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Understanding and Responding to SUDs Certificate of Completion

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Understanding and Responding to SUDs Certificate of Completion

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Substance Use Webinar Series Certificate of Completion

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Webisode Flyer (Supporting LGBTQ Students)

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Webisode Flyer (Supporting LGBTQ Students)

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School Counselor License Renewal Training Options and Tracker Document

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School Counselor License Renewal Training Options and Tracker Document

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School Counseling Licensure Renewal Documentation Form

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Serving Students with Depression Implications for School Counselors

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Serving Students with Depression Implications for School Counselors

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It Ends with Us: Relational Violence Prevention for School Counselors

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It Ends with Us: Relational Violence Prevention for School Counselors

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TRAUMA INFORMED APPROACHES CERTIFICATE OF COMPLETION

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TRAUMA INFORMED APPROACHES CERTIFICATE OF COMPLETION

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Substance Use Webinar Series Certificate of Completion

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Quick Guide: Responding to Substance Use Disorder (SUDs) -M3

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Quick Guide: Responding to Substance Use Disorder (SUDs) -M3

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Responding to Substance Use Disorders Quick Guide

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Quick Guide: Overview of Substance Use Disorders (SUDs)- M1

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Quick Guide: Overview of Substance Use Disorders (SUDs)- M1

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Overview Substance Use Disorder (SUDs), Module 1 (1)

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Quick Guide: Understanding Substance Use Disorder (SUDs) - M2

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Quick Guide: Understanding Substance Use Disorder (SUDs) - M2

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Understanding Substance Use Disorder, Module 2

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EDITED Transcript Substance Abuse Module 1

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EDITED Transcript Substance Abuse Module 1

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Substance Abuse Module 1 Edited Transcript

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EDITED Transcript Substance Abuse Module 2

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EDITED Transcript Substance Abuse Module 2

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Substance Abuse Module 2 Edited Transcript

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EDITED Transcript Substance Abuse Module 3

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EDITED Transcript Substance Abuse Module 3

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Substance Abuse Module 3 Edited Transcript

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Substance Abuse, Webinar 1 for School Counselors

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Substance Abuse, School Counseling Module 2

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Substance Abuse, School Counselor Relicensure Webinar 3

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UPLOADED/EDITED Transcript Suicide Prevention Module 3

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UPLOADED/EDITED Transcript Suicide Prevention Module 3

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Suicide Prevention Module 3 Edited Transcript

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UPLOADED/EDITED Transcript Suicide Prevention Module 2

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UPLOADED/EDITED Transcript Suicide Prevention Module 2

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Suicide Prevention Module 2 Edited Transcript

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Depression Module 3 for School Counselors

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Depression Module 2 for School Counselors

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Depression Module 1 for School Counselors

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UPLOADED/EDITED Transcript Suicide Prevention Module 1

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UPLOADED/EDITED Transcript Suicide Prevention Module 1

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WEBVTT

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Dr. Rebecca Pianta (She, Her, Hers): Hello everyone, welcome to the Multi Tiered System of Support MTSS for Suicide Prevention, Intervention and Postvention series. So glad to have you all here today.

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Dr. Rebecca Pianta (She, Her, Hers): My name is Dr Rebecca Pianta and I am the coordinator of College and Career readiness at Santa Ana Unified School district overseeing the school counseling program.

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Dr. Rebecca Pianta (She, Her, Hers): I am also the district crisis coordinator, as well as the adjunct professor in the school counseling program at Concordia University helping to support the next generation of school counselors.

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Dr. Rebecca Pianta (She, Her, Hers): I am here to discuss today Suicide Prevention, the first again in our multiple series. Suicide rates are increasing on a national scale, it is currently the second leading cause of death for students between the ages of 10 to 24.

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Dr. Rebecca Pianta (She, Her, Hers): In addition to that we're also seeing a rise in mental illness. Currently one in five children, one and five between the ages of 13 to 18 will have a mental illness.

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Dr. Rebecca Pianta (She, Her, Hers): And 50% of students ages 14 and older with with a mental illness will drop out of school. So as school counselors, it is vital that we address this concern.

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Dr. Rebecca Pianta (She, Her, Hers): Every day in the United States over 5240 students in the grades seven through 12 attempt suicide. So again, it is important that we be on the forefront addressing these concerns.

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Dr. Rebecca Pianta (She, Her, Hers): So the way we're going to be addressing this is through a multi tiered system of support starting first with suicide prevention, the focus of today's session.

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Dr. Rebecca Pianta (She, Her, Hers): Tier one includes providing education to all all students across the school, as well as educating parents and staff and creating a positive school climate.

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Dr. Rebecca Pianta (She, Her, Hers): There will, however, be students that do need additional support if our tier one is solid, we should see it being effective for at least 80% of our student population.

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Dr. Rebecca Pianta (She, Her, Hers): Again, there will be approximately 15% of students who do need additional support, and this is where suicide intervention comes into place, so we will be going over in a two part series after this one, how to intervene with students who are at risk of suicide.

