1. MAKE A DIFFERENCE 2017-18 ANNUAL TRAINING SUICIDE BULLYING/HARASSMENT
CHILD ABUSE

2. WHAT DO WE DO?
NEA Lily Eskelsen Video

3. Youth Suicide: Prevention and Intervention ASPEN Project Director
Barri Sky Faucett, MA
ASPEN Project Director
Zoe Anne Bozeman
BCS Counseling Supervisor

4. BCS SUICIDE POLICY JASON FLATT ACT – 2007
TN requires all educators in the State to complete 2 hours of youth suicide awareness and prevention training each year in order to be licensed to teach in Tennessee.
T.C.A – Mandatory Suicide Policy in each TN School District (2016)
BCS POLICY #6054-Student Suicide Policy (2016)

5. Intentional Self-Inflicted Death
SUICIDE
Intentional Self-Inflicted Death

6. Just the Facts Every 12 minutes another life is lost to
suicide, taking the lives of more than 42,773
Americans every year.
Every day 117 Americans take their own life.
For young people years old, suicide
is the second leading cause of death.

7. Our Youth
In 2014 = 5,504 reported youth suicides in the United States.
2010 = 4,600 (CDC)
Each day there are approximately 15 youth suicides (12 in 2010)
Most common method is firearms followed by suffocations
Males complete 4 times more than females; females attempt four times more than males.

8. SUICIDE STATISTICS
Among students in grades 9-12 in the U.S. during 2013, in the previous 12 months:
• 17.0% of students (5 in a class of 30)seriously considered attempting suicide (22.4% of females and 11.6% of males).
• 8.0% of students (3 in a class of 30) attempted suicide one or more times (10.6% of females and 5.4% of males).
17% - 1 student in 6; 5 students in each class of 30
8% = approximately 3 students in a class of 30

9. SUICIDE STATISTICS
• 13.6% of students (4 in a class of 30) made a plan about how they would attempt suicide (16.9% of females and 10.3% of males).
• 2.7% of students (1 in a class of 30) made a suicide attempt that resulted in an injury, poisoning, or an overdose that required medical attention (3.6% of females and 1.8% of males).
13.6 % = 4 students in a class of 30
2.7% = approximately 1 student in each class of 30 students

10. Suicide in Adolescents
Research shows that most adolescent suicides occur after school hours and in the teen’s homes.
Most adolescent suicides are precipitated by interpersonal conflict.
Suicide in Adolescents

11. The Teenage Brain Adolescence is a time of profound brain growth.
Greatest changes to the brain that are responsible for impulse control, decision making, planning, organization, and emotion occur in adolescence (prefrontal cortex).
Do not reach full maturity until age 25.

12. What do youth deal with? Increased school pressures as they progress
through higher grades
Possibly first romantic relationships
Exploring increased independence and identity
Experimenting with substance use
Puberty and Hormone fluctuation
Bullying

13. Peer Problems
Several studies have found relationships between suicidal behavior and social isolation, sexual orientation, and peer rejection.
70% of suicide completions and attempts occur following the loss or conflict with family and peers.

14. Sexual Identification
LGBT youth are 1 ½ - 7 times more likely to have reported ideation.
LGBT Youth in multiple studies are found to be 3-4 times more likely to attempt suicide.
58% of LGBT youth who had attempted suicide reported they really hoped to die vs. 33% of heterosexuals who attempted and reported really hoping to die.
Have elevated risk factors and lower protective factors In

15. Bullying and Suicide

16. CYBERSPACE is the new environment where "
youth are forming communities.

17. What makes Cyberbullying different?
Distance
24/7
Multiple methods
Text messages; video clips; Websites; Social Media; IM; s; Chat rooms
Anonymous
Expanded Audience

18. Bullying effects Withdraws socially; has few or no friends.
Feels picked on or persecuted.
Complains frequently of illness.
Doesn’t want to go to school; avoids some classes or skips school.
Brings home damaged possessions or reports them “lost.”
Cries easily; displays mood swings and talks about hopelessness.
Talks about running away/suicide.

19. Bullying risks for suicide:
Both victims and perpetrators of bullying are at a higher risk for suicide than their peers.
Children who are both victims and perpetrators of bullying are at the highest risk.
One study found that victims of cyberbullying had higher levels of depression than victims of face-to-face bullying.
Verbal
Physical
Relational

20. SUICIDE: Myth or Fact
Confronting a person about suicide will only make them angry and increase the risk of suicide.

21. SUICIDE: Myth or Fact
Asking someone directly about suicidal intent lowers anxiety, opens up communication and lowers the risk of an impulsive act.

