Marilyn Golden, DRLIB Presentation
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Sample Suicide Intervention Protocols
SUICIDE PREVENTION Suicide Prevention Training for Students SOS-Signs of Suicide curriculum is taught every year in all middle schools and high schools. Each school has a representative who has access to the Google Doc and will update the date the program will be taught. They will also state if Crisis Team members are needed. Safe2Tell and Text-a-Tip are anonymous ways for students to report risk-taking behavior to adults. All tips are investigated and many tips have resulted in positive interventions with students for a variety of problems. These are to be taught at all levels, Elementary-High School. There is a link on each school website. 1-877-542-SAFE-(7233) ACT – Acknowledge-Care-Tell. This acronym is taught in SOS. All secondary schools are encouraged to publicize the importance of informing an adult of all worrisome behaviors. Suicide Intervention Protocols are completed by psychologists, social workers and counselors should a student make suicidal statements to peers or an adult. Based on the assessment, appropriate follow up resources are given to the family. District Crisis Team support – in the event of a suicide attempt or completed suicide, District Crisis Team members provide support and evidence-based suicide prevention and postvention services for schools. Training for Staff Applied Suicide Intervention Skills Training (ASIST) is an internationally recognized “gatekeeper” program designed to give adults skills to be more comfortable, confident and competent in helping prevent the immediate risk of suicide. All Mental Health and Counselors are trained upon entering the District. ASSIST –refresher training. Each year, we will offer refresher training for all mental health staff. -
Return of Private Foundation CT' 10 201Z '
Return of Private Foundation OMB No 1545-0052 Form 990 -PF or Section 4947(a)(1) Nonexempt Charitable Trust Department of the Treasury Treated as a Private Foundation Internal Revenue Service Note. The foundation may be able to use a copy of this return to satisfy state reporting requirem M11 For calendar year 20 11 or tax year beainnina . 2011. and ending . 20 Name of foundation A Employer Identification number THE PFIZER FOUNDATION, INC. 13-6083839 Number and street (or P 0 box number If mail is not delivered to street address ) Room/suite B Telephone number (see instructions) (212) 733-4250 235 EAST 42ND STREET City or town, state, and ZIP code q C If exemption application is ► pending, check here • • • • • . NEW YORK, NY 10017 G Check all that apply Initial return Initial return of a former public charity D q 1 . Foreign organizations , check here . ► Final return Amended return 2. Foreign organizations meeting the 85% test, check here and attach Address chang e Name change computation . 10. H Check type of organization' X Section 501( exempt private foundation E If private foundation status was terminated Section 4947 ( a)( 1 ) nonexem pt charitable trust Other taxable p rivate foundation q 19 under section 507(b )( 1)(A) , check here . ► Fair market value of all assets at end J Accounting method Cash X Accrual F If the foundation is in a60-month termination of year (from Part Il, col (c), line Other ( specify ) ---- -- ------ ---------- under section 507(b)(1)(B),check here , q 205, 8, 166. 16) ► $ 04 (Part 1, column (d) must be on cash basis) Analysis of Revenue and Expenses (The (d) Disbursements total of amounts in columns (b), (c), and (d) (a) Revenue and (b) Net investment (c) Adjusted net for charitable may not necessanly equal the amounts in expenses per income income Y books purposes C^7 column (a) (see instructions) .) (cash basis only) I Contribution s odt s, grants etc. -
SUICIDE and FIRST RESPONDERS' ROLE
SUICIDE and FIRST RESPONDERS’ ROLE WHO ARE FIRST RESPONDERS? While this is true, it is important to consider that first responders also are used as a resource by and First responders, also known as first interveners, for people who are suffering emotional, mental include a variety of public officials who deal with health and substance abuse issues. emergency situations on a day-to-day basis. This Unfortunately, most first responders are not group includes, but is not limited to firefighters, specifically trained in the area of mental illness. police officers, EMTs, paramedics and emergency Many are unaware of the common warning signs department personnel. When calls or visits are of suicide and do not know the appropriate action made for individuals needing emergency to take when they encounter someone who is assistance, whether by that individual or on their exhibiting suicidal behavior. behalf, first responders are the first professionals to come into contact with the situation. First Being the first point of contact with individuals in responders uphold a duty to shield those in their emergency situations, first responders’ community from harm. knowledge and handling of emergency situations greatly influences the end result of these crises. In WHY THE ROLE OF FIRST RESPONDERS IS SO situations involving suicide, the end result is IMPORTANT ultimately fatal if not handled properly. First responders, with the appropriate knowledge and Situations that first responders encounter may be training, can save lives in suicidal situations. of suicidal nature, especially those that are mental health emergencies. The Illinois Violent Death PREVENTION/INTERVENTION STRATEGIES FOR FIRST Reporting System indicates 72 percent of Illinois RESPONDERS suicides occurred at the victim’s residence. -
