# data[].attributes.body
As an elementary school counselor, I am responsible for helping every student succeed. Unfortunately, suicide has become the second cause of death within the 10 - 24 year age group (International Association for Suicide prevention, 2014). More crisis reports are being reported not only in high school, but also in elementary schools. Therefore, as an elementary school counselor I want to inform you of your legal rights to help those struggling with suicide issues.

By staying informed of your legal rights, the age rate of suicide can stop declining towards the elementary schools. I believe, elementary school counselors, have an important role in building a foundation for students. By setting a foundation for students at a young age, students will be able to use the tools counselors have provided for them to help them during difficult times. These tools can be used when crisis moments occur, especially during a suicide emergency.

# data[].attributes.attachment_link.readable_text
The International Association for Suicide Prevention (IASP) is dedicated to preventing suicide and suicidal behaviour, alleviating its effects, and providing a forum for academics, mental health professionals, crisis workers, volunteers and suicide survivors.

IASP Global Policy: Decriminalisation

A fundamental part of IASP's global policy and advocacy work aims to strengthen the forum of expertise who can provide a range of support in the development of global policies and national strategies. IASP supports the decriminalisation of suicide and suicidal behaviour so as not to penalise those who attempt suicide or the families who lose someone through suicide. Learn more about IASP's policy position on the decriminalisation of attempted suicide.

IASP Executive Committee and Co-Chairs of the National Representatives Elections

We are delighted to announce the results of the recent elections. T he following successful candidates will sit for the following terms:

2021 - 2024 (4 years)

President: Prof. Rory O'Connor (UK)
1st Vice President: Prof. Thomas Niederkrotenthaler (Austria)
General Secretary: Prof. Annette Erlangsen (Denmark)

2021 - 2022 (2 years)

2nd Vice President: Prof. Jo Robinson (Australia)
3rd Vice President: Prof. Lai Fong Chan (Malaysia)
Treasurer: Prof. Maurizio Pompili (Italy)

Co - Chairs of the National & Regional Representatives:

The new terms will start on 1 January 2021. On behalf of the current IASP Executive Committee, we would like to extend our congratulations to all the successful candidates.

We would also like to thank the Election Committee: Dr Tony Davis (Australia), Prof Steve Platt (UK) and Dr Jerry Reed (USA), for their time and commitment; to thank all the candidates who put themselves forward to serve IASP and all our members who partook in these elections.

IASP Special Working Group (SWG) on the Decriminalisation of Suicide

Sign up for updates on World Suicide Prevention Day and the International Association for Suicide Prevention.

# data[].attributes.attachment_link.keywords[]
international association for suicide prevention

# data[].attributes.attachment_link.authors[].name
International Association for Suicide Prevention

# data[].attributes.attachment_link.title
International Association for Suicide Prevention - Home - IASP - Suicide Prevention

# data[].attributes.attachment_link.description
A fundamental part of IASP's global policy and advocacy work aims to strengthen the forum of expertise who can provide a range of support in the development of global policies and national strategies. IASP supports the decriminalisation of suicide and suicidal behaviour so as not to penalise those who attempt suicide or the families who lose someone through suicide.

# data[].attributes.body
As an elementary school counselor, I am assisting every student to become the best version of themselves. Therefore, when a student seeks my counseling during a crisis event, that student is my top priority. These resources are for parents, guardians, educators, or students seeking information on how to prevent suicide among our youth. Unfortunately, suicide deaths are not only occurring when a student is in high school, but in elementary as well. Sadly, the suicide age rate is getting younger and younger each year. As your school counselor, I am providing you legal resources to help prevent suicides among our youth. Since the age rate is dropping each year, I have decided as your elementary school counselor to keep you informed on how to prevent, suicides from increasing and how the law can assist you to help others. Remember, knowledge is power, and I am giving you the power to stay informed to help save a life.

# data[].attributes.headline
International Association for Suicide Prevention

# data[].attributes.subject
International Association for Suicide Prevention

# data[].attributes.body
International Association for Suicide Prevention (IASP) has dedicated their organization to prevent suicide and suicidal behaviors. With research, the IASP has provided resources for those struggling with suicide by sharing survivors’ stories since 40% suicide survivors were saved because of someone reaching out to them (International Association for Suicide prevention, 2020). Volunteers, mental health providers, and suicide survivors gather to share their stories, resources to help those in need seeking guidance.

# data[].attributes.attachment_link.readable_text
The International Association for Suicide Prevention (IASP) is dedicated to preventing suicide and suicidal behaviour, alleviating its effects, and providing a forum for academics, mental health professionals, crisis workers, volunteers and suicide survivors.

IASP Global Policy: Decriminalisation

A fundamental part of IASP's global policy and advocacy work aims to strengthen the forum of expertise who can provide a range of support in the development of global policies and national strategies. IASP supports the decriminalisation of suicide and suicidal behaviour so as not to penalise those who attempt suicide or the families who lose someone through suicide. Learn more about IASP's policy position on the decriminalisation of attempted suicide.

IASP Executive Committee and Co-Chairs of the National Representatives Elections

We are delighted to announce the results of the recent elections. T he following successful candidates will sit for the following terms:

2021 - 2024 (4 years)

President: Prof. Rory O'Connor (UK)
1st Vice President: Prof. Thomas Niederkrotenthaler (Austria)
General Secretary: Prof. Annette Erlangsen (Denmark)

2021 - 2022 (2 years)

2nd Vice President: Prof. Jo Robinson (Australia)
3rd Vice President: Prof. Lai Fong Chan (Malaysia)
Treasurer: Prof. Maurizio Pompili (Italy)

Co - Chairs of the National & Regional Representatives:

The new terms will start on 1 January 2021. On behalf of the current IASP Executive Committee, we would like to extend our congratulations to all the successful candidates.

We would also like to thank the Election Committee: Dr Tony Davis (Australia), Prof Steve Platt (UK) and Dr Jerry Reed (USA), for their time and commitment; to thank all the candidates who put themselves forward to serve IASP and all our members who partook in these elections.

IASP Special Working Group (SWG) on the Decriminalisation of Suicide

Sign up for updates on World Suicide Prevention Day and the International Association for Suicide Prevention.