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Dr. Rebecca Pianta (She, Her, Hers): Then we have tier 3, which is suicide postvention.

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Dr. Rebecca Pianta (She, Her, Hers): This will

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Dr. Rebecca Pianta (She, Her, Hers): include strategies of how to respond if or when you experience a loss of a student or staff due to suicide.

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Dr. Rebecca Pianta (She, Her, Hers): That particular session will include a wide array of different resources that has already been developed by the Virginia Department of Education.

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Dr. Rebecca Pianta (She, Her, Hers): Today's session again will focus on suicide prevention. We will cover the school counselor's ethical responsibility when it comes to suicide prevention, as well as going over how to establish a positive school climate.

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Dr. Rebecca Pianta (She, Her, Hers): My hope is, by the end of this session, you will learn the components for suicide

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Dr. Rebecca Pianta (She, Her, Hers): education and ways to promote it on a school wide basis, as well as staff education, various different components to include not only again for staff, but also for parents and guardians.

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Dr. Rebecca Pianta (She, Her, Hers): So what exactly does ASCA state when it comes to suicide prevention and school counselors' role?  Well, we have a position statement dedicated to this particular topic.

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Dr. Rebecca Pianta (She, Her, Hers): It states that school counselors work to identify behavioral as well as social emotional signs of suicide risk among students and ensure prevention methods are in place.

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Dr. Rebecca Pianta (She, Her, Hers): It is our ethical, as well as our moral responsibility to report suicide rates to legal guardians, as well as the appropriate authorities.

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Dr. Rebecca Pianta (She, Her, Hers): In doing so, we acknowledge that suicide risk or I should say suspected risk, school counselors exercise reasonable care to protect students from unforeseeable harm.

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Dr. Rebecca Pianta (She, Her, Hers): Again, our goal is ensuring were making the appropriate reports to ensure again that we are protecting students from unforeseeable harm.

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Dr. Rebecca Pianta (She, Her, Hers): Again, in order to do that, we have to create a positive school climate in order for students to self actualize, we have to ensure that their physiological needs are being met first.

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Dr. Rebecca Pianta (She, Her, Hers): This is Maslow's Hierarchy of Needs and again it does say that the primary means that students needs to be met is ensuring

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Dr. Rebecca Pianta (She, Her, Hers): that they have the physiological needs met, such as food, water, shelter, so again a school counselors we're ensuring that those basic needs are being met.

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Dr. Rebecca Pianta (She, Her, Hers): it's also important to ensure that their safety needs are being met as well, too, so that our students feel safe at school, making sure we have those bully prevention systems in place, as well as

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Dr. Rebecca Pianta (She, Her, Hers): systems in place to ensure that all students know that they can come to school and be safe.

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Dr. Rebecca Pianta (She, Her, Hers): Students also need to feel loved and belong so forming those relationships is going to be key.

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Dr. Rebecca Pianta (She, Her, Hers): Ensuring that our students have high self esteem and positive regard for themselves, is going to be important, helping them understand and recognize themselves, their self, as well as their identities.

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Dr. Rebecca Pianta (She, Her, Hers): In order to be able to do all this, or when we're able to do all this, our students will be able to self actualize and be able to meet their needs and full and meet and be able to accomplish and get to their fullest potential.

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Dr. Rebecca Pianta (She, Her, Hers): In order to promote a positive school climate, we have to do so through positive behavioral interventions and support.

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Dr. Rebecca Pianta (She, Her, Hers): An evidence based practice to ensure that our systems are comprehensive in scope, it does so through a multi tiered system of support starting first with tier one.

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Dr. Rebecca Pianta (She, Her, Hers): Education, making sure that we have consistent expectations across the board and ensuring that it is being taught.

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Dr. Rebecca Pianta (She, Her, Hers): Those expectations have to be culturally relevant, so we have to include our students into development process, making sure we have acknowledgement systems in place so that way our students can

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Dr. Rebecca Pianta (She, Her, Hers): ensure that they're getting positive feedback from staff at their school site.

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Dr. Rebecca Pianta (She, Her, Hers): As well as consistent disciplinary practices, making sure again as we're developing those we're seeking their feedback to ensure it is culturally appropriate.

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Dr. Rebecca Pianta (She, Her, Hers): Not just student feedback but also parent feedback will be important in the development process.

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Dr. Rebecca Pianta (She, Her, Hers): Restorative practices is also a great strategy to create strong forms of community within a school system.

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Dr. Rebecca Pianta (She, Her, Hers): And that includes classrooms circles where we really get a chance to learn about our students and get a chance to know who they are, and share parts of ourselves with them as well too as educators.

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Dr. Rebecca Pianta (She, Her, Hers): We know, as I mentioned earlier, that if we do this well, approximately 80% of our students will feel supported, but there will be about 15% of our students who do need more, and so we have to be able to offer group counseling.

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Dr. Rebecca Pianta (She, Her, Hers): As well as check in check out and classroom modifications to ensure that again our students' needs are being met and they're being taught the skill sets that they may be lacking or that may they may need to strive, right?