FENA Conversation with Fran
FINAL EXIT NETWORK VOL 18 • NO 1 WINTER, JAN/FEB 2019 CONTENTS TTHEHE TIME TO IMPROVE OREGON-STYLE LAWS? .........3 GOODGOOD DEMENTIA ADVANCE DEATHDEATH DIRECTIVES ...........................5 FISCAL YEAR REPORT ............9 SOCIETYSOCIETY AMERICANS ACCEPT FEN EUTHANASIA ..................... 11 A Conversation With Fran By Michael James, FEN Life Member enior Guide Fran Schindler’s voice was raspy after five days of protesting in Washington, DC, but this remarkable 79- Q: year-old’sS enthusiasm for FEN and life in general was loud and clear. “The privilege of someone being What’s going to willing to have me with them when they die, when I happen to you? only just sit with them, is the most meaningful thing I have ever done.” In the late 1980s, Fran faced a series of daunt- ing issues: a brain tumor, divorce, and mysterious A. symptoms which mimicked ALS. She acknowledg- es she became obsessed with finding ways to kill I will get dead. herself during those dark days. Eventually she heard Faye Girsh lecture about FEN. She quickly signed up for training and got her FEN membership card in November 2006. Twelve years later she estimates FRAN continued on page 2 Renew your membership online: www.finalexitnetwork.org FRAN continued from page 1 she’s been present for over 70 individuals who have taken their lives using FEN protocol. “At the FEN training class I discovered a major benefit of being a “Start doing FEN member. I looked at the trainers and my fellow classmates—people who didn’t know me—and real- what you want ized that if I needed them they would be there for me. -
Suicide Research: Selected Readings. Volume 2
SuicideResearchText-Vol2:SuicideResearchText-Vol2 8/6/10 11:00 AM Page i SUICIDE RESEARCH: SELECTED READINGS Volume 2 May 2009–October 2009 J. Sveticic, K. Andersen, D. De Leo Australian Institute for Suicide Research and Prevention WHO Collaborating Centre for Research and Training in Suicide Prevention National Centre of Excellence in Suicide Prevention SuicideResearchText-Vol2:SuicideResearchText-Vol2 8/6/10 11:00 AM Page ii First published in 2009 Australian Academic Press 32 Jeays Street Bowen Hills Qld 4006 Australia www.australianacademicpress.com.au Reprinted in 2010 Copyright for the Introduction and Comments sections is held by the Australian Institute for Suicide Research and Prevention, 2009. Copyright in all abstracts is retained by the current rights holder. Apart from any use as permitted under the Copyright Act, 1968, no part may be reproduced without prior permission from the Australian Institute for Suicide Research and Prevention. ISBN: 978-1-921513-53-4 SuicideResearchText-Vol2:SuicideResearchText-Vol2 8/6/10 11:00 AM Page iii Contents Foreword ................................................................................................vii Acknowledgments ..............................................................................viii Introduction Context ..................................................................................................1 Methodology ........................................................................................2 Key articles Alexopoulos et al, 2009. Reducing suicidal ideation -
Preventing Suicide: a Global Imperative
PreventingPreventing suicidesuicide A globalglobal imperativeimperative PreventingPreventing suicidesuicide A globalglobal imperativeimperative WHO Library Cataloguing-in-Publication Data Preventing suicide: a global imperative. 1.Suicide, Attempted. 2.Suicide - prevention and control. 3.Suicidal Ideation. 4.National Health Programs. I.World Health Organization. ISBN 978 92 4 156477 9 (NLM classification: HV 6545) © World Health Organization 2014 All rights reserved. Publications of the World Health Organization are The mention of specific companies or of certain manufacturers’ available on the WHO website (www.who.int) or can be purchased products does not imply that they are endorsed or recommended by from WHO Press, World Health Organization, 20 Avenue Appia, the World Health Organization in preference to others of a similar 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 nature that are not mentioned. Errors and omissions excepted, the 4857; e-mail: [email protected]). names of proprietary products are distinguished by initial capital letters. Requests for permission to reproduce or translate WHO publications –whether for sale or for non-commercial distribution– should be All reasonable precautions have been taken by the World Health addressed to WHO Press through the WHO website Organization to verify the information contained in this publication. (www.who.int/about/licensing/copyright_form/en/index.html). However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility The designations employed and the presentation of the material in for the interpretation and use of the material lies with the reader. In this publication do not imply the expression of any opinion no event shall the World Health Organization be liable for damages whatsoever on the part of the World Health Organization concerning arising from its use. -
