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Comprehensive School Suicide Prevention in a Time of Distance Learning

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Comprehensive School Suicide Prevention in a Time of Distance Learning

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National Association of School Psychologists (NASP)

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If you are currently dealing with a suicidal child or adolescent consider contacting the National Suicide Prevention Lifeline at 1-800-273-TALK or the Crisis Text Line, which can be reached by texting "HOME" to 741741. If you think a youth is at immediate risk of suicide, call 911 immediately for help. Ensure the entire school community is aware of these suicide prevention resources.
There are good reasons to believe that a global pandemic will influence suicide risk. Specifically, the need for physical distancing may increase a sense of social isolation. Uncertainty about the circumstances of the pandemic may generate fear and worry about the future. Further, its effects on the ability to work and bring home paychecks will likely increase economic distress within families. Lack of consistency in routines or structure in the day may heighten feelings of being out of control and unable to cope. Combined, these factors will likely affect the severity of pre-existing anxiety and depression, lead to more alcohol and substance abuse, and increase domestic violence. Given these observations, the need for school psychologists to continue to offer comprehensive suicide prevention is clear. However, doing so when youth are not attending brick and mortar schools requires knowledge of a range of telecommunication options, basic telehealth competence, and an appreciation of the unique challenges and opportunities of telehealth. This document begins to provide such guidance as well as recommended suicide prevention, intervention, and postvention strategies.

Basic Assumptions

Regardless of the delivery platform there are certain suicide prevention tenets, protocols, and procedures to which we must attend. As listed in Table 1, there are a variety of international, national, and federal agencies and associations that provide such guidance.

Table 1. Agencies and Associations Offering Suicide Prevention Guidance

Some of the more important principles of school suicide prevention (that must be attended to regardless of service delivery platform) are offered here. Specifically, school suicide prevention, intervention, and postvention efforts must:

1. Recognize that suicide can be a 24/7 challenge and that schools (and school-employed mental health professionals) do not operate around the clock. School suicide prevention must have clearly articulated connections to community resources. Schools cannot address the challenges of suicide prevention on their own. Collaboration is essential.

2. Be viewed through both developmental and cultural lenses.

3. Be shared with the school community (often via district and school webpages). School websites should include links to resources that promote mental wellness and support suicide prevention (e.g., National Suicide Prevention Lifeline, Crisis Text Line).

4. Make use of (or create) electronic access to established protocols (or work to refine and clarify existing procedures) that allow members of the school community to promptly bring youth at risk for suicide to the attention of school-employed mental health professionals.

5. Employ clear guidelines for how school-employed mental health professionals and their administrators, supervisors, and interns respond to the challenge of youth who are suicidal. These guidelines should include specific guidance on how to document and report suicide prevention activities.

6. Recognize that youth are more susceptible to suicide contagion than other age groups (and that social media can fuel contagion).

7. Appreciate that school staff members are subject to the same suicide risk factors as their students. Thus, there is a need to be attentive to suicide warning signs among school staff members.

8. Recognize that school psychology interns and fieldworkers require supervision and ready access to supervisors.

Virtual Service Delivery Platforms

Even when not in a brick and mortar school, there are a number of different ways in which school-employed mental health professionals can connect with students and provide school psychological services. Key to ensuring as equal access to these services as possible is knowledge of a range of communication options, the most basic of which is the telephone. Other telecommunication options that might be employed to connect with students include Apple FaceTime, Facebook Messenger video chat, Duo Mobile, Google Hangouts Meet, Skype, and Zoom. Specific options that are HIPPA compliant include VSee and doxy.me. It is important to note the U.S. Department of Health and Human Services has offered that telehealth can be provided via these platforms "... without risk that OCR might seek to impose a penalty for noncompliance with the HIPAA Rules related to the good faith provision of telehealth during the COVID-19 nationwide public health emergency" ( HHS.gov, para. 6).

Telehealth Considerations

Among the first things school-employed mental health professionals should do as they consider service delivery via one or more of the telecommunication options is to acquire knowledge about this service delivery method. Table 2 provides a listing of resources available through NASP that promote such learning. Table 3 provides additional resources.

Table 2. NASP Guidance on Telehealth and Virtual Service Delivery

Table 3. Telehealth and Virtual Service Delivery Resources

Before initiating any form of telehealth, familiarity with state telehealth laws is important, and consultation with school district legal counsel is advised. At a minimum, when using telehealth it is important to obtain informed consent, and when doing so to notify students and their primary caregivers of the privacy risks of virtual service delivery. Always strive to make use of available privacy and encryption tools and ensure the highest degree of confidentiality possible (e.g., avoid the use of public internet connections). In addition, school-employed mental health professionals should strive to ensure that not only is their physical service delivery space private, but they should also know the physical location of the student and work to ensure that they have privacy as well. Encouraging the use of headphones with a microphone will give more privacy (and will also cut down on background noise). Especially when delivering high stakes services, such as suicide prevention activities, account for the possibility of telecommunication failure and have back-up communication options (e.g., if using Zoom and your internet connection becomes unstable, then have a cell phone and/or land line that could be called). This should include how to contact any primary caregivers that might be in the home.

Finally, whenever making these services available, schools must work to ensure equal access for all students. Specifically, school-employed mental health professionals must ensure that students with disabilities are able to access these services (see the U.S. Department of Education for more information). In addition, service providers must work to identify and account for youth on the opposite side of the "digital divide," and use appropriate telecommunication options (e.g., telephones). An especially challenging group is homeless youth, and when meeting their needs collaboration with community mental health is essential.

Suicide Prevention

These include activities that promote mental wellness, and proactively provide guidance that mitigates danger associated with suicidal ideation. Examples of the opportunities and challenges of using telecommunications to provide suicide prevention are offered in Table 4. This is followed by a discussion of recommended practices.

