2. How to Implement a Suicide Prevention Program at Your School Amy Wiskerchen, NBCT Kentridge High School

3. FOUR REASONS WHY SCHOOLS SHOULD ADDRESS SUICIDE 1.Maintaining a safe school environment is part of a school’s overall mission. There is an implicit contract that schools have with parents to protect the safety of their children while they are in the school’s care. Fortunately, suicide prevention is consistent with many other efforts to protect student safety. 2.Students’ mental health can affect their academic performance. Depression and other mental health issues can interfere with the ability to learn and can affect academic performance.

4. FOUR REASONS WHY SCHOOLS SHOULD ADDRESS SUICIDE 3. A student suicide can significantly impact other students and the entire school community. Knowing what to do following a suicide is critical to helping students cope with the loss and prevent additional tragedies that may occur. Adolescents can be susceptible to suicide contagion (sometimes called the “copycat effect”). This may result in the relatively rare phenomenon of “suicide clusters” (unusually high numbers of suicides occurring in a small area and brief time period). 4. Schools have been sued for negligence for the following reasons: Failure to notify parents if their child appears to be suicidal Failure to get assistance for a student at risk of suicide Failure to adequately supervise a student at risk of suicide

5. Risk and Protective Factors Risk factors for suicide refer to personal or environmental characteristics that are associated with suicide. People affected by one or more of these risk factors have a greater probability of suicidal behavior. Protective factors are personal or environmental characteristics that reduce the probability of suicide. Protective factors can buffer the effects of risk factors. The capacity to resist the effects of risk factors is known as resilience.

6. What is the best language to use when talking about suicide? The words we choose can sometimes sound harsh or judgmental, even when we don’t mean them to. It is best to follow the lead of those who have been affected by suicide when talking about this sensitive subject. Although we may hear that someone has "committed suicide," most people find "died by suicide" to be more objective and less judgmental. The term “suicide” is best used to describe the act, but not the person who died in that way. Nobody wants to hear their loved one’s life summed up by the circumstances of their death. It is generally accepted to refer to "someone who died by suicide" with those words, or as a "suicide decedent." The term "successful suicide" can be hurtful and jarring; a suicide is never a success.

7. Benefits to Students Teaches self-help skills Encourages students to talk with caring adults Teaches problem-solving, decision-making, values clarification and conflict management skills Increases self-confidence in presentation skills Addresses an issue that effects the health, wellness and safety of their peers

8. Benefits to School Addresses an issue that effects the health, wellness and safety of adolescents Provides no-cost training opportunities for students, teachers, staff, counselors, and parents Gives a school an opportunity to develop or enhance their crisis response plan Brings suicide prevention “from the back of the classroom to the front”

9. Benefit to Faculty/Staff Students view the teachers who have hosted peer-facilitated presentations in their classroom as “helping adults” Serving in role of faculty liaison provides an opportunity to demonstrate leadership and contribute positively to the school climate Enhances knowledge of warning signs as well as providing tools for effectively intervening Affords an opportunity to update health curriculum to include suicide prevention

10. Challenges Recruiting an adequate number of students to do the work, given all the other demands (responsibilities) they are trying to balance Having sufficient time to plan and implement activities Inadequate number of teachers who are willing to have their classes interrupted for the presentations Uncertain commitment and support from administration, staff and/or students to keep the program going from year to year.

11. Getting Started

12. Steps to Implementation Get permission from your administration to develop a program Recruit peer educators Create your presentation Train your peer educators Schedule presentations with teachers

13. Lifesavers: A Peer’s Role in Youth Suicide Prevention

14. Why we’re here  An average of 2 youth under age 25 die by suicide each week in Washington.  Suicide is the second leading cause of death for people our age.  19% of 10 th graders & 17% of seniors said they had seriously considered suicide in the last year.  Peers are an important part of a student’s support network. Many suicidal youth will go to a peer for help before they go to an adult.

15. Discussion Guidelines O This can be a sensitive subject. O Be courteous; don’t mention names. O What is said in this room stays in this room. O Don’t share what you don’t feel comfortable sharing. O If you feel “triggered” by the discussion, please notify an adult.

17. What is STRESS?  The way our minds and bodies respond to challenges and threats How does stress affect us?

18. The cup activity What is it like to be overwhelmed by stress and bad feelings?

19. Keep in mind… O Not all people who experience stress and/or depression are suicidal O Those who have a ‘why’ to live can bear with any ‘how’. ~Viktor Frankl

20. What is DEPRESSION?  Feelings of intense sadness that last at least two weeks and keep a person from functioning normally  A treatable illness that is not the person’s fault Causes:  Brain chemistry  Situations and experiences

21. Signs of depression What are some of the signs?  Anxiety or irritability  Changes in eating/sleeping habits  Physical complaints  Poor school performance  Drug or alcohol abuse  Moodiness, hopelessness, withdrawal Note: adolescent depression and adult depression are slightly different

22. Suicide risk: What experiences might be triggers?  Ongoing stress like bullying, abuse or isolation  The death of a family member, community member, friend, or pet  A breakup  Family conflict  Another stressful event like getting arrested, experiencing violence, moving to a new foster home, failing a class, or unplanned pregnancy

23. Be careful how you treat others

24. Signs of suicidal thinking: The FACTS F eelings Sad, lonely, hopeless, in pain, moody, irritable A ctions Pushing away friends and family, giving away important possessions, using alcohol or drugs, making unsafe decisions, making or researching suicide plans, making art or writing about death C hanges Changes in school performance, changes in appearance or hygiene, changes in personality or attitude, just not seeming like themselves T hreats Saying they’re going to kill themselves, saying goodbye S ituations Has the person had a crisis or trigger situation, especially in the last couple of weeks?

25. Show you care Ask the question Get help www.yspp.org © YSPP What to do HOW???

26. Where to get help?  Trusted adult  Teacher, coach, or school counselor  Family  Faith community  Crisis line: Crisis Line 1-800-273-TALK LGBTQ 1-866-4U-TREVOR

27. Remember…  Youth suicide is a big problem in Washington.  Most young people who experience stress and depression do not attempt suicide.  Many teens in crisis go to a friend first. You are a key part of the support network for a peer in crisis!  Using SAG and connecting your peer with a helpful adult can save their life, BUT…  Another person’s choices are not your fault.

28. Have more questions? You can contact: Amy Wiskerchen School Counselor Kentridge HS amy.wiskerchen@kent.k12.wa.us 253-373-4208