Suicide Prevention

&
Interventions in Schools

By: Jazmin Hernandez

 Agenda
➢Introductions

➢Hand out Portfolios

➢Ice-Breaker: “Human Knot”
 (5 Minutes)
➢PowerPoint Presentation: Suicide Prevention & Intervention in
Schools (30 Minutes)
➢Student Resources

➢Activity: “Skittles Group Activity” (5 Minutes)
 Ice-Breaker

“The Human Knot Game”

A good ice-breaker or team building activity for new people to learn
to work together in close physical proximity! The goal is to figure
out how to untangle the human knot without letting go of hands.
(5 Minutes)
 What is Suicide?
Suicide
Death caused by self-directed injurious behavior with any
intent to die as a result of the behavior.

Suicide Attempt
A non-fatal self-directed potentially injurious behavior
(may or may not result in injury) with any intent to die as
result of the behavior.

Suicide Ideation
Thoughts of suicide that can range in severity from a
vague wish to be dead to active suicidal ideation with a
specific plan and intent.
 Suicide
Statistics
 Suicide Statistics
● Thousands of teens commit suicide each year in the United States. Suicide is the SECOND leading cause of death
for college-age and youth, ages 12-18. (CDC, 2016). It results in approximately 4,600 lives lost each year. The top
three methods used in suicides of young people include firearm (45%), suffocation (40%), and poisoning (8%).

● 90% of suicidal youth feel their families don’t understand them. Conversely, studies have shown that 86% of
parents were unaware of their child’s suicidal behavior.
● More teenagers and young adults die from suicide than from cancer, heart disease, AIDS, birth defects, stroke,
pneumonia, influenza, and chronic lung disease, COMBINED.

● Each day in our nation, there are an average of over 5,240 attempts by young people grades 7-12.

● Four out of Five teens who attempt suicide have given clear warning signs.
 A student who is defined as high-risk for suicide is one who has
made a suicide attempt, has the intent to die by suicide, or has
displayed a significant change in behavior suggesting the onset or
deterioration of a mental health condition.

Suicide Risk
Some Risk Factors Include:

History of prior suicide attempt

Family history of suicide

Factors History of any mental illness including depression, conduct

disorders

Alcohol or drug abuse

Family stress/dysfunction

Environmental risks, including presence of a firearm in the home

Situational crises (e.g., Traumatic death of a loved one, physical or

sexual abuse or family violence).

Exposure to suicidal behavior of others

 Resiliency Factors
The presence of resiliency factors can lessen the potential of risk factors that lead to suicidal ideation and behaviors. Once a child or

adolescent is considered at risk, schools, families, and friends should work to build these factors in and around the youth.

Resiliency factors include the following:

•Family support and cohesion, including good communication

•Peer support and close social networks

•School and community connectedness

•Cultural or religious beliefs that discourage suicide and promote healthy living

•Adaptive coping and problem-solving skills, including conflict-resolution

•General life satisfaction, good self-esteem, sense of purpose

•Easy access to effective medical and mental health resources

 Suicide Warning signs
Most suicidal youth demonstrate observable behaviors that signal their suicidal thinking. Parents and educators need to be aware of
some of the warning signs of depression and suicide.

Suicide warning signs include the following:

Withdrawal from friends and family members

Suicidal threats in the form of direct ("I am going to kill myself") and indirect ("I wish I could fall asleep and never wake up again")
statements.

Difficulty getting along with others

Changes in quality of schoolwork or lower grades

Changes in eating habits

Sleep disturbance

Suicide notes and plans (including online postings).

Prior suicidal behavior

 Detecting
&
Identifying
Students
at Risk
 Detecting and Identifying Students at Risk
Early identification and intervention is critical in preventing suicidal behavior! When school staff becomes aware of a student exhibiting
potential suicidal behavior, they should immediately escort the child to a member of the school's crisis response team for a suicide risk assessment (i.e., The
"designated reporter"). They should not "send" the student on their own. If the appropriate staff is not available, 911 should be called. Typically, it is best to
inform the student what you are going to do every step of the way. Solicit the student's assistance where appropriate. Under no circumstances should the
student be allowed to leave school or be alone (even in the restroom). Reassure and supervise the student until a 24/7 caregiving resource (e.g., Parent, mental
health professional or law enforcement representative) can assume responsibility. Detecting suicidal students is fundamental to a youth suicide prevention
program.