Table 4. Suicide Prevention Telehealth Opportunities and Challenges

Promotes connectedness and reduces feelings of isolation

Efficiently shares suicide prevention messages with the entire school community (while maintaining physical distancing requirements)

Provides prevention documents and resources (e.g., hotlines, text lines, means restriction, mental health guidance)

Promotes collaboration with community service providers (geographic boundaries are minimized)

Effective platform for psychological education (e.g., social-emotional learning) that promotes mental wellness and builds resiliency

Empowers teachers and other caregivers with knowledge of risk factors and warning signs, and how to address suicidal thoughts and behavior

Reduced stigma associated with asking for mental health services

Ensuring safe messaging; might be viewed as giving excessive attention to suicide and, in doing so, romanticizing/glorifying suicidal behavior

Knowing the exact location of youth and their caregivers when delivering lessons

Social media can:

1. increase risk of exposure to a death by suicide

2. give access to suicide images or methods that may normalize suicidal behavior and increase contagion

3. give excessive attention to events that precipitate suicide death and increase contagion

Meeting the needs of youth who do not have internet connections

Homeless youth, those in foster care, and those without access to the internet or computer will not benefit

Unreliable/unstable internet connections

Requires backup communication plans (e.g., phone numbers)

May be in living situation where space is an issue

Recommended virtual suicide prevention practices. Just as would be done in a brick and mortar school, virtual suicide prevention service delivery should identify and assertively support vulnerable populations (e.g., those exposed to suicidal behavior; known to be challenged by mental illness, disabilities, and bullying/cyberbullying; with housing insecurity and who are homeless; with trauma histories; and with histories of nonsuicidal self-injury). LGBTQ+ students can be a high-risk group, especially if they view access to important social supports as no longer available, particularly if they are experiencing parental rejection or peer victimization. For this population, consider encouraging access to The Trevor Project. School-employed mental health professionals should work to identify and activate available protective factors that will serve to increase resiliency among these populations.

Virtual suicide prevention should involve promoting access to resources that support mental wellness, as well as those that address mental illness and give specific guidance on suicide prevention. Continue to provide social and emotional learning opportunities (and look to CASEL for guidance on such during the pandemic). Whenever providing direct instruction, always begin each lesson by identifying where students are located and the availability of parents and other caregivers, and ensure a back-up communication options are available if technology fails during sensitive conversations (e.g., a student has expressed behavior associated with any degree of lethality). It would be important to have the ability to subtly, but assuredly remove a student who is presenting with any degree of lethality from the lesson (and to provide them with the appropriate individual services). In addition, consider reposting NASP's guidance on addressing anxiety and anxiety disorders and Preventing Youth Suicide, and consider making use of the comprehensive collection of resources that can be found in Helping Handouts: Supporting Students at School and Home. For example, Suicidal Thinking and Threats: Helping Handout for Home is available from the NASP webpage.

Addressing stress and promoting mental wellness can be supported by the use of smartphone apps, and a resource for selecting mental health apps can be found at PsyberGuide. Similarly, telecommunication technology can be used to create a virtual circle of care for at-risk youth that includes trusted adults. In addition, telecommunication can be used to facilitate connections among students within prosocial peer groups.

Finally, it continues to be important (arguably more important) to educate students and their caregivers about the risks of social media (e.g., cyberbullying). In addition, to minimize risk of romanticizing and glorifying suicide, whenever presenting lessons specific to the topic of suicide do so with small and naturally occurring groups (e.g., established classroom groupings). In addition, encourage teachers to remain vigilant to the potential negative impact of lessons involving the topic of suicide on sensitive students.

Suicide Intervention

These include activities that address the immediate risk associated with the student who has suicidal thoughts. Examples of the opportunities and challenges of using telecommunications to provide suicide intervention are offered in Table 5. This is followed by a discussion of recommended practices.

Recommended virtual suicide intervention practices. Virtual suicide intervention necessitates that youth who have suicidal thoughts are brought to the attention of school-employed mental health professionals. This requires implementation of many of the suicide prevention strategies identified above. In particular, students themselves, as well as teachers, need to know exactly what to do when a student is suspected of having suicidal thoughts.

Another prerequisite to virtual suicide intervention is for service providers to have a complete understanding of the 24/7 emergency services in their area, and who to contact should there be risk of suicidal behavior. In addition, before attempting to initiate any suicide intervention, service providers should document exactly when the intervention began and ended, the physical location of the student (i.e., street address, room wherein they are communicating from), as well as that of their primary caregivers. Ideally, primary caregivers have given at least verbal permission to offer this service, are readily physically available to their child, and can support the potential need to eliminate access to suicide methods (e.g., removing firearms from the home). However, because suicide intervention is crisis intervention, parental consent is not required and the absence of parents should not prevent a suicide intervention. That said, school districts are encouraged to consult their legal counsel regarding how to manage these situations. Further, back-up modes of communication should always be established and employed in the event of virtual technology failures (e.g., a telephone number to call if an internet or cell phone connection is lost). The greater the number of alternative communication options available the better.

Table 5. Suicide Intervention Telehealth Opportunities and Challenges

Potential for real-time connection with primary caregivers

Hotlines and crisis text lines readily available (and have been shown to be helpful to those who choose to use them)

Real-time collaboration with community service providers (geographic boundaries are minimized)

Improved collaborative relationships with agencies that can respond directly to a student's home (e.g., law enforcement and social service agencies)

Many virtual platforms operate 24/7, and school is not a 24/7 resource

Knowing the exact location of youth and their caregivers

Responding when suicidal behavior is imminent

Responding when caregivers are not available

Addressing firearms in the home

Developing and monitoring safety plans

Teachers' ability to address lethality when it is identified during instruction

Obtaining consent to access confidential medical information

See FERPA, Disclosure of information in health and safety emergencies

Addressing student re-entry into the virtual classroom

Meeting the needs of youth who do not have internet connections

Homeless youth, those in foster care, and those without access to the internet or a computer will not benefit

Unreliable/unstable internet connections

Privacy may be difficult

May be in living situation where space is an issue

Whenever initiating a virtual suicide intervention, appreciate that safety planning is essential. Whenever suicidal thinking is identified, a safety plan should be among the most immediate topics discussed. The apps My3, Virtual Hope Box, and A Friend Asks might be useful when developing such a plan. And just as would be the case in a brick and mortar school, should there be any risk for suicidal behavior, strive to maintain constant visual (or at least verbal) contact with the student until the appropriate 24/7 resources (e.g., primary caregivers) are activated. Other electronically available resources that can support suicide risk assessment include the Columbia Suicide Severity Rating Scale ( C-SSRS; particularly the short form) and SAMHSA's Suicide Safe Mobile App.