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Dr. Rebecca Pianta (She, Her, Hers): For restorative practices within a tier two support system, we also have restorative chats in which we're really engaging in dialogue, to get to the underlying

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Dr. Rebecca Pianta (She, Her, Hers): reason why the students doing what they're doing and really allowing them to process through without passing judgment and really thinking through how to resolve whatever issues that they may have.

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Dr. Rebecca Pianta (She, Her, Hers): If we do this well approximately three to 5% of students will need that tier three related support, and this is where we have the individual clients counseling, community referrals, wraparound services, fba functional behavioral analysis that can be done.

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Dr. Rebecca Pianta (She, Her, Hers): As well as re-entry meetings for maybe students that may be hospitalized.

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Dr. Rebecca Pianta (She, Her, Hers): So, within this it is super important as educators, to be trauma informed really understanding the impacts that trauma can have and incorporate and teach our students about social emotional learning.

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Dr. Rebecca Pianta (She, Her, Hers): The competencies include self awareness, self management, social awareness, responsible decision making, as well as relationship skills.

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Dr. Rebecca Pianta (She, Her, Hers): If we're able to teach these skills skills to our students, they will be able to reach their fullest potential, but it's important to remember as adults if got to practice these skills as well too.

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Dr. Rebecca Pianta (She, Her, Hers): To be truly trauma informed, as well as infusing SEL practices,

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Dr. Rebecca Pianta (She, Her, Hers): we as adults have to be able to make the connections with students and be approachable, trustworthy, helpful, as well as serve as great role models for our students.

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Dr. Rebecca Pianta (She, Her, Hers): Again, how do we do this through a trauma informed lens, we create those predictable routines, we develop those strong relationships with our students we empower them,

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Dr. Rebecca Pianta (She, Her, Hers): to find their agency, and we support them again in regulating their emotions and be able to provide them opportunities to explore their identity, as well as their community and cultural identity as well.

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Dr. Rebecca Pianta (She, Her, Hers): I mentioned earlier relationship, relationship, relationship, they make all the difference in the world, our students have to feel like they belong.

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Dr. Rebecca Pianta (She, Her, Hers): So a school counselors it's really important to first ensure that you are providing an overview of your counseling services to your students, so that way they know exactly

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Dr. Rebecca Pianta (She, Her, Hers): who you are and the supports that you are able to offer. So typically for our counselor presentation we do this at the beginning of the year,

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Dr. Rebecca Pianta (She, Her, Hers): and it would include the exceptions to confidentiality, so that way, if you have to break confidentiality later on students know right away that you have kind of already disclosed back to them.

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Dr. Rebecca Pianta (She, Her, Hers): I usually go over this classroom lesson, first classroom lesson, as well as when I meet with students on an individual and group basis.

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Dr. Rebecca Pianta (She, Her, Hers): It's important for them to know how they could refer themselves to your their friends, so going over the referral process in our district, we use a Google form that students complete. We usually have a QR code that they're able to scan in the classroom or access through our website.

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Dr. Rebecca Pianta (She, Her, Hers): So going over exactly how they can see you would be crucial within ours, we actually include

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Dr. Rebecca Pianta (She, Her, Hers): the urgency level so that way students know if it's an emergency we're definitely gonna be able to see them right away. An emergency includes possible harm, neglects to self or neglect no harm to self or harm to others or potential threat on the campus.

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Dr. Rebecca Pianta (She, Her, Hers): It is also important for students to be able to know why they can be or what are some of the reasons why they would be able to see you, so again, the reasons for

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Dr. Rebecca Pianta (She, Her, Hers): for being able to see, so ensuring that you have that list and going over that with them and and listening ideas for them as well too.

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Dr. Rebecca Pianta (She, Her, Hers): Again, really important to develop strong relationships, you have to develop rapport with your students, really having an opportunity to get to know who they are. If you have a lot of students, you could accomplish that through mini meeting minutes.

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Dr. Rebecca Pianta (She, Her, Hers): Where you have a chance to meet with each students on an individualized basis, but in a quick one or two minutes session,

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Dr. Rebecca Pianta (She, Her, Hers): where you have them complete a survey, or you fill it out, it is your meeting with them, but you'll see here it's really important to develop the relationships your students have to know who you are and how they can see you.

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Dr. Rebecca Pianta (She, Her, Hers): Student education is really important, as well too.

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Dr. Rebecca Pianta (She, Her, Hers): In order to be able to help students understand the signs of suicide and to be able to dispel any sort of myths that they are, education is key for all students.

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Dr. Rebecca Pianta (She, Her, Hers): And that includes identifying and again dispelling common myths that they may have about suicide, identifying risk factors, suicide warnings,

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Dr. Rebecca Pianta (She, Her, Hers): as well as how to respond when someone is suicidal. That could be themselves or their friends, as well as exploring suicide prevention resources with them.

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Dr. Rebecca Pianta (She, Her, Hers): And we want to again empower them with coping strategies so that way they can be able to help themselves right, so going through some ways in which they can cope

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Dr. Rebecca Pianta (She, Her, Hers): with any sort of sadness that they may be going through.