# data[].attributes.attachment_link.keywords[]
international association for suicide prevention

# data[].attributes.attachment_link.authors[].name
International Association for Suicide Prevention

# data[].attributes.attachment_link.title
International Association for Suicide Prevention - Home - IASP - Suicide Prevention

# data[].attributes.attachment_link.description
A fundamental part of IASP's global policy and advocacy work aims to strengthen the forum of expertise who can provide a range of support in the development of global policies and national strategies. IASP supports the decriminalisation of suicide and suicidal behaviour so as not to penalise those who attempt suicide or the families who lose someone through suicide.

# data[].attributes.body
·Suicide rates are increasing each year with age groups decreasing in age.

·76% of 10 - 14 year-olds have talked about suicide, or thought about suicide

·Educators need to provide a safe learning environment promoting positivity

·School counselors must visit classrooms and inform students of mental health concerns

·Stay connected with students by providing resources for suicide help
(Prothero, 2019).

References

Prothero, A. (2019, November 18). Teen suicides Rising Sharply, federal data show. From https://www.edweek.org/leadership/teen-suicides-rising-sharply-federal-data-show/2019/10.

# data[].attributes.attachment_link.readable_text
Teen suicide rates have increased dramatically in the past decade, according to a report released on Thursday by the U.S. Centers for Disease Control and Prevention.

Suicide rates for teens between the ages of 15 and 19 increased by 76 percent between 2007 and 2017. And the suicide rate for 10- to 14-year-olds nearly tripled over that same time period, according to CDC's data.

It's a sharp reversal from the previous period-2000 to 2007-when the suicide rate had been stable for the 15-to-19 age group and had even declined for 10- to 14-year-olds.
If you are in crisis, please call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255), or contact the Crisis Text Line by texting TALK to 741741
While still relatively rare, suicide is now the second leading cause of death among 10- to 19-year-olds. Accidents are the leading cause of death, while homicides rank third.

But the impact of a single suicide can have far reaching, negative effects for the friends, family, and classmates, said Stephen Brock, a professor and school psychology program coordinator at California State University, Sacramento.

"In a given five-year period, for your typically sized high school in the United States, you wouldn't expect more than one suicide death," he said. "It has been argued that the larger problem from a public health perspective, it's not the prevention of suicide, it is rather dealing with those left behind by a suicide."

Increasing suicide rates are part of an alarming trend of rising mental health issues among school children.

"It's not so much that there's large increases in mental illness, but the type and the severity of mental illness has gone up," said Brock, who formerly served as a president of the National Association of School Psychologists. "In particular we have seen pretty significant increases in girls needing to be hospitalized because of depression."

Nine out of 10 people who die by suicide, he said, suffer from a mental illness.

Schools often struggle with limited resources and expertise to deal with the wide range of mental-health needs that teens and younger children are now experiencing.

Still, experts say teachers, principals, coaches, and other school staff members are critical players in preventing suicide by recognizing students who may be at risk for harming themselves, by connecting those students with resources and support, and by building relationships throughout the school so that students have multiple people to turn to if they need help.

It's unclear why mental health issues are increasing among children and youth, though researchers are exploring a number of explanations, including the rise of smartphone and social media use, as well as the prevalence of bullying.
Related stories:

# data[].attributes.attachment_link.title
Teen Suicides Rising Sharply, Federal Data Show

# data[].attributes.attachment_link.description
Teen suicide rates have increased dramatically in the past decade, according to a report released on Thursday by the U.S. Centers for Disease Control and Prevention. Suicide rates for teens between the ages of 15 and 19 increased by 76 percent between 2007 and 2017.

# data[].attributes.body
· What laws protect students with mental health

·Students do not know how to communicate about their mental health

·No mental health classes are available to students to take

·Stress relieve resources for students are not available in classrooms

·Not enough qualified mental health educators are available to identify at risk suicide students
(Donachie, 2017)

https://www.k12dive.com/news/students-say-they-dont-know-where-to-turn-for-mental-health-services/590738/

# data[].attributes.attachment_link.readable_text
First published on

While young adults place a pronounced value on their mental health, many of them do not know how to access resources that can increase their ability to deal with stress, anxiety and other mental health issues, according to a new survey. One professor specializing in mental health in students maintained that properly investing in staff and teacher development could go a long way in offering students in school the means to help themselves.

"Mental health is something that is largely ignored, and it is hugely important," Marc Zimmerman, a professor in Health Behavior & Health Education at the University of Michigan's School of Public Health, said. "A lot of things happening in the classroom are happening because of what's at home and in the communities."

"Kind Communities - A Bridge to Youth Mental Wellness" was released Thursday by the Born This Way Foundation, which was founded by Lady Gaga in 2012 to assist young people in achieving mental and emotional well-being.

The survey cataloged a number of different issues as reported by 3,015 young people between the ages of 15 and 24, as well as 1,004 parents in an online survey, including how students view their own mental health -including how they strive to alleviate mental health issues - how peers and parents help and hinder mental health efforts, and what K-12 schools, colleges and workplaces can do to be healthier atmosphere for stressed young adults. More than half of students said mental health was important, but comparatively few sought assistance for their concerns.

"Despite prioritizing their mental health, young people are unaware whether they have access to many of the resources that would support their mental health or believe they do not have access to them," the report read. "36% of high school students report that their schools do not cover mental health in any class at school, including 44% of rural students and 40% of low-income students (household income of less than $35,000)."

Surveyed students reported that they blossomed in high schools and colleges that were considered "kind." The survey found that kind high schools had educators who greeted students when entering schools, offered classes that spoke about mental health, and consisted of peers who tried to make everyone feel included. 20% of high school students reported their schools had none of these attributes. "Kind" colleges were ones with free mental health counseling resources for students, resources that could offer stress relief such as yoga or meditation, and had an LGBTQIA center available for students to access on campus. 34% of students said their campus had all these attributes, but 15% reported their school had none.