22. Those who talk about suicide don’t do it.
Myth or Fact
Those who talk about suicide don’t do it.

23. People who talk about suicide may try, or even complete, an act of
Myth or Fact
People who talk about suicide may try, or even complete, an act of
self-destruction.

24. If a suicidal youth tells a friend, the friend will access help.
Myth or Fact
If a suicidal youth tells a friend, the friend will access help.

25. Most young people do not tell an adult.
Myth or Fact
Most young people do not tell an adult.

26. SUICIDE- Risk Factors, Warning Signs, Protective Factors
Risk Factors- characteristics that will make it more likely that an individual will consider, attempt, or die by suicide
Warning Signs- behaviors that indicate signs of immediate risk
Protective Factors- characteristics that make it less likely that individuals will consider, attempt, or die by suicide.
Suicide is a multidimensional

27. Risk Factors-IS PATH WARM
Ideation
Substance Abuse
Purposelessness
Anxiety
Trapped
Hopelessness
Withdrawal
Anger
Recklessness
Mood Changes

28. Factors that increase Suicide Risk
Prior suicide attempts
Mental health disorders
History of trauma or abuse
Family history of suicide
Lack of social support

29. Situations that increase suicide risk
Major physical illnesses
Losses
Bullying
Easy access to lethal means
Local clusters of suicide

30. Risk Factor - Access to means
Firearms are used in 58% of successful suicides.
The rate of completed suicides is fives times higher in houses with firearms.
Firearms are even more prevalent in suicides involving alcohol.
47% of TN homes have firearms.

31. Warning Signs: Acquiring a gun or stockpiling pills
Talking about wanting to die or kill oneself
Impulsivity/increased risk taking
Giving away prized possessions
Self-destructive acts (i.e., cutting)
Increased drug or alcohol abuse
Talking about no reason to live

32. Protective Factors
Treatment for Mental Health/Substance Abuse, physical disorders
Increased access to interventions
Restricted access to highly lethal means

33. Protective Factors
Strong connections to family and community support
Strong problem-solving and conflict resolution skills
Cultural and religious beliefs that discourage suicide and support self-preservation.

34. Indirect or “Coded” Verbal Clues:
“I’m tired of life, I just can’t go on.”
“Who cares if I’m dead anyway.”
“I just want out.”
“I won’t be around much longer.”
“Pretty soon you won’t have to worry about me.”
“My family would be better off without me.”

35. What to Do for the Individual
Take it seriously
Almost 80% of all suicides gave some warning of their intentions.

36. What to Do for the Individual
Ask Directly
If you think that someone is suicidal, ask them about it.

37. Tips for Asking the Question
If in doubt, don’t wait, ask the question.
If the person is reluctant, be persistent.
Talk to the person alone in a private setting.
Allow the person to talk freely.
Give yourself plenty of time.
REFER TO SCHOOL COUNSELOR IMMEDIATELY FOR FOLLOW UP.
REMEMBER: How you ask the question is less important than that you ask it.

38. What to Do Be Genuine: Listen and don’t show shock or disapproval.
Show that you care, it is more important
than saying “the right thing.”
Avoid trying to explain away the feelings…(saying things like “you have a lot to live for” or “you are just confused right now.”)

39. What to Do
Stay There
Don’t leave them alone.
Seek Help-Be actively involved in seeking professional help

40. COMPREHENSIVE APPROACH TO SUICIDE PREVENTION
Faculty & Staff:
Take opportunity to teach life skills (i.e., conflict resolution)
Promote social connectedness
Identify students at risk
Increase help seeking behavior
Counselors:
Connect students with substance abuse and mental health resources
Follow crisis management procedures
Restrict access to potentially lethal means

42. BULLYING, HARASSMENT, INTIMIDATION, HAZING
Think Before You Speak Video

43. Making A Difference BULLYING PREVENTION
BARTLETT CITY SCHOOLS POLICIES RELATED TO BULLYING:
#6002 – Student Discrimination, Harassment, Bullying, and Cyber-Bullying and Intimidation
“Alleged victims of bullying/harassment offenses shall report these incidents immediately to a teacher, counselor or building administrator. All school employees are required to report alleged violations of this policy to the principal/designee.”
#6038 – Discipline Procedures
Information included in Student Handbooks

44. BULLYING DEFINITIONS
 Bullying/Intimidation/Harassment - An act that substantially interferes with a student’s  educational benefits, opportunities, or performance, and the act has the effect of:
1. Physically harming a student or damaging a student’s property;
2. Knowingly placing a student or students in reasonable fear of physical harm to the student or damage to the student’s property;

45. BULLYING DEFINITIONS
 3. Causing emotional distress to a student or students; or
 4. Creating a hostile educational environment.  
Bullying, intimidation, or harassment may also be unwelcome conduct based on a  protected class (race, nationality, origin, color, gender, age, disability, religion) that is severe, pervasive, or persistent and creates a hostile environment.