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Dr. Rebecca Pianta (She, Her, Hers): I've included a link on this slide that goes over a wide array of different suicide prevention programs that have already been developed, these are education programs, so we don't want to reinvent the wheel.

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Dr. Rebecca Pianta (She, Her, Hers): Virginia Department of Education has compiled a wide array of evidence based suicide prevention, education programs that you all could reference.

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Dr. Rebecca Pianta (She, Her, Hers): So when I talked about earlier identifying and dispelling common myths with them, I usually do this through an engaging game, you could use either

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Dr. Rebecca Pianta (She, Her, Hers): Mentimeter, which is the online system that you can engage your students or poll everywhere,

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Dr. Rebecca Pianta (She, Her, Hers): where you could ask them these questions or state true or false and have students guess

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Dr. Rebecca Pianta (She, Her, Hers): which one, it is that true or false? So some examples of myths that students typically have is that people will talk about suicide,

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Dr. Rebecca Pianta (She, Her, Hers): not actually do it, they're just joking, so really being able to display the spell that and saying that most people who do attempt actually have said something to someone. Another common myth is someone who

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Dr. Rebecca Pianta (She, Her, Hers): is determined to take their life, there's nothing you can do, well, it is a myth, there are some students and some people who they don't want to die and

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Dr. Rebecca Pianta (She, Her, Hers): and they just they just want their plan to to their pain, they just want it to end, and so, with support and coping skills, helping students understand that, that, that it could be managed, it can be addressed and prevented. Another common myth as well is someone

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Dr. Rebecca Pianta (She, Her, Hers): who becomes suicidal, they'll always be that way and helping students know that there are supports out there that could help them is going to be important.

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Dr. Rebecca Pianta (She, Her, Hers): If you want some other ideas to incorporate within your presentation and some additional myths, these are some five common myths developed by NAMI that you could check out as well too.

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Dr. Rebecca Pianta (She, Her, Hers): I also mentioned the importance behind suicide warning signs. Students need to be able to know and identify these signs. So some of the signs, including having a negative view of self, feeling isolated,

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Dr. Rebecca Pianta (She, Her, Hers): really engaging in self harming behaviors such as cutting, making those suicidal threats, that's definitely one that is urgent case,

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Dr. Rebecca Pianta (She, Her, Hers): feeling like a burden to others, frequent talks again of death,

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Dr. Rebecca Pianta (She, Her, Hers): and wanting to end signs, again going over the signs with students, so that way they know how to recognize it and, again, not only themselves, but in in their peers as well too.

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Dr. Rebecca Pianta (She, Her, Hers): I have included on here a link to a quick guide of just some reminders of suicide warning signs, it's a little quick wallet card that you can carry around with you available in both English as well as Spanish,

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Dr. Rebecca Pianta (She, Her, Hers): that you can always give your students. Again helping students identify how to respond if someone is suicidal so again giving them specific strategies of what to say and what to do. Typically if they

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Dr. Rebecca Pianta (She, Her, Hers): if they see the sign sometimes students, they get nervous, they get scared, they don't know what to do, so again it's really important to kind of role play with them.

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Dr. Rebecca Pianta (She, Her, Hers): For those visual learners you can always show video clip, kind of doing a quick little role play of what it looks like and I've included on here, a quick little vignette that will show students.

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Dr. Rebecca Pianta (She, Her, Hers): Exactly what to do.

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Dr. Rebecca Pianta (She, Her, Hers): By design all these things are going.

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Dr. Rebecca Pianta (She, Her, Hers): So again I like to include a wide array of different types of engagement strategies.

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Dr. Rebecca Pianta (She, Her, Hers): That video clip was a clip from the signs of suicide, which is an evidence based suicide prevention program. It has a wide array of different video clips where it shows students who are suicidal and the other students are talking to them and utilizing the ACT

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Dr. Rebecca Pianta (She, Her, Hers): model which is stands for acknowledge, care and tell and demonstrating how to do that. Again as school counselors it's going to be super important to help your students

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Dr. Rebecca Pianta (She, Her, Hers): learn how to do this effectively and role play is a great way to be able to do that make it role play with their partner or a small group,

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Dr. Rebecca Pianta (She, Her, Hers): but it's a great way to do that. But the signs of suicide curriculum really goes through and tells you simple ways to do it and acknowledges

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Dr. Rebecca Pianta (She, Her, Hers): that you see that that that your friends exhibiting the signs you show them that you care and then you tell a trusted adult and going through kind of

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Dr. Rebecca Pianta (She, Her, Hers): ways in our going through and identifying who are some trusted adults in their life and really allowing them to think about for some of those people.

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Dr. Rebecca Pianta (She, Her, Hers): I've included a link on here for tips and strategies that you can go through for for helping teens as well too to be able to prevent suicide and things that they can do.

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Dr. Rebecca Pianta (She, Her, Hers): It's also going to be important to be able to share resources with them in your presentation so again going back to what I had mentioned earlier, really, allowing them to really think through who are some trusting adults in my life.