Whether provided in a school building or via telehealth connection, the school suicide intervention is necessarily a collaborative process, and school-employed mental health professionals should never be put in the position of going it alone. This is especially true for school psychology interns, practicum students, and fieldworkers. To the extent they are continuing to provide school psychological services, it is essential that they have immediate access to supervision.

It is important to consider how to interface with the treatment that is typically the result of a school suicide risk assessment. School-employed mental health professionals need to be able to obtain parental consent to monitor treatment and be able to facilitate school re-entry (even if the student is returning to a virtual classroom). Finally, as with any school psychological service, suicide intervention is a skill that requires ongoing professional development, and service providers should seek out such training (for example, the LivingWorks Start training).

As this special form of crisis intervention has the dual goals of intervening to help students cope with an extreme traumatic stressor and of minimizing suicide contagion (i.e., it is both prevention and intervention) many of the opportunities and challenges offered in Tables 4 and 5 are applicable. Examples of additional unique opportunities and challenges of using telecommunications to provide suicide postvention are offered in Table 6. This is followed by a discussion of recommended practices.

Table 6. Suicide Postvention Telehealth Opportunities and Challenges

Monitoring social media and virtual platforms helps to identify at-risk youth

Social media fuels suicide contagion

Addressing memorials and memorial webpages

Family outreach

The ability to identify and connect with affected or traumatized students

For more information on suicide prevention and intervention for schools and on COVID-19, visit NASP's COVID-19 Resource Center at www.nasponline.org/COVID-19.
Recommended virtual suicide postvention practices. As is the case for suicide intervention, suicide postvention is a skill that requires ongoing professional development, and service providers should seek out such training (for example, the American Foundation for Suicide Prevention and Suicide Prevention Resource Center's After Suicide: A Toolkit for Schools provides critical guidance for schools addressing the aftermath of a suicide death). This guidance is applicable regardless of the service delivery method. That said, special attention should be given to providing services to small groups of students who are judged to have significant coping difficulties and/or to be at risk for suicidal behavior. Large group virtual meetings or assemblies should be avoided. Social media should be monitored, not only to help identify individuals at-risk for suicide, but also for the presence of virtual memorials. As is the case for any memorial developed after a suicide death, strive to make sure that they focus on the promotion of mental wellness and the prevention of future suicides (and do not romanticize or glorify the suicide victim or suicide death). Finally, virtual connections to the family of a suicide victim are not preferred. After attending carefully to local physical distancing requirements, school suicide postvention should determine if a home visit is possible and appropriate.

Contributors: Richard Lieberman, Melinda Cruz, Rob Coad, Stephen Brock

© 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org.

Please cite this document as: National Association of School Psychologists (2020). Comprehensive suicide prevention in a time of distance learning (Handout).

[1] When initiating virtual suicide prevention, it might be helpful to consider guidance offered by NASP specifically intended to support the school-employed mental health professional's response to the pandemic. These resources include Preparing for Infectious Disease Epidemics and The PREPaRE Model, Crisis Intervention, and Global Pandemic.

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Comprehensive School Suicide Prevention in a Time of Distance Learning

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If you are currently dealing with a suicidal child or adolescent consider contacting the National Suicide Prevention Lifeline at 1-800-273-TALK or the Crisis Text Line, which can be reached by texting "HOME" to 741741. If you think a youth is at immediate risk of suicide, call 911 immediately for help.

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Suicide is a serious public health problem that causes pain, suffering, and can have a profound effect on the entire community. Suicide is one of the top 10 causes of death in the United States and the second leading cause of death for youth age 10 to 24.

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YSPAC Recommended Resources to Explore for Schools

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YSPAC Recommended Resources to Explore for Schools

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YSPAC Back to School Resources - 2020 flyer

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Model School Policy on Suicide Prevention

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Model School Policy on Suicide Prevention

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model school policy on suicide prevention

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NJ Traumatic Loss Coalitions for Youth

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Traumatic Loss Coalitions for Youth Program (TLC)

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Since 2000, the TLC has been providing support to communities affected by traumatic events such as homicide and illness; the most difficult being suicide. Suicide is one of the leading causes of death in New Jersey for ages 15-24.

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SPRC Director Elly Stout calls for increased equity and inclusion in the suicide prevention field.

SPRC has compiled a selection of web pages and information sheets on mental health and coping with the effects of COVID-19.

This two-page resource offers information to help anyone, anywhere get involved in Suicide Prevention Month.

Stay Connected!

The Weekly Spark

Suicide prevention

takes place in many settings

Suicide prevention

takes place in many settings

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SPRC Director Elly Stout calls for increased equity and inclusion in the suicide prevention field. SPRC has compiled a selection of web pages and information sheets on mental health and coping with the effects of COVID-19. This two-page resource offers information to help anyone, anywhere get involved in Suicide Prevention Month.

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American Foundation for Suicide Prevention

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American Foundation for Suicide Prevention

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American Foundation for Suicide Prevention

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Find a list of American Foundation for Suicide Prevention programs that you can bring to your school or university

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Preparing for Virtual School Suicide Assessment_Checklist

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Society for the Prevention of Teen Suicide

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Society for the Prevention of Teen Suicide

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As an educator, we know you often identify students in your classroom who, for one reason or another seem vulnerable or at risk. But how do you know if what you're seeing is part of the normal ups and downs of adolescence or something more severe?

The strategies we suggest for addressing your concerns are simple: When you observe changes in a student's behavior, pay attention. If the changes concern you, talk with the student if you're comfortable doing so. Feel free to consult your school's resources staff about your observations. Your role in youth suicide prevention is critical-staff who have been educated and have an awareness of youth suicide are a school's greatest prevention resource! SPTS has developed a two-hour suicide awareness training program. For more information about this and our other training materials, please contact us at info@sptsusa.org

ONLINE TRAINING AVAILABLE

ACT on FACTS is an updated version of the Best Practices, free, online training for educators Making Educators Partners in Youth Suicide Prevention offered by the Society for the Prevention of Teen Suicide. It provides two hours of professional development credit to educators at the discretion of your local school district, but is open to anyone who is interested in reviewing current strategies for youth suicide prevention in schools.

