Suicide Interventions Targeted Toward At-‐-‐-‐Risk Youth
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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. -
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. -
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. -
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 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. -
Suicide Care Training Options
zerosuicide.com SUICIDE CARE TRAINING OPTIONS The Train element of the Zero Suicide framework recommends that all employees, clinical and non-clinical, receive suicide prevention training appropriate to their role. This document may be useful as a reference for Zero Suicide implementation teams when discussing training options. We encourage implementation teams to use the Zero Suicide Workforce Survey to assess the needs of their staff, reference the specific training website and resources linked below, and review any relevant literature when choosing specific trainings as a part of a comprehensive Zero Suicide training plan. These are not training recommendations, a list of best- or evidence-based trainings, or a set of specific trainings that are required for Zero Suicide. This is not an exhaustive list, as new trainings may have been developed or released after the document was last updated in 2018. The Suicide Prevention Resource Center offers a similar matrix available for those seeking community gatekeeper trainings. TRAININGS FOR ALL CLINICAL STAFF (TARGETED SUICIDE PREVENTION INTERVENTIONS) Training Program Description Format Audience » Overview of military suicide, symptoms and treatment modalities related to suicidal Suicide in the Military 1 hour behavior PsychArmor Institute » Health, mental health, and public https://psycharmor.org/courses/suicide-in-the- Online, self- health professionals » Teaches domains associated with paced military/ suicidal mode, how deployments and other experiences affect the military population -
Marilyn Golden, DRLIB Presentation
Assisted Suicide Laws Marilyn Golden Senior Policy Analyst Disability Rights Education & Defense Fund (DREDF) April 25, 2014 At the Disability Rights Leadership Institute on Bioethics Arlington, Virginia Introduction Thanks much, Diane. Like Diane, I’d like to speak for a while and then open it up for Q&A; please hold your questions until then. If you have questions before then, do write them down! SLIDES 1, 2, 3 Here at DRLIB, we are looking at many issues where our perspective is at serious risk of being lost in the tumult of other views and interests in society. The legalization of assisted suicide may be one of the biggest ones that come up as proposals for major public policy change, regularly and often. By which I mean, there are bills, initiatives, and lawsuits to legalize assisted suicide in at least a few states, sometimes more, every year. Almost all are defeated. Some come close to becoming law, and rarely, but sometimes, one does, in fact, become law, I hate to say. So, did you figure out yet which side we’re on? [laughter] While many people know that Oregon, Washington State, and Vermont have legalized assisted suicide, it is less well known that approximately half the states in the U.S. have either defeated bills to legalize it, or have passed laws explicitly banning it. What they’ve banned—what assisted suicide, when legalized, is—and it’s not easy to say simply—is making it legal for a doctor (generally speaking, a doctor), to prescribe lethal drugs (often thought of as an easy-to-swallow single pill, but actually not so, at all—it’s an onerous to do), to someone who, theoretically, is terminally ill and requests it. -
State of Connecticut Suicide Prevention Plan 2020-2025
Be the 1to start the conversation STATE OF CONNECTICUT SUICIDE PREVENTION PLAN 2020-2025 DEDICATION This plan and the associated efforts to prevent suicide and build lives worth living are dedicated to the Connecticut residents, families, friends, and communities who are all affected in profound ways by suicide. Are you having suicidal thoughts? Suicidal thoughts by themselves aren’t dangerous, but how you respond to them can make all the difference. Support is available. Anyone can call the National Suicide Prevention Lifeline 24 hours a day, seven days a week, at 800- 273-8255 (en español, 1-888-628-9454; TTY, 1-800- 799-4889). Press 1 for the Veterans Crisis Line. In Connecticut, call 211 for National Suicide Prevention Lifeline services, or youth or adult mobile crisis services. Don’t feel like talking on the phone? Try Lifeline Crisis Chat (www.suicidepreventionlifeline.org/chat) or the Crisis Text Line by texting HOME or CT to 741741 or the Veterans Crisis Line by texting 838255. If you want to plan ahead to help you stay safer in the future, download the My3 App from the National Suicide Prevention Lifeline. You can use the app to list your crisis contacts, make a safety plan, and use emergency resources. For more information, look in your phone’s app store or go to https://my3app.org/ Are you concerned someone else might be at risk of suicide? This person is fortunate you are paying attention. Here are five easy steps you can take to help: 1. Show you care. This looks different depending on who you are and your relationship, but let the person know you have noticed something has changed and that their well-being matters to you. -
Responding to Murder Suicide and Suicide Clusters