46. CYBERBULLYING DEFINITION
A form of bullying undertaken through the use of electronic devices.
 Electronic devices include, but are not limited to, telephones, cellular phones or other  wireless telecommunication devices, text messaging, s, social networking sites, instant messaging, videos, web sites or fake profiles.

47. HAZING DEFINITION Hazing:
An intentional or reckless act by a student or group of students that is directed against any other student(s)
that endangers the mental or physical health or  safety of the student(s) or
that induces or coerces a student to endanger his/her mental or physical health or safety.
Coaches and other employees of the school district shall not encourage, permit, condone or tolerate hazing activities.
“Hazing” does not include customary athletic events or similar contests or competitions and is limited to those actions taken and situations created in connection with initiation into or affiliation with any organization.

48. FOUR MARKERS OF BULLYING
Imbalance of Power (student has difficulty defending himself/herself)
Intent to Harm
Threat of further aggression
(repetitious behavior)
Terror

49. PREVALENCE OF BULLYING
EXTEND and IMPACT
PREVALENCE OF BULLYING
CYBERBULLYING: 7-15% youth affected
SCHOOL-BASED BULLYING:
18-31% of youth affected
STARS Nashville, Rodger Dinwiddie ; Preventing Bullying through Science, Policy and Practice 38

50. Prevalence Among Subgroups
LGBT Youth:
Double that of heterosexual youth: 25.6%-43.6%
YOUTH with DISABILITIES:
1.5 times as much
OBESE Youth:
Increased risk; difficult to attribute to a single physical attribute
STARS Nashville, Rodger Dinwiddie ; Preventing Bullying through Science, Policy and Practice 38

51. Targeted Identities Elementary-aged students:
Called names, made fun of or bullied with at least some regularlity: 75%
Most commonly because:
Looks or body size – 67%
Not being good at sports – 37%
How well they do in school – 26%
Not conforming to traditional gender norms – 23%
Other people think they are gay (21%)
STARS Nashville, Rodger Dinwiddie ; Preventing Bullying through Science, Policy and Practice 38

52. Consequences/Impact of Bullying
Bullying changes brain development, behavior and response.
Social Pain
Psychosocial consequences (self-harming behaviors)
Internalizing Problems (low self-esteem, depression, anxiety, other psychiatric problems)
Externalizing Problems (substance abuse, violence, crime)
STARS Nashville, Rodger Dinwiddie ; Preventing Bullying through Science, Policy and Practice 38; National Academies Press (Multiple Authors)

53. Not all socially unacceptable behavior is “bullying”.
CONFLICT vs. BULLYING
Not all socially unacceptable behavior is “bullying”.

54. Making A Difference THE CHALLENGE
Conflict: Bullying:
Equal Power Imbalance of Power
One time/rarely Repeated over time
Accidental Intentional
No serious harm Physical/emotional harm

55. CONFLICT vs. BULLYING Conflict: Bullying:
Equal emotional reaction Unequal emotional
reaction
Not seeking power Seeking control/ possession
Often remorseful No remorse/blames target
May try to solve problem No effort to solve problem

56. SCENARIO #1
Edgar is in 4th grade and is much taller and heavier than most of his peers. However, because he has a tremendous sense of humor, he is very popular and well-liked by most of his peers. One day during recess, during a game of dodge ball, Edgar trips on the ball and falls down. Steven, a 5th grader, yells, “Look at the beached whale on the playground!” and Steven and the other 5th graders with him laugh. Edgar turns red but picks himself up and starts to get ready to play again. Several of Edgar’s friends get angry and tell Steven and his friends to “shut up.” A shouting match ensues until a teacher comes over to break it up.
Mia Karvonides, DOE/Tracey Tsugawa, HRC