Some of the following are some ways of identifying a student at risk:

Behavior
Talk Mood
Specific things to look out for include:
If a student talks about: People who are considering suicide
often display one or more of the
Increased use of alcohol or drugs
Being a burden to others following moods:
Looking for a way to kill themselves, such as searching online
Feeling trapped Depression
for materials or means
Experiencing unbearable pain Loss of interest
Acting recklessly
Having no reason to live Rage
Withdrawing from activities
Killing themselves Irritability
Isolating from family and friends
Humiliation
Sleeping too much or too little
Anxiety
Visiting or calling people to say goodbye
Giving away prized possessions
Aggression
 Prevention
Prevention is key! Educators can make a difference with prevention in two ways: by watching out for students who may be at risk, and for
an even broader impact helping start a suicide-screening program at their school. It’s important for schools to provide faculty and staff with
recent information on adolescent suicide, have policies and procedures in place and educate all staff members on how to respond to students
who are at risk of suicide.

Important aspects of any suicide prevention program should include:

● Risk factors associated with suicide

● Resources for help

● Facts and statistics about suicide

● How to help yourself or a loved one

With this knowledge, students and teachers alike can learn how to identify warning signs, whether within themselves or those around them.
Once these signs are recognized, students and staff will have the skills and knowledge they need to reach out for help. When suicide
prevention resources are enabled, the risk of suicide amongst teens will decrease. Teens are a vulnerable population of individuals and to
maintain proper health, both physically and mentally, they must be given the proper resources. By adding suicide prevention to a school’s
curriculum, students are better able to handle and address suicidal thoughts or intentions. Prevention can save lives, especially those of
younger populations who are at higher risk.
 Intervention
As part of a comprehensive suicide prevention and intervention program, it is essential that schools have written protocols for responding
to: (a) student's presenting with warning signs of suicide, (b) a suicide attempt, and (c) a suicide completion. As an integral part of
responding to any school crisis, it is suggested that schools have a crisis intervention team.

When a student is identified as potentially suicidal, he or she needs to be seen by a school mental health professional immediately, no
exceptions. If there is no mental health professional in the building, the designated school administrator will need to lead this role until a
mental health professional can be brought in, the goals of intervention are to ensure student safety, assess and respond to the level of risk,
determine the services needed, and ensure appropriate care. (Brock et al., 2006).

Assessing risk- The designated reporter should be trained to determine the student’s level of risk and empowered to seek administrative
support.

Here are three key questions that must be included in any interview:

1. Have you ever thought of committing suicide?

2. Have you ever attempted suicide before?

3. Do you have a plan to harm yourself now?

Once an assessment has been conducted, the parents/guardians must be notified, referrals must be provided, everything should be
documented, and follow-up should be in place.
 School psychologist and school counselors are professionals who
can assist students who are at risk of suicide. It is important to
follow your school districts protocol regarding suicide risk. It’s
also important to take every case seriously and address the student

The role of immediately.

Some initial duties include the following:

School Suicide risk assessment:

Psychologist An evaluation of a student who may be at risk for suicide,

conducted by the appropriate school staff (e.g., school
psychologist, school counselor, or school social worker).
& •Contact parents and/or law enforcement

School Counselors •Create a safety plan

•Provide resources
 Parent Notification & Follow-up Procedures
Parent Notification

It is important for school’s to contact the parents regarding their child’s suicide risk immediately. Parent involvement is important, and it is
important to provide families with resources as well, and let them know the signs to look for when identifying the risk of suicide. “Parents and
guardians play a key role in youth suicide prevention, and it is important for the school district to involve them in suicide prevention efforts.
Parents/ guardians need to be informed and actively involved in decisions regarding their child’s welfare” (AFSP, 2017).

Parents and guardians who learn the warning signs and risk factors for suicide are better equipped to connect their children with professional
help when necessary. Parents/ guardians should be advised to take every statement regarding suicide and wish to die seriously and avoid
assuming that a child is simply seeking attention.

Follow-up Procedures

● If a student has made an overt suicide attempt or has experienced a mental health crisis in school, a request will be made of his/her
parent/guardian to have a mental health assessment of the student.

