age 14 or younger
What are you seeing?
• Indicators of ideation• ATOD issues• Dating relationship violence• Bullying / harassment• Self-harm• Toxic family / community influences• GLBTQI discrimination• Others???
Interpersonal-Psychological Theory of Suicide
Thomas Joiner, PhD
PerceivedBurdensomeness
ThwartedBelongingness
Those Who Are Capable of Suicide
Fearlessness about Pain, Injury & Death
Acquired Ability or Self-Harm
Serious Attempt or Death by Suicide
Those Who Desire Suicide
Derived from Sketch of a TheoryPower Point presentation, 2013Thomas Joiner, PhD
Di s t a l Fac t or s
Why People Die by Suicide
Idaho Lives Project Goals Model
Goal 7: Data Collection, Evaluation & Reporting
Goal 3: Suicide Assessment Training for BH & PC Professionals
Goal 2: School & Community Gatekeeper Training
Goal 1: Sources of Strength in
Schools
Goal 4: College & University Involvement
Goal 5: Connectedness & Capability Strategies for All Schools
Goal 6: Shield of Care for Juvenile Justice Facilities
Goal 1
1. Sources of Strength conducted A. 8 pilot schools trained in year 1
Provided by Sources professionals
B. 10 – 14 schools trained in year 2 Provided by Sources professionals and Idaho trainees
C. 15 – 21 schools trained in year 3 Provided by Idaho Sources trainers
D. 12 – 14 Idaho Sources trainees trained and certified over two-year period
E. After training, adult advisors and peer leader teams carry out Sources activities in the school
TM
Goal 2 2. Gatekeeper training – “QPR Plus”*
(Question, Persuade & Refer)
A. Training for personnel of all Sources schools B. Training for communities around Sources schools
and Shield of Care facilities C. Targeted outreach to special populations for
training
* “QPR Plus” adds to QPR: • The Interpersonal-Psychological Theory of Suicidal Behavior• State/Regional/Local statistics• Sources of Strength overview• Suicide survivor issues • Information specific to the audience
Goal 33. Training for Behavioral Health and Primary
Care providersA. Suicide assessment training for BH and PC
providers in Sources school communitiesB. Training provided by recognized national expert
on suicide assessmentC. BH and PC providers will be
available and trained to meet the needs of identified youth
Goal 44. Universities and Colleges involvement
A. Reach out to Colleges in Sources school communities to participate in gatekeeper training
B. College interns recruited to be involved with Sources trainings
C. Interns distribute materialsD. Outreach to 18-24 year-olds with materialsE. Targeted outreach and coordination with U of I
(SAMHSA college grant recipient)
Goal 55. Promoting connectedness and capability
in Idaho schoolsA. Strategies for increasing connectedness,
belonging and capability among students and staff are made available to all Idaho schools
B. Feeder schools to Sources schools are targeted for distribution of materials
C. National expertise on strategies provided at Annual Prevention Conference
D. Formal recognition for individual and organizations demonstrating effective or innovative strategies
Goal 6
6. Shield of Care for juvenile justice facilitiesA. Juvenile justice facility mental health contacts
trained to train Shield of CareB. Trained mental health contacts train facility staff
in Shield of careC. SPAN Idaho provides support
Goal 7
7. Data collection, evaluation and reportingA. Data is collected and evaluated for all activitiesB. Boise State University College of Health Sciences
provide project evaluation.C. ILP Advisory Committee is created and assists in
reviewing project evaluations and developing data-driven improvement plan
D. Reports on evaluation findings and improvement plan
ILP Programs
Goal 1 Status:School Community Selection
• 8 school communities for cohort 1 and 7 school communities for cohort 2 were selected based upon : – Demonstrated need– Readiness to Benefit– Level of interest/commitment– Needs of special populations
Cohort 1: Schools Selected & Trained
1. Priest River Lamanna HS, Priest River2. Lapwai MS-HS, Lapwai3. Parma HS, Parma4. Parma MS, Parma5. Nampa HS, Nampa6. Silver Creek Alternative HS, Hailey7. Salmon MS-HS, Salmon8. Teton HS, Driggs
Trained March 3-14, 2014
Cohort 2: Schools Selected
1. Emmett HS, Emmett2. Homedale HS, Homedale3. Frank Church HS, Boise4. Rimrock Jr/Sr HS, Bruneau5. Pocatello HS, Pocatello6. Preston Jr HS, Preston7. Preston HS, Preston
Goal 2 Status:Community & School Staff Training
Community Gatekeeper Training
• February 13th - Priest River
• February 18th – Parma
• February 19th – Nampa
• February 27th – Lapwai
• March 3rd – Driggs
• March 5th – Salmon
• March 6th – Hailey,
Staff Gatekeeper Training
• January 20th – Parma
• February 14th - Priest River
• February 19th – Nampa
• February 24th – Hailey
• February 28th – Lapwai
• March 3rd – Driggs
• March 5th – Salmon
Goal 3 Status: Suicide Assessment Training Schedule
Round 1• February 24th – Caldwell• February 25th – Hailey• February 25th – Twin Falls• February 26th – Idaho Falls• March 24th – Coeur d’Alene • March 25th – Lewiston
Round 2• Three locations and video teleconference to rural areas, early 2015
M. David Rudd, PhD
Goal 4 Status: University Involvement & Young Adults
• Training– June 5th – BSU TRiO Upward Bound Residential Mentor
staff– August 20th or 21st – CSI staff
• Interns– One identified for cohort 2 from NNU
• Young Adult Outreach– Young adult-serving entities identified– Man Therapy contract securedwww.mantherapy.org