Often, students in high school had difficulty accessing mental health treatment because there was not qualified staff in the facility or available to offer such treatment, Zimmerman, also the director of the University of Michigan's Prevention Research Center, said. Though schools often provided health clinics or medical staff, there is not always a social worker available on site. Mental health treatment in schools has received renewed attention from school and district leaders in recent months with the unfolding health care debate underway in Washington, D.C. Several superintendents across the country have publicly spoken out against the possibility that the Affordable Care Act's Medicaid expansion could be lost in the event of a repeal; many districts often pay for the mental health care they do offer via federal dollars.

Zimmerman said districts could consider utilizing social workers on an on-call basis, having one certified mental health specialist cover a number of schools, or even an entire district. Schools could also invest in teacher development to help educators be able to see the signs of stress or suicidal thoughts in the classroom. Though a school or district may not be able to offer services themselves, they may be able to refer students to the right resource.

"They could be that early warning sign," he said, stressing the need to have access to third-party mental health providers. "You help people identify a problem and then they have no place to go? You would definitely have to have that connection if you don't actually provide the service in the schools."

Zimmerman suggested that schools partner with organizations that specialize in helping people develop the skills to recognize the signs of someone facing mental health challenges. He cited the work done by Mental Health First Aid and Sandy Hook Promise, which was formed in the aftermath of the Newtown school shooting in 2012 and specializes in diminishing feelings of alienation and mental health issues in schools. He said peer development, even if it was informal, and partnering with organizations like Sandy Hook Promise that offer their services for free, could help schools and districts start towards building a school culture with positive mental health, even if the money for staff additions is not readily available.

"School districts may have a social worker, but if there are people in the school who can refer students to the social worker, that's helpful," he said. "If they had a mechanism and a formal strategy for what to do in those situations that was consistent across the school, that's not very expensive."

# data[].attributes.attachment_link.title
Students say they don't know where to turn for mental health services

# data[].attributes.attachment_link.description
First published on While young adults place a pronounced value on their mental health, many of them do not know how to access resources that can increase their ability to deal with stress, anxiety and other mental health issues, according to a new survey.

# data[].attributes.headline
Suicide Alert for High Restriction Facilities

# data[].attributes.subject
Suicide Alert for High Restriction Facilities

# data[].attributes.body
Tex. Admin. Code §380.9188 - Suicide Alert for High Restriction Facilities

The purpose of this law was to establish procedures, assessment, treatment, and protection for youth that are at risk for suicide. As a school counselor, I must ensure that the environment the student is staying is safe. Designated staff must always carry a rescue kit in case of an event of a medical emergency caused by suicide attempt. When a student is identified as a risk for suicide, administrator or proper designee must notify the parent within 2 hours or sooner. The student must be evaluated within 14 days by a professional who can determine the severity of the suicide case. Once an evaluation is done, the professional will place a plan of action for the student’s safety. Each school district must have their own procedures to protect at risk suicide students. If a student attempts suicide, then any documentation that was taken must be given to the court for evidence. https://www.law.cornell.edu/regulations/texas/37-Tex-Admin-Code-380-9188.