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Dr. Rebecca Pianta (She, Her, Hers): That if i'm experiencing or going through a difficult time, who are some teacher or counselor that I can go to or at home, who is an adult I, trusting adult that I can go through at home.

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Dr. Rebecca Pianta (She, Her, Hers): Really, allowing them to think ahead of time who are those people? Also giving them access to some suicide prevention information, such as the hotline, the national hotline,

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Dr. Rebecca Pianta (She, Her, Hers): in our district, we use Say Something which is a is a program that is available online, school sites will have to sign up for and it allows students to be able to report concerns

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Dr. Rebecca Pianta (She, Her, Hers): via an app or text message, as well as Safe 2 Tell is also a similar system in which students are able to to text concerns, and it goes,

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Dr. Rebecca Pianta (She, Her, Hers): it's able to report that to the school. The Trevor project is a great resource that I also like to share with students, the LGBTQ crisis hotline in which our students are able to

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Dr. Rebecca Pianta (She, Her, Hers): to to get support, LGBTQ students is get support with folks who are trained in ensuring that their their needs are being met.

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Dr. Rebecca Pianta (She, Her, Hers): We do know that LGBTQ students are higher level of risk for suicide, so I always like to ensure that I'm including information specific to them in presentations that I do.

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Dr. Rebecca Pianta (She, Her, Hers): Suicide prevention promotional strategies, not only is it important for you to be in the classroom presenting this information,

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Dr. Rebecca Pianta (She, Her, Hers): but to ensure that you have information posted around campus.

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Dr. Rebecca Pianta (She, Her, Hers): So that way students are reminded of that. Typically there's so much going on at the beginning of the year that if you do this presentation beginning of the year September, suicide prevention awareness month.

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Dr. Rebecca Pianta (She, Her, Hers): But if you do it at the beginning of the year, students sometimes may forget so it's really important to have promotional strategies everywhere. So posters around campus,

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Dr. Rebecca Pianta (She, Her, Hers): we have in our districts these posters located in every classroom, where it goes over the triggers, the ACT model again, which is as part of the signs of suicide prevention protocol

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Dr. Rebecca Pianta (She, Her, Hers): curriculum, as well as how to get support and things that they can do to self care. I've actually linked this as a resource for all of you, in case you would like to utilize this

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Dr. Rebecca Pianta (She, Her, Hers): as a poster for your school you're welcome to do so.

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Dr. Rebecca Pianta (She, Her, Hers): You could also include in your counseling referral at the bottom of the I should say at the top of the counseling referral you could use a little bit a little reminder

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Dr. Rebecca Pianta (She, Her, Hers): of some emergency contact information, your counseling hours, so that way your students know when you will be available in case may be, filling this out like on a weekend they'll know who to reach out to or who to contact

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Dr. Rebecca Pianta (She, Her, Hers): in case you're not working, as well as what your hours are, and then also an email, including a link or I should say, including in your signature

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Dr. Rebecca Pianta (She, Her, Hers): information about how to reach out for support and help. In our district, we also include on here

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Dr. Rebecca Pianta (She, Her, Hers): some the crisis hotline, the crisis text line, Trevor project, and we our theme in our district is we care and that's our whole school wide promotional

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Dr. Rebecca Pianta (She, Her, Hers): tool and so we're always reminding students, how much we care. And so there are a wide array of different ways in which you could help remind students of the supports and ways in which they could get additional help specific to suicide.

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Dr. Rebecca Pianta (She, Her, Hers): I mentioned earlier, students are so resourceful, there are things that they are currently doing to help them cope. So it's going to be super important

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Dr. Rebecca Pianta (She, Her, Hers): during your presentation to explore that with them, find out what is it that you're doing that's effective, what is it that's working for you and helping to reinforce and make sure that they're continuing that.

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Dr. Rebecca Pianta (She, Her, Hers): Exploring other avenues, other things that they could be doing, such as maybe a meditation, exercise, relaxation,

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Dr. Rebecca Pianta (She, Her, Hers): really sleeping to get recharged, getting connected socially if they're feeling isolated, eating well, making lists, I usually to ensure that I'm getting this, engaging with them,

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Dr. Rebecca Pianta (She, Her, Hers): and I have them go through a wide array of different ones, and then highlight which ones kind of resonates with them the most or and then being able to have them partner share

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Dr. Rebecca Pianta (She, Her, Hers): with one another and maybe walk away with at least one one new idea, one strategy that find they find interesting or willing to try.

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Dr. Rebecca Pianta (She, Her, Hers): Another great resource for all of you is the Grit X, which is a free self care tool kit. They have a wide array of different web

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Dr. Rebecca Pianta (She, Her, Hers): tools, on this particular website, but what I love about this, is it gives you a wide array of different ideas, of self care strategies, you can have students go to this website and explore the ones that work best for them.

