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Early detection and prevention of suicidal ideation after the onset of bullying.

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Carrollton-Farmers Branch Student & Parent Handbook

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Carrollton-Farmers Branch Student & Parent Handbook

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Page 10 of the Carrollton-Farmers Branch Student & Parent Handbook addresses the district's policy for Suicide Prevention, Intervention, and Postvention (intervention following a suicide in the community):

The district provides a comprehensive protocol for suicide prevention, intervention, and postvention as part of responsive services, including the following components:

Annual suicide prevention training for all staff members

Interview with appropriate grade level research-based questions for any student with thoughts of suicide

Safety Plan of Action

Consultation with parent/guardian

Resource referral including immediate clinical assessment by community mental health professional if needed

Crisis Team Support for any campus encountering a community suicide

Follow up

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Jocelyn "Lyn" Torres is the Coordinator of Mental Health & Behavior Services for the Carrollton-Farmers Branch Independent School District. In her interview, she discusses the district's action steps in addressing suicidal ideation prevention after the onset of bullying and its impact on school counseling, best practices, and emerging issues.

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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A.9. Serious and Foreseeable Harm to Self and Others

School counselors:

a. Inform parents/guardians and school administration when

a student poses a serious and foreseeable risk of harm to

self or others. This notification is to be done after careful

deliberation and consultation with appropriate professionals,

such as other school counselors, the school nurse, school

psychologist, school social worker, school resource officer or child protective services. Even if the danger appears relatively remote, parents/guardians must be notified. The consequence of the risk of not giving parents/guardians a chance to intervene on behalf of their child is too great.

Reference
American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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The formation of this resource was developed through the professional school counselor perspective for use in PK-12 CFBISD schools.

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The intended audience for this resource are CFBISD professional school counselors in PK-12 or crisis counselors responsible for rendering school counseling services to potential suicidal students.

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The American School Counselor Association addresses in their monthly magazine the topic of suicidal risk assessment responsibilities placed on school counselors. School counselors know they cannot accurately assess suicide risk and recognize they aren’t equipped to determine a student’s level of suicide risk. The article states that implying so is unethical and elevates their skills above medical professionals, who declare in large numbers the danger and inaccuracy of classifying a person for suicide. If the medical professionals are questioning suicide risk assessments as untrustworthy, by reasonable extension, those who require school counselors to assess a student’s suicide potential do so at the risk of liability.

Reference:
Stone, C. (2021, July 1). Suicide assessments: The medical profession affirms school counselors' truth. American School Counselor Association. https://www.schoolcounselor.org/Magazines/July-August-2021/Suicide-Assessments-The-Medical-Professional-Affir

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The Centers for Disease Control and Prevention (2017) reported that, as of 2017, suicide was the second most common cause of death for children and young adults ages 10-24, claiming nearly as many lives as most illnesses combined. This rate has been on a steady increase since 1999.

Additionally, there is often a common link between bullying and suicide. Kids that are bullied can become depressed and contemplate suicide. Stories about bullied students taking their own lives are too numerous to ignore. When kids who are at risk for suicide because of depression or other mental health issues are bullied, the results can be disastrous.

Although school counselors work to identify behavioral and social/emotional signs of suicide risk among their students and ensure prevention methods are in place, they are not equipped to assess suicidal risk accurately. They must take proper legal and ethical steps to avoid potential liabilities. School counseling professionals owe it to themselves, their district, their students, and parents to get their response to suicidal ideation right. Often there are no second chances.

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CFBISD best practices for suicidal ideation (SI) after the onset of bullying in a school district include the following:

The district is legally required to train all staff regarding suicide prevention each year.

School Counselors utilize the "Duty to Warn" document in which a parent signs their awareness of their child's SI or threat.  It also outlines responsibilities.  Parents should be asked to sign the document each time there is an instance of SI.  If they refuse to do so, it should be documented. If a parent does not want to sign, it is best to try to verbally share the information and document the date and time it was done.