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Suicide Prevention Information for Educators | Society for the Prevention of Teen Suicide

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As an educator, we know you often identify students in your classroom who, for one reason or another seem vulnerable or at risk. But how do you know if what you're seeing is part of the normal ups and downs of adolescence or something more severe?

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Teens & Suicide: What Parents Should Know

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Teens & Suicide: What Parents Should Know

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American Foundation for Suicide Prevention

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As a parent, you can approach suicide prevention in the same way you do other safety or health issues for your children. By educating yourself, you can learn what puts kids at greatest risk for suicide - and what protects them most strongly.

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Should parents be concerned about teen suicide?

Suicide is in the news and in popular entertainment now more than ever, especially in regard to teens. You can play a role in building up your child's mental health simply by becoming aware of the risk factors and warning signs that can lead to suicide, making yourself available to your child, knowing how to practice having a caring conversation, and being aware that help is always available.

The facts

There were approximately 100,000 teen (15-19 year-olds) suicide deaths over the 40 year period between 1975 through 2015, the most recent year covered by the study.

Boys take their lives at 3-4 times the rate of girls. The suicide rate for teen boys saw a rise that peaked in the late '80s and early '90s, then lowered in the late '90s and early 2000's. This may be attributed to pediatricians increasingly taking on the role of treating depression. However, the rate has unfortunately been rising again since 2006.

The suicide rate for teen girls had a similar but less dramatic pattern. There has been an increase for girls over the last 10-12 years.

It's worth noting there are fluctuations in suicide rates of all age groups over time. Youth rates remain significantly lower compared to every older age group.

Learn more about suicide

Additional resources

Risk factors and warning signs

While there is no single cause for suicide, there are risk factors and warning signs which may increase likelihood of an attempt. Learn what to look out for to keep your child or children safe.

More Than Sad

The More Than Sad program shows you how to recognize signs of depression and other mental health problems, initiate a conversation about mental health with your child, and get help.

Find a mental health professional

Who is a mental health professional, and how can they help? Find mental health providers in your area.

LGBTQ crisis and support resources

LGBTQ crisis hotlines and support resources.

What can I do to protect my teen or tween from suicide risk?

As a parent, you can teach and model healthy habits for mental health just as you would with physical health. Taking care of your own mental health, talking about it openly, and seeking therapy when warranted is one way to model healthy practices.

If your child sees you approaching your own challenges and learning for your own mistakes in an open way, they will understand that it's okay to struggle and to learn from mistakes. They may develop flexibility and compassion for their own missteps - possibly even empathy for others, seeing how you navigate challenging times. They will also understand that life is messy and challenging for everyone at different times.

Check in with your child regularly, beyond just day-to-day tasks such as homework. You can learn how to invite deeper conversations through further guidance listed on this page.

If your child has a history of depression, anxiety, suicidal thoughts, self-harm or substance use, you should monitor them more closely, and consider involving a professional, either at key times, or for the longer term for more chronic conditions.

How can I tell if my child is behaving like a normal teenager - i.e. moody, etc. - or if there might be something wrong?

When children hit puberty, there are changes in their body and brain that can and do lead to behavioral changes. But there is a normal range which can manifest as moodiness, irritability, and pushing you away. This is a natural part of adolescent development. What should be concerning is if you notice indications of hopelessness or worthlessness, a withdrawal from friends and activities, or suicidal thinking or behavior. These are not typical manifestations for teenage angst.

You know your child. You know their usual patterns, their common reactions to frustration and challenges, and what their good days and bad days look like. Trust your instincts if their behavior goes beyond these usual patterns of behavior. It could be just the tip of the iceberg of possible changes in their physical or mental health. It's worth engaging them in conversation to get a fuller understanding of what they are experiencing so you can provide support, and get a better sense of how severe it is.

If your teen or tween's sleep, energy, appetite, motivation, substance use, and frustration aren't bouncing back to normal after a few days, have them see their pediatrician or a mental health practitioner.

How can I talk to my teen about mental health and suicide?

Don't be afraid to have a conversation with your child about mental health and suicide. Ask your child how they're doing, what's happening in their world these days, and what their concerns are. It can start simply by asking, "Are you okay?"

Listen intently and without judgment. Ask open-ended questions, i.e. those that cannot be answered with a simple yes or no. Resist the urge to offer quick fixes or solutions to their challenges, which tends to shut down further dialog. Validate and support their feelings.

Follow their cues, and say things like, "Tell me more about that. I'd love to understand more about what that's like for you. When he said that/did that to you, how did that make you feel?"

Should I use the same approach for different age groups, i.e. tweens (ages 8 to 12) or teens (13 to 17)?

The approach is very similar for tweens and teens, but with changes in language based on their level of sophistication and self-awareness. Use language that makes sense to your child, given their age, development, and what you know of how they think about things.

For a young child, you can ask about physical symptoms like stomach aches, and changes in feelings like getting upset or angry more lately. If it seems to you that they feel hopeless, trapped or overwhelmed - then ask if they ever think about hurting themselves or ending their life.

For older children, or kids who have demonstrated they are aware of their own thoughts and feelings, ask about their perceptions, as well as other symptoms like sleep problems, mood changes, and feelings of hopelessness, or of feeling trapped or overwhelmed.

What if they don't want to talk?

If your child isn't ready to talk, leave the invitation open for later by saying, "Whenever you want to talk, I'm here to listen and support you." You could add "I won't judge, and I'll never stop supporting you, no matter what challenges you face."

The likelihood is that your child will open up when you least expect it, sitting side-by-side rather than face-to-face, in the car or engaged in some other activity together.

When your teen starts to open up, be careful not to fall into the trap of jumping in with a solution or by saying, "You should..." or "Why didn't you..."

What if I'm concerned my child is thinking about suicide?

If your child is talking about any level of distress, do not hesitate to ask them whether they're feeling changes in their mood or level of stress, or having suicidal thoughts. Asking your child directly about suicide will not increase their risk, or plant the idea. It will create an opportunity to offer support, and let them know you care enough to have the conversation.

