Child and adolescent suicidal behavior school based prevention assessment and intervention 2nd Edition by David N Miller ISBN 9781462546596 1462546595

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ISBN 10: 1462546595
ISBN 13: 9781462546596
Author: David N Miller

Child and adolescent suicidal behavior school based prevention assessment and intervention 2nd Edition Table of contents:

1. Suicidal Behavior in Children and Adolescents: An Introduction and Overview

Suicide and Schools

Suicidal Behavior

Suicidal Ideation

Suicide-Related Communications

Suicide Attempts

Suicide

Words Matter

Summary

Youth Suicidal Behavior: The Scope of the Problem

Youth Suicide in Perspective

Demographics of Youth Suicide

Race and Ethnicity

Age

Sex

Sexual Orientation and Gender Identity

Geography

Socioeconomic Status

Common Myths and Misconceptions about Youth Suicide

Myth: Talking or Asking About Suicide Will Increase the Probability of Its Occurrence

Myth: Parents/Caregivers Are Cognizant of Their Child’s Suicidal Behavior

Myth: Most Youth Who Attempt Suicide Receive Some Form of Treatment

Myth: Most Young People Who Die by Suicide Leave Suicide Notes

Myth: Suicidal People Are Impulsive

Myth: Young Children Are Not Suicidal

Myth: Suicide Rates Increase in December

Myth: If Someone Is Suicidal, There Is Little or Nothing That Can Be Done to Prevent It

Other Common Myths about Suicide

Youth Suicide: When, Where, and How

When Is Youth Suicide Most Likely to Occur?

Where Is Youth Suicide Most Likely to Occur?

How Is Youth Suicide Most Likely to Occur?

The Big Question: Why Do Young People Die by Suicide?

Early Theories of Suicidal Behavior

Later Theories of Suicidal Behavior

Contemporary Ideation-to-Action Theories of Suicide

Joiner’s Interpersonal Theory of Suicide

Klonsky and May’s Three-Step Theory of Suicide

Pain, Suffering, and Cognition

The Importance of Reducing Suffering in Suicidal Youth

Science, Pseudoscience, and Suicide Prevention

Concluding Comments

2. Youth Suicidal Behavior and the Schools

Suicide Prevention in Schools: A Brief History

Evaluating School-Based Suicide Prevention Programs

Effective Elements of School-Based Suicide Prevention

Ineffective Elements to Avoid

Suicide Prevention in the Miami–Dade County Public School District

Components of Comprehensive School-Based Suicide Prevention Programs

Why Should Schools Be Involved in Suicide Prevention?

Liability Issues, Legislative Outcomes, Ethical Responsibilities, and Best Practices

Liability Issues

Legislation

Ethical Responsibilities

Best Practices

Concluding Comments

3. Teamwork, Roles and Responsibilities, and Self-Care in Schools

School District Policies and Procedures for Suicide Prevention

Gatekeeper: The Role and Responsibility of All School Personnel

What to Say

What Not to Say

Roles and Responsibilities of Teachers

Roles and Responsibilities of the CSPT

Conducting Effective CSPT Meetings

Crisis Response and the CSPT

Care for the Caregivers: Self-Care for School Personnel

Managing Stress and Preventing Burnout

Personal Self-Care Strategies

Professional Self-Care Strategies

Organizational Self-Care Strategies

Concluding Comments

4. Public Health Approaches to Youth Suicide Prevention

Suicide as a Public Health Problem

Public Health: A Brief Overview

Community-Based Public Health Approaches to Suicide Prevention

Means Safety

Crisis Hotlines

The Internet, Social Media, and Other Electronic Communication Devices

Public Education about Suicide

The U.S. Air Force Model of Suicide Prevention

Mental Health as a Component of Public Health

Applying the Public Health Approach to Schools

Population-Based Mental Health Approaches

Prevention

Health Promotion

Evidence-Based Practices

Multi-Tiered Systems of Support in Schools

Mental Health, Public Health, Public Policy, and the Schools

Concluding Comments

5. Tier 1 School-Based Suicide Prevention Programs for All Students

Information on Youth Suicide for All Students and Staff

Demographic Information

Myths and Realities

Variables That Help Explain or Predict Youth Suicidal Behavior

Risk Factors

Presence of Mental Health Disorders

Previous Suicidal Behavior

Other Risk Factors

Possible Warning Signs of Suicidal Behavior

Precipitants: Situational Crises and Stressful Life Events

Protective Factors

Teaching Students How and Where to Get Help

Limitations of Student Curriculum Programs

Other Tier 1 Suicide Prevention Programs in Schools

Good Behavior Game

Sources of Strength

SOS Signs of Suicide

Lifelines Curriculum

Youth Aware of Mental Health Programme

DBT Skills Training for Emotional Problem Solving for Adolescents

Maximizing Tier 1 Suicide Prevention Program Effectiveness: The Importance of School Climate, School