Suicide Alert for High Restriction Facilities, 91. Tex. Admin. Code § 91.88

# data[].attributes.attachment_link.readable_text
(a) Purpose. This rule establishes procedures for identification, assessment, treatment, and protection of youth in high restriction facilities that may be at risk for suicide. (b) Applicability. This rule applies to all youth currently assigned to placement in high restriction facilities operated by the Texas Juvenile Justice Department (TJJD). (c) Definitions. Definitions pertaining to this rule are under §380.9187of this title. (d) General Provisions. (1) Treatment for youth determined to be at risk for suicide is provided within the least restrictive environment necessary to ensure safety. (2) Youth determined to be at risk for suicide participate in regular programming to the extent possible, as determined by a mental health professional (MHP). Only an MHP may make exceptions to the provision of regular programming, housing placement, or clothing. (3) Designated staff carry rescue kits at all times while on duty for use in the event of a medical emergency caused by a suicide attempt. Rescue kits are also placed in designated buildings or areas of the campus that are not accessible to youth. (4) As soon as possible, but not to exceed two hours, after a suicide or a suicide attempt, the facility administrator or designee notifies the youth's parent or guardian (with the youth's consent if the youth is age 18 or older). (e) Intake Screening and Assessment. (1) Upon Initial Admission to TJJD. (A) Upon arrival to a TJJD orientation and assessment unit, designated intake staff keep youth within direct line-of-sight supervision until the youth is screened or assessed for suicide risk. (B) Within one hour after the youth's arrival to a TJJD orientation and assessment unit, an MHP conducts an initial mental health screening and documents the results. (C) If the youth is identified by the MHP as potentially at risk for suicide, the MHP immediately conducts a suicide risk assessment. (D) Within 14 days after arrival at the orientation and assessment unit, all youth receive a comprehensive mental health evaluation conducted by an MHP. The mental health evaluation will include a suicide risk assessment if one has not already been completed. (E) The suicide risk assessment completed upon initial admission includes: (i) a mental status exam; (ii) a review of all mental health and medical records submitted from the courts, county juvenile detention facilities, or any other medical or mental health provider, to include any assessments by MHPs relating to prior suicide alerts during confinement; (iii) a review of all other available screenings and assessments; and (iv) referrals for follow-up treatment or further assessment, as indicated. (F) The designated mental health professional (DMHP) signs the suicide risk assessment, acknowledging his/her review. (2) Upon Admission at a Subsequent Placement (Intrasystem Transfers). (A) Upon arrival of a youth who is not currently on suicide alert, a nurse completes an intrasystem health screening, including questions relating to suicidal ideation and behavior. (B) If the youth is identified by the screening as potentially at risk for suicide: (i) the nurse immediately refers the youth to an MHP for completion of a suicide risk assessment; and (ii) the youth is immediately placed on constant observation unless the MHP directs a higher observation level. (C) An MHP conducts a suicide risk assessment within: (i) four hours after the screening if the MHP determines the youth engaged in a suicide attempt or is actively suicidal; (ii) 24 hours after the screening if the MHP determines the youth does not appear to be actively suicidal but engaged in some other type of suicidal behavior or ideation; or (iii) seven calendar days after the screening if the MHP determines the youth does not appear to be at risk for suicide. (D) The suicide risk assessment conducted upon a youth's intrasystem transfer includes: (i) a mental status exam; (ii) a review of the youth's masterfile and medical record, as indicated; (iii) referrals for follow-up treatment or further assessment, as indicated; (iv) a determination of whether to place the youth on suicide alert, assignment of an observation level, and designation of appropriate precautions; and (v) a review by the DMHP of the assessment. (3) Upon Return to TJJD. (A) Within one hour after a youth's arrival at a high restriction facility following a period of at least 48 hours spent out of TJJD's physical custody (e.g., revocation of parole, return from bench warrant): (i) a trained designated staff member initiates a suicide risk screening; or (ii) an MHP initiates a suicide risk assessment. (B) The youth is kept within direct line-of-sight supervision until the youth is screened or assessed. (C) If a screening is conducted: (i) the trained designated staff member immediately contacts an MHP to communicate the results of the screening; and (ii) if the youth is identified by the screening as being at risk for suicide: (I) the youth is immediately placed on constant observation unless the MHP directs a higher observation level; and (II) an MHP conducts a suicide risk assessment within: (-a-) four hours after the screening if the MHP determines the youth engaged in a suicide attempt or is actively suicidal; or (-b-) 24 hours after the screening if the MHP determines the youth does not appear to be actively suicidal but engaged in some other type of suicidal behavior or ideation; or (iii) if the youth is not identified by the screening as being at risk for suicide, the MHP conducts a suicide risk assessment within seven calendar days after the screening. (D) The suicide risk assessment conducted upon a youth's return to a TJJD facility includes: (i) a mental status exam; (ii) a review of the youth's masterfile and medical record, as indicated; (iii) referrals for follow-up treatment or further assessment, as indicated; (iv) a determination of whether to place the youth on suicide alert, assignment of an observation level, and designation of appropriate precautions; and (v) a review by the DMHP of the assessment. (f) Responding to Suicidal Behavior or Ideation. (1) If any staff member has reason to believe that a youth has demonstrated suicidal behavior or ideation, the employee must: (A) immediately use the rescue kit if appropriate and seek medical attention if there is a medical emergency; (B) verbally engage the youth; (C) provide constant observation unless an MHP directs a higher observation level; (D) begin a suicide observation log to document youth status checks; (E) immediately notify the on-duty supervisor or the duty officer; (F) document in the dorm/shift log that he/she notified the on-duty supervisor or duty officer; and (G) complete an incident report if suicidal behavior was involved. (2) As soon as possible, but no later than one hour after notification, the on-duty supervisor or duty officer ensures: (A) a trained designated staff member initiates a suicide risk screening; or (B) an MHP conducts a suicide risk assessment. (3) If a screening is conducted: (A) the trained designated staff member immediately communicates the results of the screening to the MHP; (B) if the youth is not transported to the emergency room, an MHP conducts a face-to-face suicide risk assessment within: (i) four hours after the screening if the MHP determines the youth engaged in a suicide attempt or is actively suicidal; or (ii) 24 hours after the screening if the MHP determines the youth did not engage in a suicide attempt and does not appear to be actively suicidal, but engaged in some other type of suicidal behavior or ideation; or (C) if the youth is transported to the emergency room: (i) the MHP decides, before the youth returns from the emergency room, whether the youth will be placed on constant or one-to-one observation upon his/her return to the facility; and (ii) the MHP conducts a face-to-face suicide risk assessment within four hours after the youth's return to the facility. (5) The suicide risk assessment conducted in response to suicidal behavior or ideation includes: (A) a mental status exam; (B) a review of the youth's masterfile and medical record, as indicated; (C) referrals for follow-up treatment or further assessment, as indicated; (D) a determination of whether to place the youth on suicide alert, assignment of an observation level, and designation of appropriate precautions; and (E) a review by the DMHP of the assessment. (6) Whenever possible, suicide risk screenings and assessments are conducted in a confidential setting. (g) Actions Taken Upon Completion of Suicide Risk Assessment. (1) Documentation Requirements. (A) Upon completion of a suicide risk assessment, the MHP documents the results of the assessment, including any changes in the youth's observation level. (B) If the youth is placed on suicide alert, the MHP ensures that the youth's name is placed on the facility's suicide alert list and the updated list is distributed to facility staff. (2) Notification of Assessment Results. (A) If the youth is placed on suicide alert: (i) the MHP immediately notifies infirmary staff, the youth's case manager, dorm staff, and the on-duty supervisor of the youth's observation level and any additional instructions; and (ii) the youth's case manager notifies the youth's parent or guardian as soon as possible after the youth is placed on suicide alert (with the youth's consent if the youth is age 18 or older). (B) If the youth is not placed on suicide alert, the MHP notifies the referring staff and the youth's case manager that the youth was assessed but not placed on suicide alert. (3) Assignment of Staff to Monitor Youth. If the youth is placed on suicide alert, the on-duty supervisor assigns a specific staff member to monitor the youth and carry the suicide observation folder. (h) Supervision of Youth on Suicide Alert. (1) Unless the youth is already placed in a suicide-resistant room, the on-duty supervisor or trained designated staff coordinates a search of the youth's room or personal area and removes any potentially dangerous items. (2) The suicide observation folder must be in the possession of the monitoring staff member at all times while the youth is on suicide alert. (A) At no time may the youth possess the suicide observation folder. (B) Each time the youth is transferred to the supervision of another staff member, the receiving staff member must take possession of the folder and document the transfer of supervision