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Umatter for SchoolsYouth Suicide Prevention Training Outline Audience: School Staff, Parents/Guardians

This outline is designed to provide the basic information that needs to be covered in a Umatter Suicide Prevention Awareness Training for school staff and parents/guardians. This information can be covered in as short as 20 minutes or as long as 3 hours, if you include activities. You will want to tailor some aspects of the training to your school community (i.e. data and protocols), but remember this outline is based on best practice for suicide prevention and each section should be covered.

It is suggested that when providing awareness sessions for parents/guardians that you contact the local mental health agency and include them in the training. If you have students who have gone through the Umatter Youth and Young Adult program, you can engage them to help provide this training.

MATERIALS:- Umatter Awareness Training Powerpoint slides (access through online portal)- Umatter Handbook (purchase from CHL)- Sensitive Language table tents (access through online portal)- 50 Ways to help (access through online portal)- Umatter Wallet Cards (purchase from CHL)- Need Help? Postcards (access through online portal)- FACTS Warning Signs (access through online portal)- Your School’s Protocol

OUTLINE:A. Introduction: Setting the Tone

a. Introduce yourself b. Review training goals and why your school is talking about suicide preventionc. Establish guidelines for talking about suicided. Explain why Umatter

B. School and Community Strategies for Suicide Preventiona. Explain what it is to be a Gatekeeperb. Everyone has a role to play in suicide prevention - schools protocol summaryc. Review statistics related to suicide (national, Vermont, school/community)

C. Protective Factors, Risk Factors, Warning Signsa. Protective Factorsb. Risk Factors and At-Risk Populationsc. Warning Signs

D. Interventiona. 3-Step Processb. Video: Teen Suicide Prevention, by the Mayo Clinic (3 minutes)

https://www.youtube.com/watch?v=3BByqa7bhtoc. School Protocol d. Curriculum for Students

E. Summary

Umatter for Schools: Youth Suicide Prevention updated 190926

Objectives Talking Points Resources and Materials

Introduction Introduce yourself. Remind participants this is an awareness training about suicide prevention and personal stories will not be shared, rather tools will be given.

Housekeeping: where bathrooms are, put cell phones on vibrate and where resources are should they need to leave early.

Thank everyone in advance for their time on this difficult topic.

Slide 1

Review training goals

This may be a review for some of you or you may be hearing this information for the first time. The goal is to give an overview of how to address suicide prevention and review your role in our school community.

We will review some statistics related to suicide, but more importantly we will cover how to recognize when someone may be thinking of suicide and the three step process in how to help.

NOTE: Provide context for why you are talking about suicide prevention now at your school.

Slide 2

Remembering Setting the tone is crucial for this work. We need to be mindful that almost always someone in the room has experienced a death by suicide, a suicide attempt, or maybe has contemplated suicide themselves. We want to acknowledge that today, however, this training is not designed to be a place for participants to share their personal experience or personal information about suicide. This topic affects almost everyone, so today we are going to offer you tools and resources to help support the people in your life and offer hope that suicide is preventable.

That said, if at any time you feel the need to step away, please do so, but let someone know. Asking for help is courageous; we need to model help seeking and we all deserve to get the support we need.

Slide 2


Explain Why Umatter

We want to give everyone the message that feeling down or depressed is a common experience and that reaching out for help is a healthy response. We want to encourage young people (everyone) to reach out to a trusted adult for help and we want to equip those adults (like you or coaches and neighbors) with the skills to listen and respond, giving hope and finding professional resources to help that person through their difficult time.

Everyone is important and we can encourage youth (or anyone) to discover their unique gifts and talents and see how they can contribute to the lives and well-being of others. We all have an impact on the larger community. You are a part of the Circle and Umatter!

Slide 4

Umatter Handbook page 3

Using Sensitive Language

Survivors of suicide and families who have experienced a death by suicide suggest the follow terms. Died by, or took his/her/their own life.

The word committed has negative connotations and therefore we ask that you NOT use the words: committed, successful, failed or completed. These terms are derogatory, painful, and indicate a moral judgment that is painful for all.