57. REFLECTION
Is the conduct bullying/conflict/harassment? Why or why not?
Is a protected class involved?
How would this incident be handled at the school site? If necessary, would this be referred to the school’s or district’s compliance personnel?
If bullying/harassment, what resources does the targeted individual have?
(protected class = race, nationality, origin, color, gender, age, disability, religion)
STARS Nashville, Rodger Dinwiddie

58. SCENARIO #2
Angela is a star track and soccer athlete at Jonestown Middle School. She grew up with three brothers and has always been very active in athletics since childhood. Angela has a very short haircut (because she got tired of dealing with washing her long hair everyday after sports when she was younger). She dresses casually, usually in jeans and t-shirts and she never wears dresses or make-up. Angela has many friends, both male and female, and is somewhat popular in school because she is such a good athlete. Nonetheless, while in the hallways at school, Angela sometimes hears comments made by other female students referring to Angela as a “lesbo,” “dyke,” or “boy” because she has a “butch” haircut and never wears dresses. Angela usually ignored these comments until one day, a cheerleader made a loud comment in the cafeteria about Angela being a “boy” playing on the girls’ soccer team. Furious, Angela walked up to the girl, slapped her, and called her a “cross-dressing boy in a skirt with pom-poms.”
Mia Karvonides, DOE/Tracey Tsugawa, HRC

59. REFLECTION
Is the conduct bullying/conflict/harassment? Why or why not?
Is a protected class involved?
How would this incident be handled at the school site? If necessary, would this be referred to the school’s or district’s compliance personnel?
If bullying/harassment, what resources does the targeted individual have?
(protected class = race, nationality, origin, color, gender, age, disability, religion)
STARS Nashville, Rodger Dinwiddie

60. SCENARIO #3
A group of two or three girls have repeatedly coaxed Joan, a special education student who has a developmental disability, into performing acts that constitute a violation of the school’s discipline policy. Realizing that Joan would be unable to comprehend fully or consent to the activity, the girls told her that they would be her friends if she would do as they instructed her. These acts included stealing money from another student’s backpack and vandalizing school property.
Mia Karvonides, DOE/Tracey Tsugawa, HRC

61. REFLECTION
Is the conduct bullying/conflict/harassment? Why or why not?
Is a protected class involved?
How would this incident be handled at the school site? If necessary, would this be referred to the school’s or district’s compliance personnel?
If bullying/harassment, what resources does the targeted individual have?
(protected class = race, nationality, origin, color, gender, age, disability, religion)
STARS Nashville, Rodger Dinwiddie

62. SCENARIO #4
Three 7th grade girls approach the teacher and indicate that two other 7th grade girls started rumors about them. The two accused girls reply that the others started rumors first.
STARS Nashville, Rodger Dinwiddie

63. REFLECTION
Is the conduct bullying/conflict/harassment? Why or why not?
Is a protected class involved?
How would this incident be handled at the school site? If necessary, would this be referred to the school’s or district’s compliance personnel?
If bullying/harassment, what resources does the targeted individual have?
(protected class = race, nationality, origin, color, gender, age, disability, religion)
STARS Nashville, Rodger Dinwiddie

64. HELPFUL ADULT RESPONSES
According to students, these are the most helpful responses:
Listened to them
Gave them advice
Checked to see if they were okay
Increased adult supervision
Intervention for the student who bullied
Youth Voice Research Project, 2010; STARS Nashville, Rodger Dinwiddie

65. LEAST HELPFUL ADULT RESPONSES FOR BULLIED STUDENTS
Talked to the whole class
Only talked with the student who bullied
MADE THE SITUATION WORSE:
Ignored the situation
Told them to act differently
Told them to solve it themselves (stay away from students who bully or stand up to the bully)
Told them to stop tattling
Youth Voice Research Project, 2010; STARS Nashville, Rodger Dinwiddie

66. BULLYING INTERVENTION
What Do Young People Need Who Are Bullied?
Positive relationships with adults
Advocates to help them be heard
Protection
Friends
Hobbies and interests
Ways to get rid of self-blame or self-hatred

67. BULLYING INTERVENTION
What can educators do?
Develop relationships with students!
Building relationships is the NUMBER ONE thing for educators to do!
REPORT BULLYING TO ADMINISTRATION (BCS Policy 6002)
(Duty to Warn)