NOW Is Time to Address Dementia
The Human Right To A Death With Dignity Special Edition FEN responds in hour of crises VOL 19 • NO 2 SPRING 2020 NOW is time to address dementia Final Exit Network has created surrounding the explosion in a new Advance Directive designed Alzheimer’s and other forms of to prevent dying people from being dementia, because no state that offers force fed against their wishes – Medical Aid in Dying accommodates even if suffering from dementia. patients who are not “of sound mind” What’s more, FEN will go to court when it is time to receive assistance. in an effort to set a legal precedent Now there is a second, more ensuring that VSED (Voluntarily pressing crisis: COVID-19. The Stopping Eating and Drinking) is specter of a ventilator is now reality always available to those who sign for many of us who were already the Supplemental Advance Directive concerned about how we would die. for Dementia Care. FEN is stepping up in this time This document, and the drive to of dual crises, and this edition of the make it legally binding, has been magazine is keenly focused on on our agenda for some time. We what we all need to know. recognized the growing crisis – Brian Ruder, FEN President Life (and death) in the time of COVID-19 By Lowrey Brown words apply equally well when applied to laws FEN Client Services Director and social customs that would rob so many of The title is hardly original wordplay at the right to shape how their life stories end. -
State Court Rewriting of Overbroad Statutes
University of Pennsylvania Carey Law School Penn Law: Legal Scholarship Repository Prize Winning Papers Student Papers 2017 State Court Rewriting of Overbroad Statutes David Schneyer Follow this and additional works at: https://scholarship.law.upenn.edu/prize_papers Repository Citation Schneyer, David, "State Court Rewriting of Overbroad Statutes" (2017). Prize Winning Papers. 11. https://scholarship.law.upenn.edu/prize_papers/11 This Prize Paper is brought to you for free and open access by the Student Papers at Penn Law: Legal Scholarship Repository. It has been accepted for inclusion in Prize Winning Papers by an authorized administrator of Penn Law: Legal Scholarship Repository. For more information, please contact [email protected]. David Schneyer First Amendment Seminar Professor Seth Kreimer State Court Rewriting of Overbroad Statutes I. Introduction: Overbreadth and the Problem of Federalism ............................................. 2 II. State Court Narrowing of Overbroad Statutes: a 50-State Survey .............................. 7 A. States that Rewrite Overbroad Statutes .......................................................................... 10 1. California ........................................................................................................................ 11 2. Massachusetts ................................................................................................................. 16 3. Other States that Rewrite Overbroad Statutes. .............................................................. -
QUIZ: Are You Ready to Die?
QUIZ: Are you ready to die? 1. Do you have an irreversible physical illness or condition -- one that will not get better? __Yes __No 2. Do you suffer unbearably most of the time? __Yes __No 3. Will you lose any semblance of who you are as a person as your illness progresses? __Yes __No 4. If you didn’t have this illness, would you want to live? __Yes __No 5. Have you explored all alternatives to ending your life, for example, further treatment, comfort care? __Yes __No 6. Have you discussed your thoughts about dying with those closest to you? __Yes __No 7. Are people you love and respect sympathetic with your wishes? __Yes __No 8. Are your ideas about dying now consistent with your religious and ethical values? __Yes __No 9. Do you have a plan that follows authoritative information from respected sources to accomplish a peaceful and dignified death? __Yes __No 10. Do you have a plan that will not jeopardize or traumatize anyone else? __Yes __No 11. Have you discussed with an authoritative source what other choices you have to end your life besides the plan you have? __Yes __No 12. Will someone be with you so you do not die alone? __Yes __No 13. Have you explored the Final Exit Network program? __Yes __No __________________ If you have answered Yes to all 13 questions you might be a candidate for an assisted, hastened death. If you have answered No to any of these questions, you should not act to hasten your death until you have explored the possibilities further. -
Suicide Prevention & Awareness Guide