You can say, "It sounds like you've been dealing with a lot lately. Does it ever get so tough that you think about ending your life?"

If your child gives any indication they have been thinking about suicide (unless they are in the act of self-harming) take them seriously. Continue to listen and engage in a caring, concerned, supportive manner. You can say things like, "Can you say more about that? I'm so sorry you've been feeling this way. I want to understand more about your perspective. I'm here for you no matter what. There is no problem too big that we as a family can't get through. I'm going to keep supporting you and will also make sure you get the help you need to feel yourself again."

Talk with your child about how to seek help. If you fear they may be at risk, get professional help right away.

Let them know you'll be there for them no matter what, that your love is unconditional, and that you'll help them get the support they need to get through this challenging time.

In a crisis situation, call the National Suicide Prevention Lifeline at 1-800-273-TALK or text the Crisis Text Line by texting 'TALK' to 741741 to speak or text with a trained counselor who can provide guidance on the most appropriate next steps and resources. Calling 911 is best for situations when self-harm is occurring or is about to occur.

For help finding a Mental Health Professional, consult with your child's pediatrician, call your insurance, or use this treatment finder.

What if my child knows someone who has taken their life? How do talk with them?

It is important as a parent to be there for your child if a friend or a classmate has died by suicide. You can find specific guidance in AFSP's Children, Teens, and Suicide Loss booklet, written in partnership with the Dougy Center, The National Center for Grieving Children & Families.

The booklet can be viewed online here.

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© 2022 American Foundation for Suicide Prevention. All rights reserved.

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Teens and suicide: What parents should know

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As a parent, you can approach suicide prevention in the same way you do other safety or health issues for your children. By educating yourself, you can learn what puts kids at greatest risk for suicide - and what protects them most strongly.

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Disclaimer: 2NDFLOOR is a youth helpline designed to listen, help and guide youth in addressing challenges. Periodically, calls may be monitored for quality assurance and training purposes. You are assured anonymity and confidentiality, except in life-threatening situations. When receiving such an emergency phone call, 2NDFLOOR staff will initiate emergency call - trace procedures (within the capability of currently available technology) for police intervention.

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PDF version of this page

Type: Program/Practice, Education/Training Program

Organization: Society for the Prevention of Teen Suicide

ACT on FACTS is an updated version of the school-based suicide awareness program "Making Educators Partners in Suicide Prevention". Like its predecessor, ACT on FACTS is a two-hour online interactive training program, designed in a series of modules. It addresses the critical but limited responsibilities of educators in the process of identification and referral of potentially suicidal youth. It focuses on the practical realities and challenges inherent in the school setting through a variety of training formats that include lecture, question and answer with content experts, interactive exercises and role plays. In addition to its other content, the program highlights four categories of youth who may be at elevated risk for suicide: youth involved in bullying, LGBTQ youth, gifted youth, and students being reintegrated back into school after a suicide attempt. The training includes optional content that addresses suicide in elementary and middle schools. There is also an additional module that includes the stories of individual survivors of suicide loss as well as a high school that experienced an episode of contagion. The focus in telling these stories is to highlight the importance of emphasizing resilience and protective factors after a loss event.

The program is adapted from the educator component of LIFELINES: A School-based Program for Suicide Prevention initially developed in 1989 by John Kalafat and Maureen Underwood. It incorporates material from the previous Making Educators Partners in Youth Suicide Prevention training as well as current data about risk, warning signs, and populations at higher risk. The segment on LGBTQ youth was developed in partnership with The Trevor Project and the section on bullying was created in conjunction with the Olweus Bulling Prevention Program. Content was also developed with input from survivors of suicide loss and those with lived experience.

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Making Educators Partners in Youth Suicide Prevention: ACT on FACTS

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PDF version of this page Type: Program/Practice, Education/Training Program Organization: Society for the Prevention of Teen Suicide ACT on FACTS is an updated version of the school-based suicide awareness program "Making Educators Partners in Suicide Prevention". Like its predecessor, ACT on FACTS is a two-hour online interactive training program, designed in a series of modules.

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Disclaimer: 2NDFLOOR is a youth helpline designed to listen, help and guide youth in addressing challenges. Periodically, calls may be monitored for quality assurance and training purposes. You are assured anonymity and confidentiality, except in life-threatening situations. When receiving such an emergency phone call, 2NDFLOOR staff will initiate emergency call - trace procedures (within the capability of currently available technology) for police intervention.

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Support for families and caregivers

Find community resources and supports tailored to your specific needs.
If you are involved in an immediate life-threatening situation, emergency, or any serious behavioral health problem that, if not given immediate professional attention, could lead to your child being harmed or possibly harming someone else, please dial 911.
If you are in crisis, please also consider calling the National Suicide Prevention Lifeline (1-800-273-8255) or the New Jersey Hopeline (1-855-654-6735).

Additional resources

Please note: PerformCare posts these links for informational purposes only. These external web sites are maintained by organizations over which PerformCare and the New Jersey Children's System of Care exercise no control. PerformCare and the NJ Children's System of Care expressly disclaim any responsibility or endorsement for the content, the accuracy of the information and/or quality of products or services provided by or advertised by these third-party websites. PerformCare and the NJ Children's System of Care do not control, endorse, promote, or have any affiliation with any web site listed unless expressly stated herein.

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Find community resources and supports tailored to your specific needs. If you are involved in an immediate life-threatening situation, emergency, or any serious behavioral health problem that, if not given immediate professional attention, could lead to your child being harmed or possibly harming someone else, please dial 911.

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NJ Traumatic Loss Coalitions for Youth

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Traumatic Loss Coalitions for Youth Program (TLC)

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Since 2000, the TLC has been providing support to communities affected by traumatic events such as homicide and illness; the most difficult being suicide. Suicide is one of the leading causes of death in New Jersey for ages 15-24.

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AFSP - NJ Chapter

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American Foundation for Suicide Prevention

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The New Jersey Chapter is fueled by the mission to save lives by providing education and support to the Garden State.