Responding to murder suicide and suicide clusters Guidance document April 2011 Final Version - 18 April 2011GD 1 Contents 1. Foreword 2. Executive Summary 3. Background: rationale membership 4. Prevention – key elements 5. Murder Suicide & Suicide Clusters – some definitions 6. Suicide Mortality 7. Research evidence 8. Learning from our own and others’ experience 9. Guidance for the management of suicide and suicide clusters at local HSE level. 10. Implementing the Plan 11. Role of the media 12. Appendices Appendix 1 – National Working Group Terms of Reference and Membership Appendix 2 - Media guidelines for reporting suicide Appendix 3 – Websites and information resources. Final Version - 18 April 2011GD 2 1. Foreword Suicide remains a significant public health issue in Ireland. However in the last few years in Ireland the relatively rare events of murder suicide and suicide clusters have become more prevalent. When such events occur they have often attracted high profile media coverage. There is therefore a need for a consistent and coordinated health and social care response. This guidance document is designed to be an accessible resource for local service managers when responding to such tragic events as murder-suicide and suicide clusters. Murder suicides occur when one person, or persons, kill others and then take their own lives. Suicide clusters emerge when a number of apparent suicides, which may appear to be unrelated, occur in a particular area over a particular time period and have common or similar method. These are sometimes referred to as ‘copycat’ suicides. Whilst the HSE has a significant and often lead role to play there are many other organisations, both statutory and voluntary, which can make an important contribution. -
Suicide Prevention Toolkit for Primary Care Practices Can Be Accessed in the Following Ways: 1
for PRIMARY CARE PRACTICES A GUIDE FOR PRIMARY CARE PROVIDERS AND MEDICAL PRACTICEA GUIDE FOR PRIMARY MANAGERS SPRC MentalSuicide Health Prevention Program Resource Center Promoting a public health approach to suicide prevention Western Interstate Commission for Higher Education Mental Health Program (WICHE MHP) 2017 authors: Elizabeth Tupa, PhD April Hendrickson, MA, CPS-II Ken Cole, MPA Hannah Koch, PsyD Special thanks to the following for their contributions to and reviews of drafts of this publication: Nicole Tirone, LCSW, Adam Chu, MPH, Sarah Brummett, MA, JD, Michael Allen, MD, Emily Fine, Joe Simonetti, MD, and the Colorado Suicide Prevention Commission (https://www.colorado.gov/pacific/cdphe/suicide- prevention-commission). Preparation of this Toolkit was originally funded by Health Resources and Services Administration (HRSA) grant #U1CRH03713. Original publication: Western Interstate Commission for Higher Education Mental Health Program (WICHE MHP) and Suicide Prevention Resource Center (SPRC). (2009) Suicide prevention toolkit for rural primary care: A primer for primary care providers. Boulder, Colorado: WICHE MHP. Original authors: Tamara Dehay, PhD, David Litts, OD, Mimi McFaul, PsyD, Christa Smith, PsyD, Margaret West, PhD. With special thanks to the following people for their reviews of drafts of this publication: James Ciarlo, PhD, Jean Demmler, PhD, Morton Silverman, MD. The Suicide prevention toolkit for primary care practices can be accessed in the following ways: 1. Online PDF version. The PDF version provides continuous content in a PDF document format. Links to individual materials are provided. The PDF version can be downloaded and printed as one cohesive document and is available at http://www.sprc.org/resources-programs/suicide-prevention-toolkit-rural- primary-care and http://www.wiche.edu/pub/suicide-prevention-toolkit-for-primary-care-practices. -
Suicide in Asia: Opportunities and Challenges
Epidemiologic Reviews Vol. 34, 2012 ª The Author 2011. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. DOI: 10.1093/epirev/mxr025 All rights reserved. For permissions, please e-mail: [email protected]. Advance Access publication: December 7, 2011 Suicide in Asia: Opportunities and Challenges Ying-Yeh Chen, Kevin Chien-Chang Wu, Saman Yousuf, and Paul S. F. Yip* * Correspondence to Dr. Paul S. F. Yip, Centre for Suicide Research and Prevention, The University of Hong Kong, Pokfulam, Hong Kong, China (e-mail: [email protected]). Downloaded from https://academic.oup.com/epirev/article/34/1/129/498617 by guest on 29 September 2021 Accepted for publication September 8, 2011. Asian countries account for approximately 60% of the world’s suicides, but there is a great mismatch in the region between the scale of the problem and the resources available to tackle it. Despite certain commonalities, the continent itself is culturally, economically, and socially diverse. This paper reviews current epidemiologic patterns of suicide, including suicide trends, sociodemographic factors, urban/rural living, suicide methods, sociocultural religious influences, and risk and protective factors in Asia, as well as their implications. The observed epidemiologic distributions of suicides reflect complex interplays among the traditional value/culture system, rapid economic transitions under market globalization, availability/desirability of suicide methods, and sociocultural permission/ prohibitions regarding suicides. In general, compared with Western countries, Asian countries still have a higher average suicide rate, lower male-to-female suicide gender ratio, and higher elderly-to-general-population suicide ratios. The role of mental illness in suicide is not as important as that in Western countries.