in the folder. (3) As required by the youth's assigned suicide observation level, the monitoring staff member must: (A) maintain direct visual observation of the youth; and (B) document the youth's status at the required interval. (4) For youth assigned to one-to-one or constant observation, the monitoring staff member must not leave the youth unattended or let the youth out of his/her sight. (A) When the youth is in the bathroom or shower, the monitoring staff must remain within six feet of the youth, and: (i) observe at least a portion of the youth's body (i.e., head, feet, or other observable parts excluding genitalia); and/or (ii) maintain verbal contact. (B) When the youth is engaged in regular programming (e.g., education, group counseling, recreation, etc.), the monitoring staff will accompany the youth to the activity and remain within the required distance (i.e., six or 12 feet). If the youth cannot be maintained within the required distance without disrupting the program, the MHP must be consulted to consider possible modifications to the youth's supervision plan or scheduled routine to ensure that the youth can be appropriately monitored. (5) Removal of a youth's clothing and issuance of suicide-resistant clothing, as well as cancellation of programming and routine privileges, will be avoided whenever possible and only used as a last resort for periods during which the youth is physically engaging in self-injurious behavior. Decisions regarding issuance of suicide-resistant clothing and restrictions in programming and/or routine privileges may be made only by the MHP. A decision to conduct a strip search if criteria in §380.9709 of this title are met may be made only in consultation with the MHP. (6) Unless approved by the DMHP in consultation with the facility administrator, youth on suicide alert are not allowed access to off-campus activities or non-medical appointments. Decisions regarding off-campus medical appointments are made by medical staff. (i) Treatment and Reassessment of Youth on Suicide Alert. (1) An MHP develops a written treatment plan (or revises an existing care plan) that includes treatment goals and specific interventions designed to address and reduce suicidal ideation and threats, self-injurious behavior, and suicidal threats perceived to be based upon attention-seeking or manipulative behavior. The treatment plan describes: (A) signs, symptoms, and circumstances under which the risk for suicide or other self-injurious behavior is likely to recur; (B) how recurrence of suicidal and other self-injurious behavior can be avoided; and (C) actions the youth and staff can take if the suicidal and other self-injurious behavior does occur. (2) The MHP consults with the youth's case manager to recommend modifications to the youth's individual case plan based on issues identified in the treatment plan. The MHP consults with direct care staff regarding the youth's progress. (3) While the youth is on suicide alert, the MHP assesses the youth at least once every 48 hours, unless the youth is placed on one-to-one observation, in which case the MHP assesses the youth at least once every 24 hours. (4) For each assessment, the MHP: (A) reviews the contents of the suicide observation folder, as well as progress notes from other MHPs as applicable; (B) determines whether any changes should be made to the youth's observation level or other precautions, in consultation with the DMHP; (C) documents any changes in the observation level or other safety precautions in the suicide observation folder; and (D) documents the assessment as a progress note that provides a sufficient description of the youth's emotional status, observed behavior, recommended observation level, justification for decision, and any special instructions for staff. (5) Each time a change is made to the youth's observation level or other safety precautions, the MHP notifies direct care staff and ensures an updated suicide alert list is distributed to facility staff, including infirmary staff. (6) During routine meetings between the psychology department and the psychiatric provider, the DMHP or designee discusses information concerning youth on suicide alert with the psychiatric provider. (j) Protective Custody or Emergency Psychiatric Placement. (1) If an MHP, in consultation with the DMHP, determines that the youth is a serious and immediate danger to himself/herself and cannot be safely managed in the living unit, the MHP may initiate placement in a suicide-resistant room by referring the youth to the protective custody program in accordance with §380.9745 of this title. All treatment, re-assessment, and observation requirements established in this rule will continue to apply while the youth is assigned to protective custody, unless otherwise noted in §380.9745 of this title. (2) If the DMHP or psychiatric provider determines that the youth is in serious and imminent risk of self-injury and cannot be safely or appropriately managed in protective custody, the DMHP or psychiatric provider may seek emergency psychiatric placement in accordance with §380.8771 of this title. The youth will be placed on one-to-one observation until received at the emergency placement. (k) Intrasystem Transfer of Youth on Suicide Alert. (1) Prior to transferring a youth on suicide alert to another high restriction facility: (A) within 24 hours prior to transfer, the MHP at the sending facility: (i) sends a summary of the youth's suicidal behavior, assessments, and treatment to the DMHP and facility administrator or designee at the receiving facility and any transitional facilities en route to the receiving facility; (ii) calls the DMHP at the receiving and any transitional facilities to communicate the observation level of the youth and any other pertinent information; and (iii) notifies the health services administrator at the sending facility, who will communicate the observation level of the youth and any other pertinent information to the receiving facility's infirmary; and (B) direct care staff at the sending facility provide the suicide observation folder to the transporting staff. (2) An MHP at the receiving facility: (A) as soon as possible, but no later than four hours after the youth's arrival, reviews the transfer summary and meets with the youth; (B) notifies direct care and nursing staff of the youth's suicide observation level prior to assignment of the youth to a dorm/living unit; (C) places the youth on the facility's suicide alert list; (D) ensures the suicide observation log is provided to the staff assigned to monitor the youth; (E) consults with the DMHP regarding the plan for treatment and assessment. (l) Release or Discharge of Youth on Suicide Alert. (1) Prior to releasing or discharging a youth on suicide alert to a community placement (medium restriction or home placement), the MHP: (A) provides the youth (or parent/guardian if the youth is under age 18) with a referral for follow-up care; (B) coordinates with appropriate clinical staff to schedule a follow-up appointment; (C) identifies emergency resources, if needed; and (D) notifies the youth's parole officer, as applicable. (2) The MHP sends mental health records to the receiving mental health provider upon request. (m) Reduction of Observation Level and Removal from Suicide Alert. (1) The level of observation for a youth on suicide alert may be modified or discontinued only after a face-to-face assessment by an MHP, in consultation with the DMHP. (2) The MHP may reduce the youth's suicide observation level by no more than one level every 24 hours, unless otherwise approved by the DMHP on a case-by-case basis. (3) Only an MHP or the DMHP may authorize removal of a youth's name from the suicide alert list. Only youth on the lowest available observation level may be removed from suicide alert. (4) The MHP notifies appropriate staff when a youth's observation level is reduced and when a youth is removed from suicide alert. Infirmary staff notify the psychiatric provider of all such changes. (5) The youth's case manager notifies the youth's parent or guardian when the youth is removed from suicide alert (with the youth's consent if the youth is age 18 or older). (6) Upon removal from suicide alert, the MHP identifies in the treatment plan any needed follow-up mental health services. (n) Training. (1) All staff who have direct contact with youth (including security, direct care, nursing, mental health, and education staff) receive initial training in suicide prevention and response during pre-service training. Training addresses topics including, but not limited to: (A) identifying the warning signs and symptoms of suicidal behavior; (B) high-risk periods for suicide; (C) juvenile suicide research, to include the demographic and cultural parameters of suicidal behavior, incidence, and precipitating factors; (D) responding to suicidal and depressed youth; (E) communication between correctional and health care personnel; (F) referral procedures; (G) housing, observation, and suicide alert procedures; and (H) follow-up monitoring of youth who engage in suicidal behavior or ideation. (2) All personnel who have direct contact with youth receive annual suicide prevention training. (3) Staff designated to conduct suicide screenings receive training from an MHP regarding suicide alert policy, suicide indicators, and suicide screening. (o) Post-Incident Debriefing and Analysis. (1) After a suicide or a life-threatening suicide attempt, the facility administrator or designee coordinates a debriefing with appropriate facility staff as soon as possible after the situation has been stabilized, in accordance with agency procedures. (2) After a suicide, the executive director or designee may dispatch a critical incident support team to provide counseling for youth and staff, coordination of facility activities, and assistance with follow-up care. (3) After a suicide, the medical director conducts a morbidity and mortality review in coordination with appropriate clinical staff. The medical director may conduct a morbidity and mortality review after a life-threatening suicide attempt. (4) After a suicide or a life-threatening suicide attempt, a critical incident review is convened to determine if the incident reveals system-wide deficiencies and to recommend improvements to agency policies, operational procedures, the physical plant, and/or training requirements. (5) In the event of a suicide, all actions, notifications, and reports required under §385.9951 of this title must be completed.