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Dr. Rebecca Pianta (She, Her, Hers): For this one let's say, for example, they choose the white noise, they can click on it, they can add it to their tool list and create a wide array of different

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Dr. Rebecca Pianta (She, Her, Hers): self care strategies that really resonates the most for them, but it will give you an example of what it is that it actually includes and the more you add the more it'll include and add it to your to your student's list and again it creates this great customized

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Dr. Rebecca Pianta (She, Her, Hers): system for them, so another option I like to have on here is getting outdoors. Again, you could add it to the toolkit, save it, and it creates its beautiful image for your students

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Dr. Rebecca Pianta (She, Her, Hers): that they could reference and be able to walk away with.

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Dr. Rebecca Pianta (She, Her, Hers): Staff education is also important, we talked right now about student education, ensuring that your students know the skills and signs

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Dr. Rebecca Pianta (She, Her, Hers): skills that how to cope with stress and sadness and

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Dr. Rebecca Pianta (She, Her, Hers): signs of how to recognize it and what they can do with they are experiencing suicidal thoughts, as well as if their friends and peers are as well. But staff education is so important. Typically our staff are usually the first

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Dr. Rebecca Pianta (She, Her, Hers): people on our campuses to recognize students who are suicidal so it's really important to go through the signs with them,

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Dr. Rebecca Pianta (She, Her, Hers): help them understand the signs of suicide, help them identify and dispel any myths that they may have related to suicide, be able to explore again with them risk factors, as well as protective factors

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Dr. Rebecca Pianta (She, Her, Hers): for students, as well as knowing what to do and how to respond for reporting concerns. And it's also going to be important for them to know exactly what happens when

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Dr. Rebecca Pianta (She, Her, Hers): a student is being assessed what's the risk assessment process look like, as well as the safety

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Dr. Rebecca Pianta (She, Her, Hers): planning process. Even though they're not going to be involved it's good to have them know all that goes into it, not the details, but just a quick overview, just so that way they know

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Dr. Rebecca Pianta (She, Her, Hers): when the student gets sent to you, what exactly happens to that student. And overall, we want to be able to increase the awareness of in school and out of school mental health supports as well too.

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Dr. Rebecca Pianta (She, Her, Hers): I've included in here a link to a wide array of different training programs for staff. I shared the link earlier, but included it in here as well, for you in case you're wanting to already pre develop staff presentations, you can access this year and Kognito is the online

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Dr. Rebecca Pianta (She, Her, Hers): an online training module they have it for students, as well as for staff as well too. As well as the Virginia Department of Health and Suicide Prevention Toolkit for schools as a resource.

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Dr. Rebecca Pianta (She, Her, Hers): Again staff are usually the first point of contact when it comes to suicide, so, as I mentioned it's going to be important for them to know some statistics related to suicide so going through

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Dr. Rebecca Pianta (She, Her, Hers): some of the research findings that I had mentioned earlier around the prevalence of suicide, that it is the second leading cause of death.

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Dr. Rebecca Pianta (She, Her, Hers): And it's also important to for them to know that suicide factors, suicide is complex, and it usually includes a multitude of different risk factors right? It's not just one event typically

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Dr. Rebecca Pianta (She, Her, Hers): that causes it, it is usually a combination of different stressors from different areas in one's life. So allowing them to know the risk factors, history of abuse, physical illness, prior suicide attempts, relationship problems, maybe

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Dr. Rebecca Pianta (She, Her, Hers): access to harmful means, death in the family, mental health conditions, exposure to bullying, those factors, contributing factors all increase the likelihood of someone being suicidal.

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Dr. Rebecca Pianta (She, Her, Hers): Again, as I had mentioned letting them know the prevalence of it, I had mentioned success earlier, you can also include this.

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Dr. Rebecca Pianta (She, Her, Hers): But it shows that you know LGBTQ youth, we want them to know about our special population that they're not you know just sitting there in our classrooms that some of them are higher elevated levels of risk. So again our LGBTQ letting them know that they're 14 times more likely to to to

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Dr. Rebecca Pianta (She, Her, Hers): attempt suicide or be at risk for suicide and their center youth.

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Dr. Rebecca Pianta (She, Her, Hers): In addition to that our students who are homeless are higher level of risk as well, too, as well as students who are in foster care and students who was out of the home care, such as our juvenile youth

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Dr. Rebecca Pianta (She, Her, Hers): who are in the juvenile justice system.

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Dr. Rebecca Pianta (She, Her, Hers): And then another population that has really high rates of suicide are American Indian, Alaska youth students as well too.

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Dr. Rebecca Pianta (She, Her, Hers): So again, letting them know for those special populations who, vulnerable populations that we really need focus and really keep our eye on and watch over.

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Dr. Rebecca Pianta (She, Her, Hers): I have included a link here to the Trevor website, in case you would like to learn more of how to support our LGBTQ youth, you can link here and it'll take you directly to their website.

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Dr. Rebecca Pianta (She, Her, Hers): It will also be important for them to know that they play an important role right in protecting students

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Dr. Rebecca Pianta (She, Her, Hers): and helping again giving them strategies and helping them be resilient.