● The returning student should not be treated any differently than any other student who has been absent due to illness. A student should
return to his/her normal routine within the school, as much as possible.

● Periodic checks should be made by the school’s crisis team with the student’s teachers, mental health counselors, and other appropriate
school staff. Attendance records and academic standing reports should be reviewed periodically in order to assess and evaluate the
 Student
Resources
 Student Resources
National Suicide Prevention Lifeline

Access Line: 1-800-273-8255 Available 24 hours everyday

National Suicide Prevention Lifeline: The Lifeline is a 24-hour, toll-free suicide prevention service available to anyone in suicidal crisis or
their friends and loved ones. Call 1.800.273.8255 (TALK). Callers are routed to the closest possible crisis center in their area.
http://www.suicidepreventionlifeline.org

Stanislaus County Community Services Response Team

Access Line: (209) 558-4600. Available 24 Hours, 7 Days a Week Spanish Language Capabilities Call to access services or request
psychiatric evaluation..

Regional Suicide Prevention & Crisis Services

The Effort –

1-800-273-TALK or 1-800-SUICIDE or 530-885-2300 Available 24/7/365.

Suicide Prevention Crisis Lines, Nationally Accredited Crisis Center, trained crisis line staff off risk assessment, safety planning, and explore
community resources for those in suicidal crisis or emotional distress. Services in all languages through interpretation and bilingual staffing.
Also offer follow up calls to those in suicidal crisis; ASIST and Safe Talk Trainings; Survivors of Suicide Loss outreach
 Activity

“The Skittles Game”

As I provide you with a small pack of skittles, open the bag and take a piece of skittles out.
Once everyone has selected their single piece of candy, the color will indicate the question
or statement I would like for you to share with us.
(5 Minutes)
 Resources
American Foundation of Suicide Prevention. (n.d). Model School District Policy on Suicide Prevention. Retrieved April 12, 2017, from https://afsp.org/wp-content/uploads/2016/01/Model-
Policy_FINAL.pdf

American Psychological Association. (2014). Suicidal Behavior in Children and Adolescents. Retrieved April 12, 2017, from https://www.apa.org/about/governance/president/suicidal-
behavior-adolescents.pdf

Association of American Educators. (2016). The Benefits of Teaching Suicide Prevention in Schools. Retrieved April 12, 2017, from https://www.aaeteachers.org/index.php/blog/1633-the-
benefits-of-teaching-suicide-prevention-in-schoolsBehavioral Health and Recovery Services. (2017). Suicide Prevention. Retrieved April 17, 2017, from
http://www.stancounty.com/bhrs/suicide-prevention.shtm

Brock, S.E., Sandoval, J.& Hart, S. (2006). Suicidal ideation and behaviors. In G. G. Bear, K. M. Minke, & A. omas (Eds.), Children’s needs II: Development, problems
and alternatives (pp. 361–374). Bethesda, MD: National Association of School Psychologists.

Center for Disease Control and Prevention. (2016). Youth Risk Behavior Surveillance System. Retrieved April 19, 2017, from https://www.cdc.gov/healthyyouth/data/yrbs/index.htm

Edutopia. (2009). Suicide Prevention Can Start at School. Retrieved April 7, 2017, from https://www.edutopia.org/teenage-suicide-prevention-screening-programs

Learn Psychology. (2017). Suicide and Depression Awareness for Students. Retrieved April 17, 2017, from http://www.learnpsychology.org/suicide-depression-student-guidebook/

National Association of School Psychologist. (2017). Preventing Youth Suicide: Tips for Parents and Educators. Retrieved April 10, 2017, from https://www.nasponline.org/resources-and-
publications/resources/school-safety-and-crisis/preventing-youth-suicide/preventing-youth-suicide-tips-for-parents-and-educators

PA Youth Suicide Prevention Initiative. (n.d). Suicide Prevention & Intervention Resources. Retrieved April 21, 2017, from http://www.oleyvalleysd.org/wp-
content/uploads/2011/07/Suicide-Prevention-Resources.pdf

Suicide.Org. (n.d.). Suicide, Awareness and Support. Retrieved April 10, 2017, from http://www.suicide.org/suicide-prevention-program.html

Teen Suicide Statistics. (2016). Teen Suicide Statistics. Retrieved April 10, 2017, from https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Teen-
Suicide-Statistics.aspx