# data[].attributes.attachment_link.title
§380.9188 - Suicide Alert for High Restriction Facilities

# data[].attributes.attachment_link.description
(a) Purpose. This rule establishes procedures for identification, assessment, treatment, and protection of youth in high restriction facilities that may be at risk for suicide. (b) Applicability. This rule applies to all youth currently assigned to placement in high restriction facilities operated by the Texas Juvenile Justice Department (TJJD). (c) Definitions.

# data[].attributes.body
Tex. Admin. Code §343.340 - Suicide Prevention Plan

A written suicide prevention plan should be written for the student to be seen by a mental health provider. As a school counselor, we will provide resources for our students to see a mental health provider when the student is at risk for suicide. Communication between the mental health provider and the school should take place to develop the next steps for the student to remain safe. This law is designed to prevent a suicide from occurring. Each investigation must be conducted by trained professionals who have taken trainings to implement a plan of action.  https://www.law.cornell.edu/regulations/texas/37-Tex-Admin-Code-343-340.

Suicide Prevention Plan, 3. Tex. Admin. Code § 3.4

# data[].attributes.attachment_link.readable_text
(a) The facility shall implement a written suicide prevention plan, developed in consultation with a mental health provider. Consultation with the mental health provider shall be verified on documentation containing: (1) the date; (2) the provider's name, title, and professional credentials/licensing designation (e.g., LPC, LMSW, etc.); and (3) the provider's signature or other means of verifying the provider's identity (e.g., email from the provider's email account). (b) The suicide prevention plan shall include: (1) definitions of moderate and high risk for suicidal behavior; (2) a listing of the facility-specific criteria associated with each of the two risk classifications and the identification of staff with the authority and responsibility for assigning or determining a resident's risk classification; (3) identification of the suicide screening instrument to be used and the personnel responsible for conducting the screening; (4) policies and procedures for suicide screening, including: (A) conducting a screening within two hours after a resident's admission into the facility; (B) conducting suicide screenings upon any indication a resident previously screened may now be at moderate or high risk for suicidal behavior or at other times during a resident's stay; (C) assessing risk when a resident refuses or is unable to cooperate with the screening process; and (D) using information from the screening to determine a resident's risk for suicidal behavior; (5) policies and procedures for written and/or verbal communication among facility staff; mental health providers; the resident's juvenile probation officer; the resident; and the resident's parent, legal guardian, or custodian, including: (A) communication about staff concerns that a resident previously screened may now be at moderate or high risk for suicidal behavior; (B) communication about a resident's past or current classification as moderate or high risk for suicidal behavior; (C) procedures for referring residents classified as moderate or high risk for suicidal behavior to a mental health provider as required by §343.346 of this title; and (D) identification of which types of information must be communicated, who is responsible to initiate the communication, who is required to receive the information, and how the information is communicated (e.g., direct contact, telephone, email, etc.); (6) level of supervision for residents assigned to moderate or high risk for suicidal behavior; (7) policies and procedures for intervening in suicide attempts, including: (A) staff responsibilities for administering first aid, contacting outside emergency medical services, and notifying other staff for assistance; (B) the process by which emergency medical services personnel will gain access to the facility and how they be guided to the resident; (C) identification and location of life-saving and emergency equipment (e.g., first aid kit, mask resuscitator, rescue tools, ladder, etc.) that is available for staff to use; and (D) identification of personnel responsible for maintaining, issuing, and using the life-saving and emergency equipment; (8) reporting of resident suicides and attempted suicides, in accordance with any applicable state law, administrative rule, or local policy or ordinance, including: (A) reporting a resident's death to local law enforcement and TJJD as required by §358.600 of this title; (B) reporting the death of an incarcerated resident to the Texas Attorney General's office as required by §358.640 of this title and Texas Code of Criminal Procedure Article 49.18(b); and (C) reporting a resident's attempted suicide to TJJD as required by §358.300 of this title; (9) policies and procedures for training all juvenile supervision officers on the contents and implementation of the suicide prevention plan, including: (A) identification of the training topics and curriculum; and (B) a timeline for the initial training and any follow-up training; (10) housing of residents classified as moderate or high risk for suicidal behavior, including removal of any dangerous objects such as clothing and bedding items from the resident; and (11) policies and procedures for conducting mortality reviews for suicides, including: (A) identification of the person or position that is responsible for leading the mortality review and identification of any other review team members; (B) identification of how the findings and recommendations will be recorded and relayed to the facility's governing board; (C) a requirement that the mortality review shall be: (i) designed to review the specific circumstances that occurred before, during, and after the suicide to determine if there is a need for modifications to policies, procedures, or the physical plant; and (ii) separate and distinct from any and all formal investigations such as investigations conducted by the facility, law enforcement, or TJJD.