The grassroots work we do focuses on eliminating the loss of life from suicide by: delivering innovative prevention programs, educating the public about risk factors and warning signs, raising funds for suicide research and programs, and reaching out to those individuals who have lost someone to suicide.

As a part of AFSP's growing nationwide network of chapters, we bring together people from all backgrounds who want to prevent suicide in our communities. Families and friends who have lost someone to suicide, vulnerable individuals, mental health professionals, clergy, educators, students, community/business leaders, and many others energize our chapter.

Volunteering with the New Jersey Chapter

We always welcome new volunteers. If you are interested in volunteering with us, please fill out the form below:
https://afsp.wufoo.com/forms/volunteer-application-new-jersey/
Weekly Quote
"Nothing can dim the light which shines from within." - Maya Angelou
For Urgent Assistance
If you or someone you know is in distress, please contact the National Suicide Prevention Lifeline for free confidential support and resources for prevention: 1-800-273-8255

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The New Jersey Chapter is fueled by the mission to save lives by providing education and support to the Garden State. The grassroots work we do focuses on eliminating the loss of life from suicide by: delivering innovative prevention programs, educating the public about risk factors and warning signs, raising funds for suicide research and programs, and reaching out to those individuals who have lost someone to suicide.

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Society for the Prevention of Teen Suicide

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Society for the Prevention of Teen Suicide

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A list of valuable resources for staying mentally strong and safe during the COVID-19 crisis. This article includes resources for youth, parents, and educators/counselors to utilize during this difficult and scary time, such as:

Important hotlines and helplines.

Tips for surviving quarantine.

Dealing with COVID-19 anxiety and stress.

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The Society for the Prevention of Teen Suicide | Teen Suicide Prevention

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A list of valuable resources for staying mentally strong and safe during the COVID-19 crisis. This article includes resources for youth, parents, and educators/counselors to utilize during this difficult and scary time, such as: Important hotlines and helplines. Tips for surviving quarantine. Dealing with COVID-19 anxiety and stress.

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We give educators the tools to create meaningful discussions about depression

Adolescent depression lives in the shadows. Young people facing it feel isolated and dangerously alone. We help schools create hopeful dialogue so students can talk to each other, to their parents, to their teachers, and to counselors.

Educator Support

As a school partner, we can work with you to make the most of the Erika's Lighthouse programs and help you customize the programs for your school.
How we can support you
Authentic and Accessible Classroom Programs

Our easy-to-implement classroom programs are the product of years of conversations with educators, social workers, and especially teens. Programs are designed to:

Reduce stigmaby dispelling myths

Promote early identification in oneself and others

Encourage early intervention by peers and teachers

Access our programs
We provide teens and parents with a message that instills hope and resources to find help

Teen Depression Toolbox

Worrying that you or someone you love has depression can be overwhelming. You are not alone. Hope and help are possible and it all starts with a little education.
Visit the Toolbox
From Tragedy, Hope

Erika's Lighthouse: A Beacon of Hope for Adolescent Depression was founded in 2004 by Virginia and Thomas Neuckranz after their daughter Erika lost her life to depression. In order to avoid another loss in the community, they founded Erika's Lighthouse with the goal of creating educational materials to Get Depression Out of the Dark.

With help from the community, and from donors nationwide, we've grown and expanded our mission across the country. We know that working together, we can save lives.
Read the story about Erika's Lighthouse
Our school has partnered with Erika's Lighthouse for several years, and I am always impressed with the quality of materials that they produce. Talking about depression can make both teachers and students uncomfortable, but the Erika's Lighthouse programs are designed to decrease the negative attitudes of depression. The programs provide an opportunity for conversations about how students can contribute to a positive mental health culture in their school and community.

Physical education is required in schools, but what about mental health? Last Fall, New York and Virginia became the first two states to implement a new law which mandates mental health education in schools. This Summer, Florida also made mental health classes...

It's been an incredible 15 years and we want to share with you Peggy Kubert's, Director of Education, acceptance speech for "The Beacon Award," which she gave at this year's gala! I am honored and proud to have played a part in the shaping of Erika's Lighthouse for...

Erika's Lighthouse is celebrating its 15 year anniversary! I can't believe how much we've grown over the years. In 2004, after the loss of their daughter Erika, founders Ginny and Tom Neuckranz set out to prevent this from ever happening to another child. In April...

Donate to Erika's Lighthouse

Your donation helps us provide school programs free of charge and Get Depression Out of the Dark.
Donate Today

Physical education is required in schools, but what about mental health? Last Fall, New York and Virginia became the first two states to implement a new law which mandates mental health education in schools. This Summer, Florida also made mental health classes...

It's been an incredible 15 years and we want to share with you Peggy Kubert's, Director of Education, acceptance speech for "The Beacon Award," which she gave at this year's gala! I am honored and proud to have played a part in the shaping of Erika's Lighthouse for...

Erika's Lighthouse is celebrating its 15 year anniversary! I can't believe how much we've grown over the years. In 2004, after the loss of their daughter Erika, founders Ginny and Tom Neuckranz set out to prevent this from ever happening to another child. In April...

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A Beacon of Hope for Adolescent Depression | Erika's Lighthouse

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Adolescent depression lives in the shadows. Young people facing it feel isolated and dangerously alone. We help schools create hopeful dialogue so students can talk to each other, to their parents, to their teachers, and to counselors.

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Attitudes In Reverse ® has provided our students with a most important resource. Due to the work of the AIR volunteers, our students know that they are not alone. They learn that the stigma associated with mental illness need not close them off from normal functioning....from happiness. There are people out there who will listen and help them when all seems lost. AIR tells them that they can...that they deserve the help they need.

Mrs. Baker has related to me emails from our students thanking them for opening their eyes to the resources available, and perhaps more importantly, how to be that good listener for others. We hope to continue our relationship with AIR in the future for the benefit of our students.

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Attitudes In Reverse ® has provided our students with a most important resource. Due to the work of the AIR volunteers, our students know that they are not alone. They learn that the stigma associated with mental illness need not close them off from normal functioning....from happiness.

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Click here for NJ State Reporting form for Youth Suicide Deaths and Attempts

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Help someone that may be thinking of suicide with these 5 steps.