68. POWER OF A TEACHER
Freedom Writers Best Scene Video

69. Teachers, Counselors, and Service Providers Can Prevent Bullying
Ensure that young people understand the definition of bullying behaviors and effects.
Work with children and youth to create rules against bullying.
Tell participants that children and youth spend much of their time at school, but they also may attend afterschool programs, summer camps, and other community programs. It’s important for any individuals who work with young people to take action to prevent bullying. Discuss strategies for teachers, counselors, and service providers.
Ensure that young people understand the definition of bullying, bullying behaviors, and the effects of bullying (how it makes people feel).
Work with children and youth to create rules against bullying. Have every young person sign the rules and post them in a visible place.
Share the following example of rules against bullying:
We will not bully others.
We will try to help people who are bullied.
We will include others in games and activities.
We will tell an adult if we know someone is being bullied.
Source: The Olweus Bullying Prevention Group, 2000
National Crime Prevention Council

70. Teachers: Rules Against Bullying
Students will not bully others.
Students will try to help people who are bullied.
Students will include others in activities.
Students will tell an adult if someone is being bullied.
Help young people build skills for dealing with bullying (through role plays).
Help young people develop other positive social skills (conflict resolution, communication, and problem-solving).
Supervise children on the playground, in hallways, etc.
Take immediate action when bullying is witnessed or reported.
Take the following steps when intervening in a bullying incident:
Stop the bullying.
Support the victim.
Name the bullying behavior.
Refer to the rules against bullying.
Impose immediate consequences (as appropriate) per the disciplinary code.
Empower the bystander.
Source: The Olweus Bullying Prevention Group, 2000
Source: The Olweus Bullying Prevention Group, 2000
National Crime Prevention Council

71. POWER OF FRIENDS
Boys reaction to bullying will melt your heart video

72. MAKING A DIFFERENCE
CHILD ABUSE/NEGLECT

74. Child Abuse Awareness PSA Video

75. MAKING A DIFFERENCE Who Is Mandated to Report?
Tennessee law says that ALL persons must report immediately suspected cases of child abuse or neglect.
including doctors, mental health professionals, child care providers, dentists, family members and friends

76. MAKING A DIFFERENCE The Law for Schools
TCA (b) applies to organizations that are responsible for the care of children.
Whoever the child reports the alleged abuse to is the person that is responsible for making the report.

77. MAKING A DIFFERENCE Who Receives the Report?
Tennessee Department of Children Services (DCS)
Local Law Enforcement
Reports are

78. MAKING A DIFFERENCE Failure to Report
Class A misdemeanor:
Fine
Up to 3 months imprisonment
Or both
More importantly….A child’s life could be at stake.

79. Categories of Abuse ABUSE: Doing Something to the Child Physical Abuse
Sexual Abuse
Emotional Abuse
NEGLECT: Witholding something needful from the child
Physical Neglect
Emotional Neglect
Educational Neglect
-Physical abuse occurs on a continuum.
-Munchausen Syndrome by Proxy: refers to physical and psychological harm either through direct attack by the parent or as a function of being subjected to painful and numerous unnecessary medical assessment procedures. Prevalence rates have not been determined. Typically involves the mother, but father may be passive colluder.
Pinching, squeezing, pushing -- leave marks?
Restraining okay if done correctly with child out of control
Striking okay if open hand

80. Is this child abuse?
A girl is slapped for screaming at her mother; the slap stings, but leaves no lasting mark or pain.
A boy is punished in a way that requires stitches.
A father burns his daughter’s palms with a lighted cigarette when he finds her smoking.
A mother is careless and spills scalding coffee on her daughter, who is seriously burned.
A boy’s arm is broken after wrestling with his father for sport.
A girl is spanked so hard she is badly bruised, but the father says he did not mean to hurt her.
A boy is grounded for a week for a minor offense.
A father takes away his son’s driver’s license for getting a parking ticket.

81. Risk Factors for Abuse/Neglect: Child Factors
Gender
Age
Difficult temperament
Disabilities
Behavioral difficulties
Chronic illness
-Child characteristics are not necessary or sufficient in and of themselves to cause abuse; interacts with caregiver characteristics
NIS-3: Girls sexually abused 3x more than boys
Boys at greater risk of serious injury and emotional neglect
Children from ages 0-3 accounted for 27.7% of victims
-most dangerous period for abuse occurs between ages of 3 mos and 3 years
vast majority of abuse-related deaths occur before age 5
May be another peak in incidence rates during adolescence.
Younger children more likely to be reported for neglect, school-age children for emotional neglect, and teens for physical abuse.
Sexual abuse rates are relatively constant from age 3 and up
Temperament: cries a lot, hight energy, less sleep, night wakening