Goal 5 Status: Belongingness & Capability
• Research completed
• Strategies developed
• Belongingness session at SDE’s Prevention Conference
• Prepared to provide strategies/activities to elementary and middle feeder schools fall 2014
Goal 6 Status: Juvenile Justice
• February 4th - Shield of Care Train the Trainer• May 2014 – Scheduling individual facility
training for entire staff– June – Shoshone-Bannock Juvenile Justice Center– September – Snake River Juvenile Detention Center
Goal 7 Status: Data MEASUREMENT TOOL & CODES
TOOL TYPE
AUDIENCE
ADMINISTERED BY
DATA COLLECTED & RESULTS COMPILED BY
RESULTS EVALUATED BY
PL-Consent = Sources Peer Leader Consent Form Consent Form Parents School School School
PL-Pre = Sources Peer Leader Pre-Survey Survey Peer Leaders School ILP BSU
PL-Post = Sources Peer Leader Post-Survey Survey Peer Leaders School ILP BSU
SS-Pre = Sources School Staff Pre-Survey Survey School Staff School ILP BSU
SS-Post = Sources School Staff Post-Survey Survey School Staff School ILP BSU
GK-Pre = School Staff Gatekeeper Pre-Test Test School Staff School ILP BSU
GK-Post = School Staff Gatekeeper Post-Test Test School Staff ILP Staff ILP BSU
QPR+ = Question, Persuade, Refer Evaluation Evaluation Staff & Cmty. ILP Staff ILP BSU
TUPS = Training Utilization Survey- Adult Consent Form Staff & Cmty. ILP Staff ILP & SDE SAMHSA
TUPS-A = Training Utilization Survey- Adolescent Consent Form Parents School ILP & SDE SAMHSA
Rudd = David Rudd Clinician Survey/Evaluation Survey & Eval. Clinicians ILP Staff ILP BSU
TASP = Training Activity Summary Page Report Form ILP SDE Staff SDE SAMHSA
EIRF= Early Identification, Referral, Follow-up Survey Clinician/Staff SDE Staff SDE SAMHSA
SST-Self-Eval = School Sources Team Self-Evaluation Evaluation Adult Advisors School ILP BSU
SST-Status = School Sources Team Status Report Report Form PL & Ad. Adv. School ILP BSU
SMH-Ref = School Mental Health Referral Form Report Form School Couns. ILP Staff ILP BSU
COS = Community Outreach Survey?? TBD Survey Gen. Pop. ILP Staff ILP BSU
Important Notes about Warning Signs
• The more signs, the greater the risk.
• Warning signs are especially important if the person has attempted suicide in the past.
• One sign alone may not indicate suicidality
but all signs are reason for concern
and several signs may indicate suicidality,
and any one of three signs alone is cause for immediate action.
1. 2. 3.
4. 5. 6.
R I SK
Warning Signs
• Previous suicide attempts
• Talking about, making a plan or threatening to complete suicide
• Isolation, withdrawal from friends, family or society
• Agitation, especially when combined with sleeplessness
• Nightmares
Warning Signs
• Changed eating habits or sleeping patterns
• Giving away prized possessions, making final arrangements, putting affairs in order
• Themes of death or depression in conversation, writing, reading or art
• Recent loss of a friend or family member through death, suicide or divorce
• Sudden dramatic decline or improvement
Warning Signs
• Feeling hopeless or trapped
• Use or increased use of drugs and/or alcohol
• Chronic headaches and stomach aches, fatigue
• Major mood swings or abrupt personality changes
• Neglect of personal appearance
• Taking unnecessary risks or acting reckless
• No longer interested in favorite activities or hobbies
Signs of Immediate Risk = Take Immediate Action
• Talking about wanting to die or to kill oneself
• Looking for a way to kill oneself
• Talking about feeling hopeless or having no reason to live
How to Ask
• Direct:Are you thinking of suicide/killing yourself?
• Less Direct:You seem to be ________. Sometimes when people are ________, they think about suicide. Are you thinking of suicide?
How to Listen
• Listen well• Non-judgmentally• Non-condescendingly• Matter-of-fact yet caring approach• Reflective listening• Not problem solving
Helping & Getting Help
• Ensure the person is not left alone
• Get a commitment to accept help
• Make arrangements/help the person contact mental health help
• Get others involved; a family member, friend, clergy, someone whom the person trusts. Ensure that the trusted person will get the person in crisis to help
Getting Help
• 1-800-273-TALK (8255)
• Call police if person is in possession of a weapon
• Follow up
• Self care
Remember
Watch for signs/clues
Get helpInstill hope
Listen wellHave the courage to ask
Your Assistance
• Educate Schools about the Project– Cohort 1 – 18 school applications– Cohort 2 – 11 school applications (3 repeats)
• Share community and clinical training announcements
• Implement upstream approaches at your school
Resources
• Idaho Lives Projectwww.idaholivesproject.org
• Dedicated SDFS $$$ ($2.2 million)• Postvention protocolhttp://www.spanidaho.org/youth-suicide-forschools.shtml
• Surveillance data (YPS / YRBS)http://www.sde.idaho.gov/site/safe_drugfree/
• Idaho hotline- 1-800-273-TALK (8255)
Likely keynotes:• Dr. James Garbarino• Keith Orchard
• RFP for workshops coming soon• Currently searching for counselor scholarships
For More InformationMatt McCarter, DirectorStudent Engagement & Postsecondary Readiness DivisionState Department of EducationProject Director, Idaho Lives [email protected](208) 332-6961
Jeni Griffin, Executive Director, SPAN IdahoProject Administrator, Idaho Lives Project
[email protected](208) 860-1703
Kim KaneProgram DirectorIdaho Lives Project
[email protected](208) 860-1703