If you think of where else the word “committed” you might think of “committed a crime” or “committed to a mental institution.” Using the word “committed” refers to a belief suicide to be a sin or a choice. However, it doesn’t feel like a choice in the moment, it feels like the only option to be away from the pain. We know from people who have survived an attempt that they know they made the wrong and often impulsive choice and they don’t want to die; but are trying to escape from pain.

Please be mindful of language and practice today. When you hear someone using insensitive language, you can kindly correct the person by saying “You mean they died by suicide.”

Slide 5


Table top sensitive language cards

Gatekeeper A gatekeeper is someone who recognizes the warning signs of suicide, how to respond and get help. We all need to be gatekeepers in our school community. Today we will go over the information you need to

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respond when you are concerned about a student. We all play a part in keeping our students safe.

National Data for children and youth

National data shows that suicide is the 3rd leading cause of death for children ages 5-14 years old. Significantly more boys die than girls because they often use more lethal means, however, girls are starting to also use more lethal means. The mental health challenges for younger children who die by suicide are more often Attention Deficit Disorder, while for adolescents it is depression.

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Source: *Suicide in Children - What Every Parent Must Know by Eleen Kennedy-Moore Ph.D.https://www.psychologytoday.com/us/blog/growing-friendships/201609/suicide-in-children-what-every-parent-must-know

Vermont Data: 2017 YRBS

As you most likely are aware, the Youth Risk Behavior Survey, given every two years to most Middle & High School students in VT, asks about depression and sadness, which are both signs of clinical concern.

The most recent data shows that about a quarter of students report feeling sad or depressed for over two weeks. That is 1 in 4 students. Think about the population of your school - how many students do you encounter that are sad and/or depressed?

A smaller, but very significant percent of students report actually making a plan about how they would attempt suicide.

Being able to recognize these students who are really struggling and you feeling confident about having a conversation with them and getting them the help they need is a key role of being a Gatekeeper.

Slide 8

Check this site for the most up to date information: http://www.healthvermont.gov/health-statistics-vital-records/population-health-surveys-data/youth-risk-behavior-survey-yrbs

Protective Factors, Risk Factors, and Warning Signs

Protective factors give us the strength and tools to cope with the challenges life presents. Some are internal factors like coping skills, reasons for living, and spiritual practices. Other protective factors are generated from external sources like connections with other people, access to health care, and safe supportive environments. As part of suicide prevention, we want to find ways to acknowledge and build these protective factors in ourselves and our students/children.

Slide 9

Umatter Handbook pages 5-7


Risk factors are stressors in life including lack of connection or support, isolation, and traumatic situations including loss, violence and illness. Many people who experience these stressors are able to cope and never think of suicide. But for some people, these complex situations produce intense emotional pain; suicide can be seen as an option to deal with this intense pain in the moment when someone has impaired problem-solving skills.

We know that young people are still learning how to problem solve and deal with these types of stressful situations but we also know they can be very resilient. So we need to keep in mind that risk factors are NOT predictors of suicide and a suicide is not caused by one event.

Risk factors in combination with warning signs are what you need to look out for. Warning signs indicate that we need to take immediate action. And you never leave a suicidal person alone!

Umatter Handbook pages 8-9

High Risk Populations

We need to remember that some populations of youth inherently struggle with adversity more than others, and as risk factors build, we need to be alert to signs of suicidality. This does not mean that people in these groups are predisposed to suicidal thinking, but that the multiple stressors people in these populations face can lead a greater number of them thinking of suicide as a way to end their pain.

We never want to normalize suicide as an option and we want to be careful about how we talk about suicide so that vulnerable individuals don’t identify with those who have taken their life and see that as an option to solve their pain.

It is important to recognize the key risk factors for these populations that put them at higher risk. Many of these populations lack a sense of belonging which is a core component to suicidal thinking. This is true for LGBTQ youth who may experience bullying and rejection from family and peers. For Native Americans, historical trauma is a key factor in the high rate of suicide we see in this population.

