lifelines: building a competent school community for youth suicide prevention presented by: judith...
TRANSCRIPT
LIFELINES: BUILDING A COMPETENT SCHOOL COMMUNITY FOR YOUTH SUICIDE PREVENTIONPresented by: Judith Springer, Psy.D.Member, Clinical Advisory Board, SPTS
Understand basic information about suicide
Review educators’ role in school’s suicide prevention strategy
Recognize students who may be at risk
Understand crucial, but limited, role of identification and referral
Workshop Objectives
Each year, Each year, there are approximately 10 youth suicides for every 100,000 youth in the United States.Each dayEach day, there are approximately 11 youth suicides in our country.Every 2 hours and 11 minutes Every 2 hours and 11 minutes one one person under the age of 25 completes person under the age of 25 completes suicide.suicide.One preventable death is one toomany.
What about Elementary What about Elementary School Students?School Students?
• Suicide by children is very rare.
•About four children in every 500,000 kill themselves every year.
•The suicide rate for 10-14 year olds is on the rise.
SUICIDAL BEHAVIORSUICIDAL BEHAVIOR
Attempt to solve a Attempt to solve a problem of intense problem of intense pain with impaired pain with impaired
skillsskills
Attempt to solve a Attempt to solve a problem of intense problem of intense pain with impaired pain with impaired
skillsskills
Youth Suicide is a Preventable Mental Health Problem
Research shows that clues or warning signs can be detected by others.
Research has demonstrated that restriction of lethal means can reduce attempts.
Clinical evidence identifies suicidal thinking as crisis thinking that can be altered by crisis intervention techniques.
Evidence demonstrates the effectiveness of medication & cognitive behavioral treatment for symptoms of depression.
Provide guidelines for crisis response ofsupport, control & structure
Demonstrate administrative commitmentand support
Outline a prepared andplanned response
POLICIES & PROCEDURES
School-based Suicide Prevention Begins with
Planning
Staff ResponsibilitiesUnderstand 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
Questions to consider:
1. I think suicide is a rational choice.
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NeverAlways
sometimes
Questions to consider:
2. I think suicide should be prevented no matter what.
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NeverAlways
sometimes
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.
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NeverAlways
sometimes
Questions to consider:
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I would do everything I could to prevent my teenager from dating someone who hadattempted suicide.
I would respectmy child’s choice.
On a 1 to 10 scale, rank how comfortable you are talking about suicide.
----------------------+-----------------------1 5 10Very Uncomfortable Very Comfortable
Talking About Suicide
IdentifyRisk FactorsWarning signs
Know referral resources
Enhance protective factors
What educators need to be able to do
Risk Factors: Non-Clinical Age Sex Race Sexual Orientation “Giftedness” Family
History of suicideAbuse
Exposure To death of peer
Recent StressorsLossTrouble- E.g. being bullied or bullying othersChange – transitionAccess to means
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ActionsTrying to get access to guns or pills
Risky or dangerous behaviorsIncreasing drug/alcohol useGetting into fightsWriting suicidal messages on social networking sites
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Changes
One of the most significant warning signs in adolescents
Changes in moods, actions or behaviors
Recent prescription, change in psychiatric medication
31
ThreatsSpecific verbal statements :I want to die, I want to kill myself
Worrisome innuendosThemes of death /destruction in school assignments
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SituationsSituations that may serve as a trigger- when a student’s coping skills are really challenged, especially:Loss – e.g. family death or divorce; breakup
ChangeGetting into trouble
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Personal, behavioral, or situational characteristics that help students become
resilient despite risks.
Protective Factors
Caring relationship with at least one trusted adult
Sense of connection/meaningfulparticipation in school
Positive self-esteem and good coping skills
Access to care for emotional/physical problems, substance abuse
Cultural/religious beliefs that discourage suicide and promote self-preservation
Protective Factors
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
Pay attention to who your students are, not just how they perform academicallyNotice their appearanceObserve their social skills / relationshipsMonitor their behavior changes
Helping At-Risk Students
Threatening suicide
Looking for access to means
Talking or writing about death, dying, suicide
Previous attempt seriousenough to requirehospitalization
Students at Higher Risk
Talking with At-Risk StudentsLISTEN
Acknowledge feelings in student’s termsClarifySummarizeValidate
Know Your Limits(E.g., to ask about suicide directly?)
Know Your Resources
Act
Follow-up
What about suicide prevention for elementary students?
1. Don’t teach “Don’t tattle.’
2. Do teach , “Ask for help if you or someone else is getting hurt” and “Friends help friends.”
3. Focus on promoting helpful behavior and preventing bullying and hurtful behavior.
4. Encourage children to identify least one trusted school adult.
5 Teach social emotional skills – e.g. self-calming and problem-solving skills.
Educators’ Role in Review
Learningsigns of risk in students
Identifyingat-risk students
Referringto appropriate resources
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What About 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
Do Students Have a Role in Suicide Prevention?
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
Answering Common Questions
Can Talking about Suicide Plant the Idea in the Minds of Vulnerable Teens?
FREE Resources for the Competent Community
Teacher training OnlineParent video- “Not My Kid”Available at www.sptsusa.org
www.sprc.orgSuicide Prevention Resource CenterNational resource
www.afsp.orgAmerican Foundation for Suicide PreventionPrinted materials & resources
www.suicidology.orgAmerican Association of SuicidologyData, resources, links
www.maine.gov/suicideMaine Youth Suicide Prevention ProgramExtensive resources and information on youth suicide
Additional Resources