Source Note: The provisions of this §343.340 adopted to be effective January 1, 2010, 34 TexReg 7095; amended to be effective September 1, 2013, 38 TexReg 4387; amended to be effective January 1, 2015, 39 TexReg 9243

# data[].attributes.attachment_link.description
(a) The facility shall implement a written suicide prevention plan, developed in consultation with a mental health provider. Consultation with the mental health provider shall be verified on documentation containing: (1) the date; (2) the provider's name, title, and professional credentials/licensing designation (e.g., LPC, LMSW, etc.); and (3) the provider's signature or other means of verifying the provider's identity (e.g., email from the provider's email account).

# data[].attributes.body
Statutory Law: (000 to 243. – 999) 225. SUICIDE PRECAUTIONS.

A policy must be written to respond to youth who are at risk for suicide. The policy must include all educators interacting with youth to be trained to identify those at risk. Once someone is identified as at risk for suicide, a report must be made within two hours or sooner. A plan must be in place to maintain safety for the youth along with a detailed supervision plan.  If necessary, a separation or isolation can be made to reduce suicidal behaviors. https://www.law.cornell.edu/regulations/idaho/Idaho-Admin-Code-r-05-02-01-225.

# data[].attributes.attachment_link.readable_text
01. Policy Requirements. All residential treatment providers must have a written policy for responding to juvenile offenders who present a risk of suicide. The policy, at a minimum, shall require that: (4-11-15)

a. Staff are regularly trained to identify, document and appropriately respond to behavior that may indicate a risk of suicide; (4-11-15)

b. The residential treatment provider utilizes medical or other staff trained by a mental health professional to review history, interview, and observe juvenile offenders new to the program in order to complete a suicide risk screening within two (2) hours of admission. The screening is done to identify any immediate threat of suicide or self-harm and the need for a suicide risk assessment; (4-11-15)

c. The residential treatment provider utilizes a mental health professional to complete a suicide risk assessment on a juvenile offender who has been identified by staff as presenting a risk of suicide. A suicide risk assessment is a system of structured and documented observation, interview and review of behavioral and mental health information. It comprises a thorough review of recent behavioral and mental health information and interviews of staff and the juvenile offender concerning the behavior that seems to present the threat of self-harm or suicide. A suicide risk assessment typically involves an assessment of the juvenile offender's determination to act on intentions of self-harm, a determination of the depth of planning for making the attempt, the availability of the items or situations necessary for the juvenile to act on that plan and the lethality of the plan as expressed; (4-11-15)

d. The residential treatment provider utilizes a mental health professional to develop and disseminate a safety plan for each juvenile offender identified as presenting a risk for suicide. The safety plan includes a detailed supervision plan for the juvenile offender; (4-11-15)

e. Reassessment of suicide risk and whether it is reduced enough to reduce or terminate suicide precautions is made at a time determined by the mental health professional completing the assessment and is ideally completed by that same mental health professional; and (4-11-15)

f. The residential treatment provider prohibits the use of separation and isolation of juvenile offenders identified as presenting a suicide risk, unless constant one-on-one (1 on 1) staff supervision is provided. (4-11-15)

02. Separation or Isolation. All juvenile offenders in separation or isolation are closely monitored to reduce the risk of suicidal behaviors. (4-11-15)

03. Reporting to the Department. All incidents of suicide, attempted suicide or threat of suicide must be reported to the Department in the manner described in Subsection 241.01 of these rules. (4-11-15)

# data[].attributes.attachment_link.description
01. Policy Requirements. All residential treatment providers must have a written policy for responding to juvenile offenders who present a risk of suicide. The policy, at a minimum, shall require that: (4-11-15) a. Staff are regularly trained to identify, document and appropriately respond to behavior that may indicate a risk of suicide; (4-11-15) b.

# data[].attributes.body
SECTION 380.9187. Suicide Alert Definitions

Incident reports should be made

Trainings from educators

Support team to provide support

Licensed professional counselors to assist at risk individuals

Youth should be kept in a safe place until they seek professional help

Observe student and place student on suicide alert

Suicide Alert Definitions, 91. Tex. Admin. Code § 91.87

http://txrules.elaws.us/rule/title37_chapter380_sec.380.9187

# data[].attributes.headline
Administrative Law: Suicide Prevention Training Procedure for New Educators, HB 2186

# data[].attributes.subject
Administrative Law: Suicide Prevention Training Procedure for New Educators, HB 2186

# data[].attributes.body
Administrative Law: Suicide Prevention Training Procedure for New Educators, HB 2186

This law requires all NEISD educators to complete a state approved suicide prevention training. With this law being placed, educators will be able to identify students at risk for suicide. Educators can then refer the student to the school counselor who can then communicate to the student. With this law, the district can educate their educators to work together with the school counselor in preventing suicides.

# data[].attributes.body
Administrative Law: Student-Parent Handbook for NEISD, Mental Health Support

North East ISD school counselors will provide a comprehensive school counseling program to promote positive mental health. Resources will be provided to students and parents who are at risk for suicide. A mental health provider will need to evaluate the student to determine a plan of action. Once a evaluation is done, the student is referred for a 504 evaluation. The district has a crisis team that are deployed to campuses for students who are at risk for suicide.

# data[].attributes.body
The educators code of ethics states that all educators shall comply with state and federal regulations, policies, and laws (19 T.A.C § 247.2.). Therefore, as a school counselor, I will stay up to date with the laws regarding suicide procedures. As a school counselor, I will maintain in good moral character to guide at risk students dealing with suicide behaviors.

Educators’ Code of Ethics, 19 Tex. Admin. Code § 247.2.