82. Risk Factors for Abuse/Neglect:Caregiver Factors
History of Abuse
Anger difficulties
Poor impulse control
Psychiatric disorders
Substance abuse
Social isolation
Personal distress
Unrealistic expectations
Negative view of child
Parent chronic illness
Poor parenting skills
Male
Young age
-intergenerational transmission in about 30% of cases
-in SA, perpetrator is frequently not a primary care giver (approx 50%).
-Females more likely to neglect, Males more likely to abuse (particularly SA-89%)
PUNITIVE, RIGID Discipline style

83. Characteristics & Risk Factors: Family Environment
Single-parent families
Blended families
Poverty
Domestic violence
Family crises
Chaos/instability
Housing problems
Social isolation
Family size (neglect)

84. Protective Factors for Abuse/Neglect
Caregiver parenting skills
Availability of emotional, social, and financial support for families
Stable housing
Connection to community, faith-based organizations
Good personal safety skills for children
Easy access to health care, childcare, etc.
Wholesome environment

85. General Indicators That “Something” Is Wrong
Anger/irritability
Increase in crying, difficult to comfort
Symptoms of depression/anxiety
Sudden changes in behavior
Sudden changes in sleep/appetite
Sudden changes in school performance
Self-destructive behaviors
Difficulty concentrating/attending
Sudden change in activity level
May not be indicative of abuse; could be just about anything

86. “Something” is Wrong (cont.)
Developmental delays
Regression (e.g., toileting)
Extreme behaviors (passive-violent)
Withdrawal, apathy, passivity
Running away
Increased separation difficulties
New fears
Consistent reluctance to leave with caretaker
Trauma themes in play, art, conversation

87. Extent of CHILD ABUSE and NEGLECT Effects
40-60% have emotional/behavior problems
#1 predictor of substance abuse in women
Decreases IQ
Alters brain development
>50% have school problems
>25% require social services
8 point decrease in IQ for high DV exposure (vs. 3 point decrease for lead poisoning)
-Koenen et al., 2003

88. MAKING A DIFFERENCE Only “Suspect”
You don’t have to have proof of the abuse, just that you “suspect.” What is “reasonable?”

89. MAKING A DIFFERENCE How do I report?
Phone: School Personnel Phone Number (free call) (all calls are recorded)
Fax (slow)
On-line
(not for Priority 1 cases)
Fax is slower

90. MAKING A DIFFERENCE Abuse At School
If the abuse happens at school, it is the job of the principal or principal’s designee to notify the parent/guardian of the victim, law enforcement, and Central Office.

91. MAKING A DIFFERENCE School Employees should NOT:
Take pictures of the alleged abuse.
Ask children to remove clothing.
Discuss the case with anyone else, other
than the school counselor or building administrator.

92. MAKING A DIFFERENCE School Employees SHOULD:
Report suspected cases of child abuse or neglect.
Consult with your school counselor or administrator where you have concerns about the welfare of a student.
IMPORTANT NOTE: Consulting does not relieve you of your responsibility to report suspected abuse or neglect.

93. MAKING A DIFFERENCE Questions, Comments, Deep Thoughts

94. "We're educators. We're born to make a difference."
Rita F. Pearson
"We're educators. We're born to make a difference."

95. RESOURCES & CREDITS
Ally Burr-Harris, Ph.D., Greater St. Louis Child Traumatic Stress Program, Center for Trauma Recovery, University of Missouri-St. Louis
Utah Education Network:
Nebraska Department of Education:
Youth Voice Research Project, 2010
STARS Nashville, Rodger Dinwiddie
Preventing Bullying through Science, Policy and Practice 38
National Academies Press (Multiple Authors)
Mia Karvonides, DOE/Tracey Tsugawa, HRC

96. MAKING A DIFFERENCE YOUTH SUICIDE CREDITS AND RESOURCES
PBS In the Mix - "Depression: On The Edge"
National Mental Health Association
National Institute of Mental Health
National Foundation for Depressive Illness
American Foundation for Suicide Prevention
The National Alliance for the Mentally Ill
Knowledge Exchange Network
Suicide Prevention Advocacy Network (SPAN)
Jason Foundation:

97. MAKING A DIFFERENCE BULLYING/CHILD ABUSECREDITS AND RESOURCES
West Virginia Department of Education. Bullying in the Classroom;
The Bully, the Bullied, and the Bystander, Barbara Coloroso, 2002

98. For More Information www.suicidology.org www.sprc.org www.afsp.org