Praise and Other Strategies for Improving School Climate

Concluding Comments

6. Identifying Tier 2 and Tier 3 Students and Linking Assessment to Intervention

Screening

Linking Suicide Risk Assessment to Intervention

An Overview of Suicide Screening Programs

Advantages of School-Based Suicide Screening Programs

Challenges in Implementing School-Based Suicide Screening Programs

Ethical and Legal Issues in Student Screening

Screening Summary

Other Procedures for Identifying Potentially At-Risk Youth

Identification Based on Demographics and Risk Factors

Identification Based on Referrals from Students or School Staff

Conducting Individual Student Suicide Risk Assessments

The Purposes of School-Based Suicide Risk Assessments

Low Risk

Moderate Risk

High Risk

No Risk

Basic Principles of Youth Suicide Risk Assessment

Risk Can Be Understood

Risk Is Not Static, and Assessment Must Be Ongoing

Risk Does Not Always “Shout Out”

Multiple Informants Facilitate a Comprehensive Assessment

Interviewing Children and Adolescents

Engage in Self-Reflection Prior to Conducting Student Interviews

Establish Rapport and Make the Student Feel as Comfortable as Possible

Overcome Common Fears

Let the Student Know the Purposes and Parameters of the Interview

Show That You Care and Exhibit a Willingness to Help

Be Affirmative and Encouraging and Acknowledge Courage

Allow Students to Tell Their Story

Be Cognizant of Obstacles to Disclosure

Resist the Urge to Persuade or Offer Advice

Be Aware of Developmental Issues, Especially When Interviewing Children

Ask Specific and Direct Questions

Distinguish Words from Behavior

Prioritize Warning Signs over Risk Factors

Assess Acquired Capability for Suicide

Assess Access to Firearms

Assess Use of the Internet and Social Media

Assess Protective Factors

Document the Interview

Interviewing Teachers and Other School Personnel

Interviewing Parents or Caregivers

Assessment Procedures to Avoid

Special Topics in Suicide Risk Assessment

Suicide and Nonsuicidal Self-Injury

Suicide and Bullying

Suicide and Homicide: Murder–Suicide and School Shootings

Enhancing Professional Skills in Suicide Risk Assessment

Concluding Comments

7. Tier 2 and Tier 3 Interventions for At-Risk and High-Risk Students

Interventions for Low-Risk Students

Interventions for Moderate-Risk Students

School-Based Suicide Intervention Programs for At-Risk Students

American Indian Life Skills Development Program

Reconnecting Youth

Other School-Based Tier 2 Interventions for At-Risk Students

Interventions for Depression, Anxiety, and Hopelessness

Interventions for Conduct Problems

Interventions for Substance Abuse Problems

Interventions for Increasing Connectedness

Interventions for High-Risk Students

Removing Access to Lethal Means

Keeping the Student Safe

Breaking Confidentiality

Making Use of Safety Plans Rather Than No-Suicide Contracts

Communicating and Collaborating with Parents or Caregivers

Communicating and Collaborating with Community Supports

Documentation

Preparing for the Student’s Return to School

Other Tier 3 Interventions for Suicidal Youth

Increasing Contact

Dialectical Behavior Therapy

Hospitalization

Psychopharmacological Interventions

Concluding Comments

8. School-Based Suicide Postvention

The Importance of Preparedness

Principles Guiding Suicide Postvention in Schools

Suicide Postvention MTSS

Developing a Protocol to Respond to Student Suicide

Steps for Developing a School-Based Suicide Postvention Protocol

Convene a Group to Create the Protocol

Identify Community Partners Who Can Help

Create a Protocol for Your School’s Immediate Response to a Suicide

Include the Immediate Response Protocol in Your School’s Crisis Response Plan

Create a Protocol for a Long-Term Response to a Suicide

Help the Staff Understand the Protocol

Update the Protocol

A School-Based Suicide Postvention Protocol

Verify That a Death Has Occurred

Mobilize the CSPT

Designate a Media Spokesperson

Use and Monitor Social Media

Contact the Student’s Family to Express Condolences and Offer Support

Discuss Issues Related to the Suicide and the School’s Response with Parents

Address Any Uncertainty or Rumors about the Cause of Death

Address Cultural Diversity Issues

Notify School Personnel and Conduct a Planning Session

Assess the Impact of the Suicide on the School and the Required Level of Response

Identify Students Significantly Affected by the Suicide and Initiate a Referral Mechanism

Notify Students

Engage in Normal Instructional Practices When Appropriate

Help Students Cope

Have Mental Health Professionals Visit Classrooms

Initiate Crisis Intervention Services

Conduct Daily Planning Sessions

Debrief School Personnel

Evaluate the Postvention Response and Prepare for the Long-Term Response

Provide Ongoing Support for Grieving Students

Plan for Anniversaries

Follow Up with the Family in the Weeks and Months after the Suicide

Suicide Contagion and Clusters

Media-Related Suicide Contagion

Guidelines for Working with the Media

Preventing Suicide: A Resource for Media Professionals

Reportingonsuicide.org

After a Suicide: A Toolkit for Schools

Positive Aspects of Media Coverage

Responding to a Student Suicide That Occurs at School

Responding to the Suicide of an Adult Staff Member

Memorialization and the School’s Response

Funerals and Memorial Services

Spontaneous Memorials

Online Memorials

School Newspapers

Events

Yearbooks

Graduation

Permanent Memorials and Scholarships

Suggestions for Safe Memorialization

Additional Information on Suicide Postvention in Schools

Beyond the Schools: The Ripple Effects of Suicide

Concluding Comments

Epilogue

Curing and Healing

Breaking Barriers

A Preventable Problem and Unnecessary Tragedy

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Tags: David N Miller, suicidal behavior school, prevention assessment, intervention