Keep in mind school districts are not allowed to keep a child from attending school if a parent does not take them for a mental health evaluation, but if it appears that a parent is being negligent and a child is at risk, CPS is notified.

Taking the child with SI immediately to the counselor who ensures the child's safety and asks a set of questions to determine if the child has a plan, time frame or the means to carry out a plan, keeping the child supervised while the parent is contacted.

Helping the parent obtain a psychological evaluation for the child if needed, and safety planning with the child and sharing that plan with the family.

There is continued follow-up with the student.

Partnering with parents is an important part of the support offered and suicide ideation, because it poses a risk to the minor, is one of the exceptions to confidentiality.

School counselors, even if professionally licensed, do not serve as therapists.

Complete the Violence Intervention document to ensure that all steps are followed.

Utilize Texas School Procedures policies for best practices related to suicide.

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An emerging issue that educators should watch to see how it plays out and impacts our work, is that of cyberbullying. David's Law has changed the way cyberbullying is handled and students have the right not to be bullied on social media. This is a fairly new issue in education and continues to evolve as students continue to interact more and more through socia media.

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Become familiar with district policy, especially changes to the policy concerning bullying prevention and interventions and suicidal ideation prevention and interventions.

Continuously refer to Texas Administrative and Educational Code to remain legally and ethically in compliance with school counseling standards and guidelines.

Schools are acting responsibly when they have suicide and bullying prevention and intervention plans in place with regular in-services to prepare all educators – teachers, administrators, security guards, cafeteria employees, custodians, bus drivers, secretaries, paraprofessionals and student services staff – of the appropriate procedures for referring suicidal students for help.

Start prevention early. Bullying begins at an age before many of the warning signs of suicide are evident. Intervening in bullying among younger students, and assessing both bullies and victims of bullying for risk factors associated with suicide, may have significant benefits as children enter the developmental stage when suicide risk begins to rise.

Keep up with technology. Bullying often takes place in areas hidden from adult supervision. Cyberspace has become such an area. At the same time, students may also use social media and new technologies to express suicidal thoughts that they are unwilling to share with their parents and other adults.

Pay special attention to the needs of LGBTQ youth and young people who do not conform to gender expectations. These youth are at increased risk for both bullying victimization and suicidal behavior. It is essential to respond to the needs of these students, especially the need for an environment in which they feel safe, not just from physical harm but from intolerance and assaults upon their emotional well-being.

In isolation, an assessment is simply what the student chooses to reveal. Students often hide the truth or vacillate about whether to reveal the truth to the adults in their lives. There are many reasons why a student may deny self-harm.

Never conclude students weren’t in danger simply because they said they are fine. The common-sense approach would be to dismiss all self-reports denying harm as untrustworthy. Avoid trying to reach conclusions through questioning from an assessment; instead, gather all the information you can to pass to a student’s parents/guardians.

School counselors must always contact parents and refer them to appropriate resources that will allow them to seek help for their child.

School counselors must always contact parents and refer them to appropriate resources that will allow them to seek help for their child. Confidentiality is trumped when weighed against the death of a child. Calling parents upholds school counselors’ most significant obligation to students: above all do no harm.

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Sweep bullying under the rug' no more: Child's death set to bring changes to Cincinnati schools, could be a lesson for other cities

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Sweep bullying under the rug' no more: Child's death set to bring changes to Cincinnati schools, could be a lesson for other cities

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Summary:
Gabriel Taye, a third grader, was bullied repeatedly at school before taking his own life in 2017. The city Board of Education is considering a settlement that could pay the family $3 million and bring changes to combat bullying in the school district. This article is relevant to the topic as it further details the legal and financial liabilities that schools and districts could face if proper steps are not taken. Furthermore, it brings to light the very real problem that school counselors could face in helping SI students due to bullying.

Reference:
Bacon, J., Coolidge, S., & Grasha, K. (2021, June 6). Sweep bullying under the rug' no more: Child's death set to bring changes to Cincinnati schools, could be a lesson for other cities. USA Today.