Suicide Prevention & Awareness Guide Suicide is a major health concern in the United States that impacts thousands of young people, their families and communities each year. In this guide you will find resources, tips and important information to help support youth at your Club. Table of Contents Definitions …………………………………………………………………………………………… 1 The Facts ……………………………………………………………………………………………… 1 Learn the Warning Signs ……………………………………………………….…………….. 2 Preventing Youth Suicide …………………………………………………………………….. 3 Helpful Resources ……………………………………………………………………………….. 5 Resources for LGBTQ Youth ………………………………………………………………… 6 Resources for Native Youth …………………………………………………………………. 7 Resources for Military Youth ……………………………………………………………….. 8 Spanish-language Resources ……………………………………………………………….. 8 Resources for Youth of Color ………………………………………………………………. 9 Resources for Youth with Disabilities ………………………………………………….. 9 References ………………………………………………………………………………………… 10 1 If you or someone you know is in need of support, call the National Suicide Prevention Lifeline at 1-800-273-8255 to speak with a counselor at any time. Definitions Suicide is defined as a death caused by self-directed, potentially injurious behavior with intent to die as a result of the behavior. A suicide attempt is a non-fatal, self-directed, potentially injurious behavior with intent to die as a result of the behavior. A suicide attempt might not result in injury. Suicidal ideation refers to thinking about, considering or planning suicide. Suicidal behavior includes suicidal ideation, suicide attempts and completed suicide. The Facts Suicide is the second leading cause of death for young people between the ages of 10 and 24 in the United States, claiming the lives of over 6,100 young people annually.1 In the past 10 years, rates of death due to suicide among young people have more than doubled.2 Deaths from youth suicide is only part of the issue – suicide attempts and ideation are also major concerns. -
Suicide Interventions Targeted Toward At-‐-‐-‐Risk Youth
Alabama Counseling Association Journal, Volume 38, Number 2 Suicide Interventions Targeted Toward At---Risk Youth Jennifer Langhinrichsen---Rohling, Ph.D., University of South Alabama, Department of Psychology Dorian A. Lamis, Ph.D., University of South Carolina Adrianne McCullars, Ph.D., University of South Alabama, Department of Psychology Abstract Suicide is currently the third leading cause of death among youth; it has been named a public health concern. A number of programs have been developed to prevent suicide; many of these involve intervening with youth who are known to be at---risk because of their depression, expressed suicide ideation, or previous suicide attempts. This paper serves as a qualitative review of existing interventions for adolescent suicide. Long---term outcome data on existing programs are relatively scarce. However, promising current interventions include strategies to help youth tolerate intense negative affect and maintain emotional regulation. Individual psychotherapy for suicide prone youth is often conducted in conjunction with pharmacological treatments. Other noteworthy suicide interventions address the family dynamics surrounding suicidal youth, often by including the family in treatment. Interventions that increase the adolescent’s motivation for treatment and likelihood of treatment compliance are also under current investigation. Modes of delivery for suicide interventions may also be changing with the inclusion of technology in service access and provision. Essential elements of effective suicide prevention programs and concerns with existing suicide---related interventions are also summarized. Suicide Interventions Targeted Toward At---Risk Youth Suicide is the third leading cause of death among both 10--- to 14---year---olds and 15--- to 19---year olds in the United States (Centers for Disease Control and Prevention [CDC], 2008). -
Suicide Prevention, Intervention, and Postvention Protocols
Suicide Prevention, Intervention, and Postvention Protocols: A Toolkit for Maine Schools Protocol for Suicide Prevention, Intervention, and Postvention: A Toolkit for Maine Schools INTRODUCTION TO THE TOOLKIT Suicide Prevention, Intervention, and Postvention Toolkit for Maine Schools A School’s Legal Responsibility to Provide Suicide Prevention: LD 609: An Act to Increase Suicide Awareness and Prevention in Maine Schools, was signed into law by Governor Paul LePage on April 25, 2013, following unanimous passage in the legislature. The statute requires a 1-2 hour Suicide Prevention Awareness Education training be completed by all school personnel in each school administrative unit (SAU), island, charter, CTE Region and public school that is not in a school administrative unit. It also requires all school administrative units and each island, charter, approved private and public schools that are not in a school administrative unit to have at least two staff trained in a one-day course in suicide prevention and intervention training commonly referred to in Maine as “Gatekeeper Training.” A CTE Region must have at least one school personnel member who has successfully completed Gatekeeper training on site. The second school personnel member could be either on site or the CTE Region could have a legal agreement with one of the sending schools assigned to their region. In addition, the law recommends that schools develop and implement protocols for suicide prevention and intervention. As part of a comprehensive suicide prevention and intervention program, it is essential that schools have written protocols for responding to: A. Students presenting with warning signs of suicide B. A suicide attempt C.