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Dr. Rebecca Pianta (She, Her, Hers): So it's important for them to know the protective factors, and that includes being connected with a parent right, having close relationship with their parents, making sure that they

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Dr. Rebecca Pianta (She, Her, Hers): are connected to non parental adults so again those trusting, caring relationships with staff members with them

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Dr. Rebecca Pianta (She, Her, Hers): is going to be important, those factors all increase the likelihood of students not attempting suicide right? High academic achievement,

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Dr. Rebecca Pianta (She, Her, Hers): awareness of access to local health agencies so where they can go get support if needed.

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Dr. Rebecca Pianta (She, Her, Hers): School safety, those students who feel safe, who are being bullied right, having close caring friends, those relationships, that sense of belonging again right, and just overall resiliency, knowing how to overcome any sort of barriers that they may have in neighborhood safety as well too.

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Dr. Rebecca Pianta (She, Her, Hers): If you want further information, want to explore further, I've included some resources specifically specific to risk, as well as protective

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Dr. Rebecca Pianta (She, Her, Hers): protective factors from the Suicide Prevention Resource Center as well as some additional risk factors and warning signs from the American Foundation for Suicide Prevention as well.

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Dr. Rebecca Pianta (She, Her, Hers): Staff education, I had mentioned earlier, is so so important, it's important for them to be able to know the impact and the difference that they make.

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Dr. Rebecca Pianta (She, Her, Hers): So again, letting them know that the more students feel connected to school, the more likely they are to to to to do not attempt suicide or feel suicidal right.

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Dr. Rebecca Pianta (She, Her, Hers): It's important for them to know specifically what to tell students in our district, we use the same ACT acronym of acknowledge care, as well as then tell.

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Dr. Rebecca Pianta (She, Her, Hers): It's important to let them know it's okay to ask the right questions and it doesn't cause suicide, students to feel suicidal right so letting them know, are you thinking of killing yourself, or are you thinking of hurting yourself right.

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Dr. Rebecca Pianta (She, Her, Hers): So, giving them specific language of what to do even role play, I talked about role play with students, role playing with staff is also going to be important as well.

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Dr. Rebecca Pianta (She, Her, Hers): And reminding them not to share secrets when it comes to suicide, do not keep it confidential, making sure that they are disclosing that information

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Dr. Rebecca Pianta (She, Her, Hers): to a mental health staff to be able to ensure that the student gets appropriate support. Some staff members may feel like oh gosh if I tell about

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Dr. Rebecca Pianta (She, Her, Hers): that a student's suicidal after they told me, you know there's going to break their trust it's going to be important, this is something that we do not keep to ourselves, and we have to break

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Dr. Rebecca Pianta (She, Her, Hers): confidentiality when it comes to to to anything suicide related it's going to be super important to tell us about that.

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Dr. Rebecca Pianta (She, Her, Hers): And then, again, they also have myths as adults about suicide so I've included a wide array of different sort of myths that come along with it.

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Dr. Rebecca Pianta (She, Her, Hers): Such as it's it's it's not preventable again letting them know that it is preventable they can make a difference and then letting them know what resources are available.

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Dr. Rebecca Pianta (She, Her, Hers): I've included a link to this particular handout in case you would like to give it to your staff or take and use some of the resources to develop one for yourself you're welcome to do so as well.

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Dr. Rebecca Pianta (She, Her, Hers): When staff has these concerns, once they've identified students, they're going to need to know exactly how do they get the student the support that they need? In our district, we have walk or talk

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Dr. Rebecca Pianta (She, Her, Hers): making sure that the students once they are identified are supervised at all times, they're either walking the student to the office or picking up the phone and calling with some support to ensure that student gets

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Dr. Rebecca Pianta (She, Her, Hers): escorted to the office to be able to get seen by a mental health specialist.

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Dr. Rebecca Pianta (She, Her, Hers): Every year in the beginning of the year, as well as mid-year our counselors are reviewing the counsel referral process with them letting them know kind of what's considered

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Dr. Rebecca Pianta (She, Her, Hers): our urgency level, what's considered low, moderate, emergency and again letting them know, if it's an emergency you're filling out the referral but you're making sure you're getting the

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Dr. Rebecca Pianta (She, Her, Hers): student to a mental health professional as soon as possible. So clearly articulating for that. We've all had that teacher or staff member

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Dr. Rebecca Pianta (She, Her, Hers): at the end of the day after everyone goes home, including the students, gives us a call or send an email saying oh, by the way,

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Dr. Rebecca Pianta (She, Her, Hers): before the student went home they told me that they were thinking of killing themselves.

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Dr. Rebecca Pianta (She, Her, Hers): That's a big, no, no, we want to make sure we're getting ahead of that and making sure right in beginning of the year we're reminding teachers were having it on, I love the infographic because they can always reference it

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Dr. Rebecca Pianta (She, Her, Hers): in case they forget the various different steps so that way they know they're reporting it right away that same day as soon as possible.