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CINCINNATI - A wide-ranging settlement proposal in a bullying case that led to the death of an 8-year-old boy could provide a blueprint for combating bullying in schools.

Ross Ellis, founder of the nonprofit advocacy group STOMP Out Bullying, said that for any plan to work, the school district - in this case Cincinnati Public Schools, CPS - must be committed. Historically, she said, school districts "sweep bullying under the rug."

Gabriel Taye, a third grader, was bullied repeatedly at school before taking his own life in 2017. The city Board of Education will consider a settlement Monday that would pay the family $3 million and bring changes to combat bullying in the school district.

The family's lawyer, civil rights attorney Al Gerhardstein, said that to honor Gabriel, the family would use the settlement to protect current and future CPS students. A memorial to Gabriel will be placed at Carson School, the elementary school he attended.

"We will make sure these reforms take root and end bullying throughout the CPS system," Gerhardstein said.

On Jan. 24, 2017, a student pushed Gabriel into a wall of a boys' restroom, the blow knocking Gabriel unconscious for seven minutes. In a school video of the assault, other students stepped over Gabriel. A former assistant principal, Jeffrey McKenzie, found Gabriel but did not call 911. The boy complained of stomach pain and spent several hours at Cincinnati Children's Hospital Medical Center.

He stayed home from school the next day, then on Jan. 26, two other students bullied Gabriel in a Carson restroom and stole his water bottle. That day, he killed himself in his bedroom at his mother's apartment.

"When a kid is being bullied, unconscious on the bathroom floor while kids taunt and kick him, and no one gets help, that is saying something," Ellis said. "Every state has bullying legislation, but if it's not enforced (by schools), it doesn't do any good."
Courtney Stodden doubts Chrissy Teigen's apology, calls her 'wokeness' a 'broken record'
The Cincinnati plan would identify bullying by tracking repeat offenders, repeat victims and repeat locations. Efforts would be made to intervene with students engaged in bullying to keep it from continuing. School nurses would be empowered to report suspected incidents of bullying.

The settlement involves training and supervising staff and includes two years of oversight of its anti-bullying plan.

Julie Pautsch, who directs a project at Loyola University Chicago School of Law that seeks to prevent bullying in schools nationwide, commended Cincinnati schools for agreeing to the two years of oversight and committing to changes.

Pautsch said many school districts don't track bullying. Investing in the technology and personnel to track incidents is a step in the right direction, Pautsch said.

"It's not that we can totally prevent (bullying)," she said. "But it's how the school responds and how they intervene before it becomes so serious that you can't go back, and then children are harmed."

Ellis said she'd like to get a closer look at the programs Cincinnati schools are considering. She said she trusts schools to educate kids but not so much when it comes to bullying.

"I hate to sound so cynical, but we have been doing this for 15 years," Ellis told USA TODAY. "Let's see if, after two years, the schools really take this seriously."

Ellis said close, repeated interaction of teachers trained in working with bullies and their targets is needed. It takes time and patience.

The federal lawsuit, filed in 2017, claims that aggressive behavior by students against each other was "rampant" at the school - and that school officials knew about it but covered it up rather than alert parents.

Five months ago, the 6th U.S. Circuit Court of Appeals unanimously rejected the district's motion to dismiss the lawsuit. In its opinion, the court said the alleged actions of the Carson School nurse and administrators were "egregious and clearly reckless."

They "ultimately prevented (Gabriel's) parents from fully understanding (his) horrifying experience at Carson Elementary until it was too late," the court said.

In the settlement, district and school officials deny the allegations "and assert that they have not engaged in any wrongdoing."

Lawyer Aaron Herzig, a partner at the Taft law firm who represented the school district in the case, said a settlement was in everyone's best interest.