We know that substance use plays a role in suicides because it impairs thinking. Alcohol is involved in up to 40% of suicide attempts (SAMSHA) and youth who report abusing prescription medications (including opioids) have a higher rate of suicidal thinking (CDC

Slide 10


YRBS 2018). Data from the Vermont Department of Health (2015) shows that the rate of suicidal plans and attempts increase in tandem with increased use of marijuana.

And lastly, research shows that 90% of those who died by suicide had a mental health illness at the time of their death, the most common illness being depression.

Warning Signs:Difference in Children vs Adolescents

Based on clinical observations of children with suicidal thoughts, it has been found that in children ages 5-11, warning signs may appear to be showing aggression, irritability, being disruptive, sensation-seeking and impulsivity. In adolescents, however, the warning signs are more often signs of depression, hopelessness, worthlessness, and being unable to enjoy themselves.

Warning signs can be any change in behavior. That is where your relationship with a child will help you determine if their behavior seems unusual or different. Take notice and take action.

Slide 11

Source: *Suicide in Children - What Every Parent Must Know by Eleen Kennedy-Moore Ph.D.https://www.psychologytoday.com/us/blog/growing-friendships/201609/suicide-in-children-what-every-parent-must-know

Warning Signs:Look out for

It is important to look out for these warning signs. Sometimes they are verbal but most often it is a more subtle behavior change. You may notice a change in one of your students that prompts you to have a conversation with them or consult with another staff person. We need to work together to share information when we are concerned. Never work in isolation when a student is talking, writing or expressing signs of suicide.

Slide 12


Warning Signs: Immediate Concern

These warning signs lead us to immediate concern. When we hear these statements we need to act immediately. This is where having clear policies and procedures in your school is so important.

When we hear statements like these or see this kind of behavior, we need to reminder that we never leave anyone alone who is talking about suicide.

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Intervention:3-Step Process

So how do we respond when we notice these warning signs?We show we care, ask if they are thinking of killing themselves, get them help, and always offer hope. We never want to leave a suicidal person alone. Stay

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Umatter Handbook page 10-11


with the person and ensure a warm hand off to the counselor or mental health worker.

Although the three step process may seem very simple, you want to be sure that you feel confident in asking the questions.In asking about suicide, we need to be very straight forward and not just say “are you ok?” but ask “ are you thinking of killing yourself?” “are you thinking of suicide?” “Do you wish you could go to sleep and never wake up?”

You might be afraid that mentioning this will encourage someone in that direction, but it does not. If a person is thinking of suicide often it is a relief for someone to ask and be able to talk about it in the open. If they are not thinking of suicide, they will usually respond with “oh no of course not.” You are not trying to talk someone out of suicide, but rather listening and getting them further help.

Be mindful that you never leave anyone alone. And that it is important to have resources at your fingertips including crisis numbers.

50 Ways to Help

Umatter Wallet Cards

Need Help? Postcards

Resources:Not My Kid; What Every Parent Should Knowhttps://www.sptsusa.org/not-my-kid/

Video This video breaks many myths about asking the question of suicide.

Note: It is geared toward parents but can be used with most audiences. Leave out if you do not have time.

If time allows, could pose discussion question:- What stood out to you from the video?

Slide 15

3 minute video: Teen Suicide Prevention, by the Mayo Clinichttps://www.youtube.com/watch?v=3BByqa7bhto

School Protocol

Everyone in our school has a role to play in preventing suicide. We have established a protocol to help clarify your role and what you need to do if you are worried about a student thinking of suicide.

Slide 16

School Protocol

Curriculum for Students

Provide information about what students will be learning from the curriculum you are teaching.

Slide 17

Summary In summary, we trust you are walking away from today realizing that suicide is preventable and that you have a unique role in identifying students or adults who may be at risk of suicide. There is no one factor that is responsible for suicide, but there are risk factors that make someone more susceptible to suicidal thinking like substance use and untreated mental illness.

Slide 18


When you notice a student or adult with specific risk factors coupled with warning signs, you need to take immediate action using the 3 step model of intervention.

Never leave someone alone when they are thinking of suicide and make sure you have easy access to the resources in your community.

Thank you Thank you for being here and being attentive today. If you have any questions, please don’t hesitate to ask myself or [other contacts]

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