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Society for the Prevention of Teen Suicide

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Society for the Prevention of Teen Suicide

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We know there may be many reasons for your visit to this site. You may be looking for information about the kinds of programs and services we offer or simply general information about youth suicide prevention. Perhaps you're also checking out links to additional resources.

There may be some of you, however, who are hoping to find information to help you with your own thoughts or feelings about suicide. While this is not something you will specifically find on this site, what we can offer you is the phone number for the national suicide prevention hotline.

Here's why we think this can help: Suicidal thoughts or feelings can make us feel frightened and overwhelmed. We can feel crazy or worried we're going crazy and may be embarrassed to share what we're thinking with others. Or maybe we've tried to talk about it and were dismissed ("Come on, you don't really feel that way!"), or made fun of ("There you go again, you wimpy cry-baby!"), or not taken seriously ("You're always talking about that- one of these days maybe you'll do it"). Perhaps the people we talked to didn't know what to say so they just ignored us and said nothing.

Just because we couldn't find someone who listened in a helpful way, though, doesn't mean we should give up! Talking about suicidal thoughts and feelings-with the right person-can make all the difference in the world.

There's this writer Mary Karr who wrote a poem about suicide and she said, "Your mind's a dangerous neighborhood: don't go there alone."

She knows what she's talking about-when we're in scary places-whether they're in bad neighborhoods or in the dark corners of our mind-we're always better off when we're with someone. And the people who answer the phone at the suicide prevention hotline talk to people who think about suicide all the time-so they know how to listen and walk through those dark corners with us.

Check it out online at: suicidepreventionlifeline.org.

Here's something else we think it's important for you to know:

Lots of people think about suicide at one time or another in their lives, teens included. Usually it's because they're struggling with problems in their lives that seem overwhelming, and they feel trapped, helpless, and hopeless. It isn't that they want to die-they just want to stop feeling miserable. They may be depressed, angry, or empty- but whatever they feel, they're not thinking clearly.

HELP PREVENT TEEN SUICIDE

If you or any of your friends are feeling this way and have had thoughts of suicide, the most important thing to do is to talk immediately with an adult you trust. Sometimes friends tell us things in confidence and make us promise not to tell anyone else. You may have done this yourself. Secrets can take on a life of their own and become even more powerful because they're private. Keeping the secret of suicide doesn't help anyone-it can actually make things worse. Remember, "Friends Help Friends" - so when someone tells you something that worries you, make sure you tell a trusted adult right away.

If you don't know an adult who would be helpful, call that hotline number 1-800-273-8255 and ask them to help you figure out what to do.

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Suicide Prevention Information for Teens | Society for the Prevention of Teen Suicide

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We know there may be many reasons for your visit to this site. You may be looking for information about the kinds of programs and services we offer or simply general information about youth suicide prevention. Perhaps you're also checking out links to additional resources.

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Everybody Hurts: The State of Mental Health in America is a project of Crisis Text Line. Text CRISIS to 741741 for free, confidential support.

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Society for the Prevention of Teen Suicide

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Society for the Prevention of Teen Suicide

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We share our stories to change young lives. At Minding Your Mind, we create experiences that open minds and show people they are not alone when they are

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We share our stories to change young lives. At Minding Your Mind, we create experiences that open minds and show people they are not alone when they are

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We give educators the tools to create meaningful discussions about depression

Adolescent depression lives in the shadows. Young people facing it feel isolated and dangerously alone. We help schools create hopeful dialogue so students can talk to each other, to their parents, to their teachers, and to counselors.

Educator Support

As a school partner, we can work with you to make the most of the Erika's Lighthouse programs and help you customize the programs for your school.
How we can support you
Authentic and Accessible Classroom Programs

Our easy-to-implement classroom programs are the product of years of conversations with educators, social workers, and especially teens. Programs are designed to:

Reduce stigmaby dispelling myths

Promote early identification in oneself and others

Encourage early intervention by peers and teachers

Access our programs
We provide teens and parents with a message that instills hope and resources to find help

Teen Depression Toolbox

Worrying that you or someone you love has depression can be overwhelming. You are not alone. Hope and help are possible and it all starts with a little education.
Visit the Toolbox
From Tragedy, Hope

Erika's Lighthouse: A Beacon of Hope for Adolescent Depression was founded in 2004 by Virginia and Thomas Neuckranz after their daughter Erika lost her life to depression. In order to avoid another loss in the community, they founded Erika's Lighthouse with the goal of creating educational materials to Get Depression Out of the Dark.

With help from the community, and from donors nationwide, we've grown and expanded our mission across the country. We know that working together, we can save lives.
Read the story about Erika's Lighthouse
Our school has partnered with Erika's Lighthouse for several years, and I am always impressed with the quality of materials that they produce. Talking about depression can make both teachers and students uncomfortable, but the Erika's Lighthouse programs are designed to decrease the negative attitudes of depression. The programs provide an opportunity for conversations about how students can contribute to a positive mental health culture in their school and community.

Physical education is required in schools, but what about mental health? Last Fall, New York and Virginia became the first two states to implement a new law which mandates mental health education in schools. This Summer, Florida also made mental health classes...

It's been an incredible 15 years and we want to share with you Peggy Kubert's, Director of Education, acceptance speech for "The Beacon Award," which she gave at this year's gala! I am honored and proud to have played a part in the shaping of Erika's Lighthouse for...

Erika's Lighthouse is celebrating its 15 year anniversary! I can't believe how much we've grown over the years. In 2004, after the loss of their daughter Erika, founders Ginny and Tom Neuckranz set out to prevent this from ever happening to another child. In April...

Donate to Erika's Lighthouse

Your donation helps us provide school programs free of charge and Get Depression Out of the Dark.
Donate Today

Physical education is required in schools, but what about mental health? Last Fall, New York and Virginia became the first two states to implement a new law which mandates mental health education in schools. This Summer, Florida also made mental health classes...

It's been an incredible 15 years and we want to share with you Peggy Kubert's, Director of Education, acceptance speech for "The Beacon Award," which she gave at this year's gala! I am honored and proud to have played a part in the shaping of Erika's Lighthouse for...