"The defendants strongly believe that neither CPS, its employees, nor the school nurse were responsible for the tragic death of Gabriel Taye," Herzig said. "CPS embraces the goal of eliminating bullying within schools, as well as continuing to refine and improve reporting, management and training processes related to incidents of bullying."
Bacon reported from Arlington, Virginia. Contributing: Madeline Mitchell, Cincinnati Enquirer

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'Sweep bullying under the rug' no more: Child's death set to bring changes to Cincinnati schools, could be a lesson for other cities

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CINCINNATI - A wide-ranging settlement proposal in a bullying case that led to the death of an 8-year-old boy could provide a blueprint for combating bullying in schools. Ross Ellis, founder of the nonprofit advocacy group STOMP Out Bullying, said that for any plan to work, the school district - in this case Cincinnati Public Schools, CPS - must be committed.

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10-year-old Utah Black and autistic student dies by suicide weeks after scathing DOJ report on school district

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10-year-old Utah Black and autistic student dies by suicide weeks after scathing DOJ report on school district

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Summary:
Isabella "Izzy" Tichenor, a 10-year-old Black and autistic student in Utah, died by suicide after allegedly being bullied by classmates, and school staff ignored her family's complaints. According to the child's parents, they voiced their concerns with the teacher and administration; however, they felt unheard. This article is relevant to the topic as it further details the legal and financial liabilities that schools and districts could face if proper steps are not taken. Furthermore, it brings to light the very real problem that school counselors could face in helping SI students due to bullying.

Reference:
Joseph, E. (2021, November 13). 10-year-old Utah Black and autistic student dies by suicide weeks after scathing DOJ report on school district. Cable News Network (CNN).

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izzy tichenor: 10-year-old black utah student dies by suicide weeks after doj report - cnn

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10-year-old Utah Black and autistic student dies by suicide weeks after scathing DOJ report on school district

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Isabella "Izzy" Tichenor, a 10-year-old Black and autistic student in Utah, died by suicide last Saturday after allegedly being bullied by classmates and her family's complaints were ignored, the family's lawyer tells CNN.

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Notice of Parent and Student Rights – Bullying, Sexual Harassment, and Dating Violence

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Notice of Parent and Student Rights – Bullying, Sexual Harassment, and Dating Violence

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The district strives to prevent bullying, in accordance with the district’s policies, by promoting a respectful school climate; encouraging reporting of bullying incidents, including anonymous reporting; and investigating and addressing reported bullying incidents. Bullying occurs when
there is a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the district.

The district’s board of trustees or the board’s designee determines that the behavior is bullying if it:

Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or damage to
the student’s property

Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student;

Materially and substantially disrupts the educational process or the orderly operation of a classroom or school; or

Infringes on the rights of the victim at school.

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The Carrollton-Farmers Branch Independent School District (CFBISD) is committed to providing a positive learning environment for all students that enhances personal safety and promotes respect, dignity, and equality among students. High standards are expected for both academic achievement and for behavior.

CFBISD strives to ensure that all of its students and employees are free from bullying, sexual harassment, and dating violence. All charges of bullying, sexual harassment, and dating violence are to be taken very seriously by students, faculty, staff, administration, and parents/guardians. CFBISD will make every effort to handle and respond to every charge and complaint filed by students and employees in a fair, thorough, and just manner. Every effort will be made to protect the due process rights of all victims and all alleged perpetrators.

Bullying is defined as written or verbal expression, including electronic communication, or physical conduct that occurs on school property, at a school sponsored or school related activity, or in a vehicle operated by the District that exploits an imbalance of power and interferes with a student's education or substantially disrupts the operation of a school, and either (1) has the effect or will have the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm to the student's person or of damage to student's property; or 2) is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

Harassment is defined as conduct that threatens to cause harm or bodily injury to another student, is sexually intimidating, causes physical damage to the property of another student, subjects another student to physical confinement or restraint or maliciously and substantially harms another student's physical or emotional health or safety. In addition, it includes physical, verbal, or nonverbal conduct based on the student's race, color, religion, gender, national origin, disability, or any other basis prohibited by law that is so severe, persistent, or pervasive that the conduct:

Affects a student's ability to participate in or benefit from an educational program or activity, or creates an intimidating, threatening, hostile, or offensive educational environment.