# data[].attributes.attachment_link.readable_text
Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

# data[].attributes.body
Dr. Stacy Freedenthal has written a book called, “Helping the Suicidal Person” which has helped many who are seeking advice on helping suicidal individuals. Her book contains ideas and techniques for any individual working with suicidal cases. Dr. Freedenthal has worked with clients dealing with suicidal issues and therefore wants to provide tools for others to use. As a school counselor, I recommend reading this book which provides easy and simple tools for others to use to help prevent suicides from occurring.
(Freedenthal, 2018)

https://www.socialworker.com/feature-articles/reviews-commentary/book-review-helping-the-suicidal-person/

# data[].attributes.attachment_link.readable_text
Helping the Suicidal Person: Tips and Techniques for Professionals, by Stacey Freedenthal, New York: NY, Routledge, ISBN: 978-1138946958, 2018, 288 pages, $44.95 Paperback.
Dr. Stacey Freedenthal's book, Helping the Suicidal Person, is a true clinical gem, combining clinical and research wisdom about best practices of clinical engagement, assessment, and interventions with people who experience suicidality. The book will guide you through the phases of therapeutic work with someone who currently experiences suicidal thoughts or has a history of thoughts and/or attempt. Dr. Freedenthal draws from her lifelong professional experience in the field of suicide prevention and masterfully presents to us the most important tips and techniques for providing evidence-based services to our clients.

In addition to the beautifully written book with accessible and clearly marked chapters that match the different stages of our clinical work, the author has gifted us with numerous case vignettes illustrating each tip and technique throughout the book.

Beginning with the most important part of our work-a look at ourselves and our own beliefs and biases about suicidality-Dr. Freedenthal guides us on our journey of self exploration and development of reflexive practice. Even though this may not be the author's main goal, it has a central role in planning and implementing a successful clinical practice by paying close attention to ourselves as being the main tool of our work.

Freedenthal continues with exploring initial engagement and assessment of the suicidal person and moves through collaborative treatment planning, interventions, evaluation of treatment, services conclusion, relapse prevention, and follow-up stages. She skillfully presents various techniques and tips to tend to the therapeutic relationship, while properly addressing safety and other concerns of treatment. Various evidence-based practices such as techniques from Dialectical Behavioral Therapy, Cognitive Behavioral Therapy, and other established assessment and treatment protocols are well described in the book. Another invaluable feature of this book is the use of relevant up-to-date research, which is critically examined and presented after each topic for easy access.

This is an excellent clinical guide, not only for student social workers and novice professionals, but also for seasoned clinicians who want to re-examine their skills for working with suicidal clients. The book presents us with the specific details and differences in working with acute or chronic suicidality, and even looks into various life situations that may bring on suicidal thoughts, such as terminal illness.

Even though the author is a social worker and the book is clearly grounded in social work values and theories, it would be a vital clinical guide for all helping professionals who provide direct care to people. It is a must-have resource for the busy clinician who wants to build a trauma-informed practice.
Reviewed by Rumyana Kudeva, DSW, LCSW, Assistant Professor of Social Work, Eastern Washington University.

# data[].attributes.attachment_link.title
Book Review: Helping the Suicidal Person

# data[].attributes.attachment_link.description
Helping the Suicidal Person: Tips and Techniques for Professionals, by Stacey Freedenthal, New York: NY, Routledge, ISBN: 978-1138946958, 2018, 288 pages, $44.95 Paperback. Dr. Stacey Freedenthal's book, Helping the Suicidal Person, is a true clinical gem, combining clinical and research wisdom about best practices of clinical engagement, assessment, and interventions with people who experience suicidality.

# data[].attributes.body
Resources to read

# data[].attributes.attachment_link.readable_text
Therapy & Counseling

General or Combined Techniques

My book Helping the Suicidal Person contains techniques from CAMS (Collaborative Assessment and Management of Suicidality), cognitive behavior therapy, dialectical behavior therapy, interpersonal theory, mindfulness-based cognitive therapy, problem-solving therapy, solution-focused therapy, and more. For more information about Helping the Suicidal Person, see About the Book on this website.

Granello, P. F., & Juhnke, G. A. (2010). Case studies in suicide: Experiences of mental health professionals. Pearson.

Simon, R. I., & Hales, R. E. Hales (Eds.). (2012). The American Psychiatric Publishing textbook of suicide assessment and management (2 nd ed.). Arlington, VA: American Psychiatric Publishing.

CAMS (Collaborative Assessment and Management of Suicidality)

Jobes, D. A. (2016). Managing suicidal risk: A collaborative approach (2 nd ed.). New York: Guilford Press.

CBT (Cognitive Behavioral Therapy)

Tarrier, N., Gooding, P., Pratt, D., Kelly, J., Maxwell, J., & Awenat, Y. (2013). Cognitive behavioural prevention of suicide in psychosis: A treatment manual. New York: Routledge.

CBT for the Suicidal Person (Self-Help)

DBT (Dialectical Behavior Therapy)

Although most of these DBT books aren't specific to treating suicidality, DBT itself was designed for people with chronic suicidal ideation.

Koerner, K. (2012). Doing dialectical behavior therapy: A practical guide. New York: Guilford Press.

Linehan, M. M. (2015). DBT skills training handouts and worksheets (2nd ed.). New York: Guilford Press.

Linehan, M. M. (2015). DBT skills training manual (2 nd ed.). New York: Guilford Press.

Mindfulness-Based Therapy

Solution-Focused Therapy

NOTE: I haven't read all of these books, and a book's inclusion in these lists is not necessarily a recommendation or endorsement.

# data[].attributes.attachment_link.description
Therapy & Counseling General or Combined Techniques My book Helping the Suicidal Person contains techniques from CAMS (Collaborative Assessment and Management of Suicidality), cognitive behavior therapy, dialectical behavior therapy, interpersonal theory, mindfulness-based cognitive therapy, problem-solving therapy, solution-focused therapy, and more. For more information about Helping the Suicidal Person, see About the Book on this website.

# data[].attributes.body
1. Build relationships with students

2. Train adults to identify warning signs

3. Understand Ethical obligations to protect all students

4. Provide resources to see professional mental health providers

5. Provide curriculum-based prevention programs

6. Have policies and procedure for students struggling with suicide

7. Stay up to date with research for crisis management

8. Provide resources to students who struggle with mental health