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Dr. Rebecca Pianta (She, Her, Hers): In our district, we do a flow chart where we kind of go over with them the steps that happens, making sure that again they're walking, they're talking to students to so that way they're getting the so that way they get assessed,

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Dr. Rebecca Pianta (She, Her, Hers): letting them know about our process that we develop a safety plan with them, as well as if additional support is needed we're calling in for additional support.

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Dr. Rebecca Pianta (She, Her, Hers): As well as the re-entry process if they do get hospitalized because they're there they're really at an elevated risk level.

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Dr. Rebecca Pianta (She, Her, Hers): So, again we created a flow chart you're welcome to do the same, something similar, but I've included these two as examples for you to see what it looks like for sharing with staff.

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Dr. Rebecca Pianta (She, Her, Hers): And within ours I forgot to mention, we also do have a link to the counseling referral at the bottom and letting them know how they can make referrals if necessary.

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Dr. Rebecca Pianta (She, Her, Hers): Staff education is vital, we also know that parents are with their kids all the time right, on weekends, when they leave school to go home, so parent education is really important. Parent education

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Dr. Rebecca Pianta (She, Her, Hers): is not only important for prevention, but it will also equip your parents of what to do in case they're,

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Dr. Rebecca Pianta (She, Her, Hers): in case they experience their child is going through suicidal ideations as well, so it's important again to include risk factors, warning signs, again let them know the protective factors, so that way, hopefully

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Dr. Rebecca Pianta (She, Her, Hers): they're able to help ensure that as many perspective or protective factors are in place and helping them identify the mental health resources that are available in a school setting as well as the community.

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Dr. Rebecca Pianta (She, Her, Hers): Helping them identify the procedures for getting assistance for students who are suicidal both in school, as well as the community again, including the local community emergency contact information.

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Dr. Rebecca Pianta (She, Her, Hers): Again, parents are going to have myths about suicide so it's important to dispel those myths and giving them specific tools and strategies of how to talk to their their their children about suicide.

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Dr. Rebecca Pianta (She, Her, Hers): And how to reduce their teenager's access to lethal means, I mean kind of going over some of those lethal means and ensure

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Dr. Rebecca Pianta (She, Her, Hers): that lethal means safety programs that just walk and talk are available and may be used as well. I've included some additional resources and

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Dr. Rebecca Pianta (She, Her, Hers): for all of you as well, resources specific to families that you can always provide your families and then also the suicidal thinking and threats

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Dr. Rebecca Pianta (She, Her, Hers): helping handout for home. So these are all resources that you are welcome to provide families to get more information, maybe after you do a presentation related to suicide.

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Dr. Rebecca Pianta (She, Her, Hers): One of the things we do is, we like to ensure that our parents have a handy tool, a handy handout available, we give this out at the end of our presentation, as well as if we have a student who's experiencing suicide,

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Dr. Rebecca Pianta (She, Her, Hers): suicidal ideation it goes over again, all the various different things I disclosed, warning signs, risk factors that I shared earlier.

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Dr. Rebecca Pianta (She, Her, Hers): As well as things that they could do, really listen in, assess for suicide risk, listen without judging, asking open ended questions,

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Dr. Rebecca Pianta (She, Her, Hers): taking those actions immediately, making sure that student is the child their child is supervised so reminding of them, reminding them of that.

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Dr. Rebecca Pianta (She, Her, Hers): And again same thing it's going to be important to go through the the if you have the capability if you're doing a presentation, you have time,

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Dr. Rebecca Pianta (She, Her, Hers): role playing it with them so that way they know. I had mentioned earlier that the myths, these are the same myths that we had for, similar myths that we have for the teachers

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Dr. Rebecca Pianta (She, Her, Hers): specifically, what to do if their child is suicidal and community resources and who to contact. Again as a resource for all of you I've included the link to this handout here as well, that you could take and feel free to use or you could use any aspect of it for developing yours as well.

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Dr. Rebecca Pianta (She, Her, Hers): Well, that concludes ,we've reviewed ways in which you can create a positive school climate, build strong, healthy, supportive relationship with students,

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Dr. Rebecca Pianta (She, Her, Hers): as well as the various different components of suicide prevention education for students and how to promote suicide prevention across your campus. We've also reviewed components of staff education

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Dr. Rebecca Pianta (She, Her, Hers): as well as components of parents/guardian community education as well too. There are a wide array of different resources available tied in, related to suicide prevention, intervention and postvention on the Virginia Department of Education web page that you're more than welcome to visit

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Dr. Rebecca Pianta (She, Her, Hers): to learn more. Thank you so much for joining me today, hope to see you for our next series on suicide intervention.


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Edited VDOE Module 1 Suicide Prevention VTT File (1)

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It Ends with Us: Teen Dating Violence Module 1 for School Counselors

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It Ends with Us: Fostering Resilience Mod.3 for School Counselors

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It Ends With Us,  Impact of Family Violence on Children and Adolescents  Mod 2 for School Counselors

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Youth Suicide Prevention Module 3 (School Counseling Relicensure)

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VDOE Module 2 Suicide Intervention Part 1 Recording

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Suicide Prevention Module 1 (School Counseling Relicensure)