Has the purpose or effect of substantially or unreasonably interfering with the student's academic performance; or 3. Otherwise adversely affects the student's educational opportunities.

Sexual harassment includes unwelcome sexual advances; requests for sexual favors; or sexually motivated physical, verbal, or nonverbal conduct when the conduct is so severe, persistent, or pervasive that it:

Affects a student's ability to participate in or benefit from an educational program or activity, or creates an intimidating, threatening, hostile, or offensive educational environment.

Has the purpose or effect of substantially or unreasonably interfering with the student's academic performance; or 3. Otherwise adversely affects the student's educational opportunities.

Dating violence occurs when a person in a current or past dating relationship uses physical, sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control the other person in the relationship. Dating violence is considered prohibited harassment if the conduct is so severe, persistent, or pervasive that the conduct:

Affects a student's ability to participate in or benefit from an educational program or activity, or creates an intimidating, threatening, hostile, or offensive educational environment.

Has the purpose or effect of substantially or unreasonably interfering with the student's academic performance; or 3. Otherwise adversely affects the student's educational opportunities.

Students who believe they have been harassed, bullied, or otherwise victimized are encouraged to promptly report such incidents to the campus principal or other campus professional. To the greatest extent possible, complaints shall be treated as confidential. Limited disclosure may be necessary to complete a thorough investigation.

A student or parent/guardian who has a complaint alleging bullying, harassment, or dating violence may request a conference with the principal or the principal's designee. If the student or parent/guardian is not satisfied with the response from the campus staff, they may request a conference with the Superintendent or designee, or CFBISD's Title IX Coordinator.

Complaints will be documented and investigated in accordance with CFBISD policy and guidelines. Any staff member who observes an incident that involves physical or sexual assault or threats will report the incident immediately to the principal. Any staff member who learns of an incident or threat may submit a Complaint Form on behalf of the victim.

Campus Complaint Procedures:

Students and staff members will complete a Complaint Form available in the school's main office.

The Complaint Form will be submitted to the principal or designee immediately.

The principal or designee will investigate complaints by meeting separately with each student involved in the situation.

The principal will conference with the victim and parent/guardian to discuss safety and community resources.

The principal will conference with the alleged perpetrator and parent/guardian to discuss appropriate behaviors and consequences. With the prior consent of the victim, the principal may issue a School-Based Stay-Away Agreement to the alleged perpetrator during the parent/guardian conference.

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notice of parent and student rights – bullying

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Notice of Parent and Student Rights - Bullying, Sexual Harassment, and Dating Violence - Carrollton-Farmers Branch ISD

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The Carrollton-Farmers Branch Independent School District (CFBISD) is committed to providing a positive learning environment for all students that enhances personal safety and promotes respect, dignity, and equality among students. High standards are expected for both academic achievement and for behavior.

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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A.11. Bullying, Harassment, Discrimination, Bias and Hate Incidents

School counselors:

d. Report all incidents of bullying, dating violence or harassment to the administration, recognizing these behaviors may fall under Title IX of the Education Amendments of 1972 or other federal and state laws as illegal and require administrator intervention.

Reference

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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Standards A.9 (d) and A.11 (d) of the ASCA Ethical Standards for School Counselors (2016) is relevant to the topic because they both explicitly state that school counselors have an ethical obligation to report suicidal ideation and bullying incidents. Failure to report could result in further liabilities for the school counselor, school, and district.

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Sec. 38.351.  MENTAL HEALTH PROMOTION AND INTERVENTION, SUBSTANCE ABUSE PREVENTION AND INTERVENTION, AND SUICIDE PREVENTION.

(e)  The suicide prevention programs on the list provided under Subsection (a) must include components that provide for training school counselors, teachers, nurses, administrators, and other staff, as well as law enforcement officers and social workers who regularly interact with students, to:
(1)  recognize students at risk of attempting suicide, including students who are or may be the victims of or who engage in bullying;

Reference:
Tex. Educ. Code § 38.351 (e)(1)
https://statutes.capitol.texas.gov/SOTWDocs/ED/htm/ED.38.htm

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EDUCATION CODE CHAPTER 38. HEALTH AND SAFETY

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Sec. 38.002. IMMUNIZATION RECORDS; REPORTING. (a) Each public school shall keep an individual immunization record during the period of attendance for each student admitted. The records shall be open for inspection at all reasonable times by the Texas Education Agency or by representatives of local health departments or the Texas Department of Health.

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In Mikell v. School Administrative (2009), Heidi Mikell, the mother of Joshua Markiewicz, a 7th-grade student at Iber Holmes Gove Middle School in Raymond, N.H., sued for negligence, intentional infliction of emotional distress, and wrongful death. The New Hampshire Supreme Court ruled that school authorities were not liable for the student’s death as they did not have custodial care of the student and that the school counselor was not responsible for the tragic outcome.

Reference:
Mikell v. School Administrative (2009)
https://www.courts.nh.gov/sites/g/files/ehbemt471/files/documents/2021-11/mikel068.pdf

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U.S. Const. amend. XIV of 1868 states that "no state shall... deny any person within its jurisdiction the equal protection of the laws." The equal protections afforded by this amendment extend to all U.S. citizens, which laid the groundwork for nondiscrimination, equal opportunities within the educational field, and fair treatment for all students.

Reference:
U.S. Const. amend. XIV.
https://constitution.congress.gov/constitution/amendment-14/

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As a school counselor, I feel closely connected to all of the laws and ethical principles presented in this resource. By obtaining knowledge of all four sources of law concerning a school counseling responsibilities for suicidal prevention after the onset of bullying, I have developed a well-rounded view of how to prevent, report, and advocate for such an issue at all levels, local, state, and federal. I have learned that schools do not have an affirmative duty to prevent student suicides; however, courts have found that schools may be legally responsible for a student’s suicide if they:

have created a special danger of suicide,

have not acted reasonably to warn parents of the risk of suicide, or

acted recklessly in carrying out their responsibilities to the student

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The Texas Administrative Code 19All school districts and open-enrollment charter schools shall provide suicide prevention training as required by the Texas Education Code (TEC), §21.451(d), to all new school district and open-enrollment charter school educators as a part of new employee orientation during the 2016-2017 school year.

The administrative law ensures that all public school districts, such as CFBISD, provide suicide prevention training programs to all of their staff. Training such as these is an essential piece of school counseling; many school counselors are responsible for assessing student risk and delivering prevention training at their campuses.

Reference:
19 TAC §153.1013 (a)
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=153&rl=101

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(a) All school districts and open-enrollment charter schools shall provide suicide prevention training as required by the Texas Education Code (TEC), §21.451(d), to all new school district and open-enrollment charter school educators as a part of new employee orientation during the 2016-2017 school year. (b) Each subsequent school year, school districts and open-enrollment charter schools shall provide suicide prevention training as required by the TEC, §21.451(d), to all new school district and open-enrollment charter school educators as a part of new employee orientation. (c) All school districts and open-enrollment charter schools shall provide suicide prevention training as required by the TEC, §21.451(d), to all currently employed school district and open-enrollment charter school educators on or by September 30, 2016. (d) Suicide prevention training that is required by the TEC, §21.451(d), and was provided to existing educators by a school district or open-enrollment charter school on or after September 1, 2013, may be used to meet the requirements of this section if the training program is on the recommended best practice-based list maintained by the Department of State Health Services (DSHS), in coordination with the Texas Education Agency (TEA), or is an online program that meets the TEA guidelines for independent review. (e) In accordance with the Health and Safety Code, §161.325, school districts shall maintain records that include the name of each educator who participated in the suicide prevention training. (f) Open-enrollment charter schools are encouraged to maintain suicide prevention training records that include the name of each educator who participated in the suicide prevention training.

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(a) All school districts and open-enrollment charter schools shall provide suicide prevention training as required by the Texas Education Code (TEC), §21.451(d), to all new school district and open-enrollment charter school educators as a part of new employee orientation during the 2016-2017 school year.