Erika's Lighthouse is celebrating its 15 year anniversary! I can't believe how much we've grown over the years. In 2004, after the loss of their daughter Erika, founders Ginny and Tom Neuckranz set out to prevent this from ever happening to another child. In April...

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A Beacon of Hope for Adolescent Depression | Erika's Lighthouse

# data[].attributes.attachment_link.description
Adolescent depression lives in the shadows. Young people facing it feel isolated and dangerously alone. We help schools create hopeful dialogue so students can talk to each other, to their parents, to their teachers, and to counselors.

# data[].attributes.attachment_link.readable_text
We give educators the tools to create meaningful discussions about depression

Adolescent depression lives in the shadows. Young people facing it feel isolated and dangerously alone. We help schools create hopeful dialogue so students can talk to each other, to their parents, to their teachers, and to counselors.

Educator Support

As a school partner, we can work with you to make the most of the Erika's Lighthouse programs and help you customize the programs for your school.
How we can support you
Authentic and Accessible Classroom Programs

Our easy-to-implement classroom programs are the product of years of conversations with educators, social workers, and especially teens. Programs are designed to:

Reduce stigmaby dispelling myths

Promote early identification in oneself and others

Encourage early intervention by peers and teachers

Access our programs
We provide teens and parents with a message that instills hope and resources to find help

Teen Depression Toolbox

Worrying that you or someone you love has depression can be overwhelming. You are not alone. Hope and help are possible and it all starts with a little education.
Visit the Toolbox
From Tragedy, Hope

Erika's Lighthouse: A Beacon of Hope for Adolescent Depression was founded in 2004 by Virginia and Thomas Neuckranz after their daughter Erika lost her life to depression. In order to avoid another loss in the community, they founded Erika's Lighthouse with the goal of creating educational materials to Get Depression Out of the Dark.

With help from the community, and from donors nationwide, we've grown and expanded our mission across the country. We know that working together, we can save lives.
Read the story about Erika's Lighthouse
Our school has partnered with Erika's Lighthouse for several years, and I am always impressed with the quality of materials that they produce. Talking about depression can make both teachers and students uncomfortable, but the Erika's Lighthouse programs are designed to decrease the negative attitudes of depression. The programs provide an opportunity for conversations about how students can contribute to a positive mental health culture in their school and community.

Physical education is required in schools, but what about mental health? Last Fall, New York and Virginia became the first two states to implement a new law which mandates mental health education in schools. This Summer, Florida also made mental health classes...

It's been an incredible 15 years and we want to share with you Peggy Kubert's, Director of Education, acceptance speech for "The Beacon Award," which she gave at this year's gala! I am honored and proud to have played a part in the shaping of Erika's Lighthouse for...

Erika's Lighthouse is celebrating its 15 year anniversary! I can't believe how much we've grown over the years. In 2004, after the loss of their daughter Erika, founders Ginny and Tom Neuckranz set out to prevent this from ever happening to another child. In April...

Donate to Erika's Lighthouse

Your donation helps us provide school programs free of charge and Get Depression Out of the Dark.
Donate Today

Physical education is required in schools, but what about mental health? Last Fall, New York and Virginia became the first two states to implement a new law which mandates mental health education in schools. This Summer, Florida also made mental health classes...

It's been an incredible 15 years and we want to share with you Peggy Kubert's, Director of Education, acceptance speech for "The Beacon Award," which she gave at this year's gala! I am honored and proud to have played a part in the shaping of Erika's Lighthouse for...

Erika's Lighthouse is celebrating its 15 year anniversary! I can't believe how much we've grown over the years. In 2004, after the loss of their daughter Erika, founders Ginny and Tom Neuckranz set out to prevent this from ever happening to another child. In April...

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A Beacon of Hope for Adolescent Depression | Erika's Lighthouse

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Adolescent depression lives in the shadows. Young people facing it feel isolated and dangerously alone. We help schools create hopeful dialogue so students can talk to each other, to their parents, to their teachers, and to counselors.

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A curated list of virtual resources available during COVID-19. If you are aware of other resources that should be included in this list, please use our

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You have taken an enormous step to help fight the problem of youth suicide by simply visiting our website. Thank you for your desire and efforts in keeping more than dreams alive, one young person at a time.

There are many things you can do to get involved with not only The Jason Foundation, but youth suicide prevention & awareness efforts as a whole. Obviously, the first thing you need to do if you haven't already is educate yourself on the problem and how to recognize and assist at-risk youth. Read more

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You have taken an enormous step to help fight the problem of youth suicide by simply visiting our website. Thank you for your desire and efforts in keeping more than dreams alive, one young person at a time.

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You have taken an enormous step to help fight the problem of youth suicide by simply visiting our website. Thank you for your desire and efforts in keeping more than dreams alive, one young person at a time.

There are many things you can do to get involved with not only The Jason Foundation, but youth suicide prevention & awareness efforts as a whole. Obviously, the first thing you need to do if you haven't already is educate yourself on the problem and how to recognize and assist at-risk youth. Read more

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You have taken an enormous step to help fight the problem of youth suicide by simply visiting our website. Thank you for your desire and efforts in keeping more than dreams alive, one young person at a time.

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Suicide Prevention is Everyone's Business

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SPRC Director Elly Stout calls for increased equity and inclusion in the suicide prevention field.

SPRC has compiled a selection of web pages and information sheets on mental health and coping with the effects of COVID-19.

This two-page resource offers information to help anyone, anywhere get involved in Suicide Prevention Month.

Stay Connected!

The Weekly Spark

Suicide prevention

takes place in many settings

Suicide prevention

takes place in many settings

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SPRC Director Elly Stout calls for increased equity and inclusion in the suicide prevention field. SPRC has compiled a selection of web pages and information sheets on mental health and coping with the effects of COVID-19. This two-page resource offers information to help anyone, anywhere get involved in Suicide Prevention Month.

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Transitioning into adulthood can bring big changes and intense challenges. The Jed Foundation (JED) empowers teens and young adults with the skills and support to grow into healthy, thriving adults. Learn how to help yourself, a friend or family member Learn how you can help support teens and young adults

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Reaching out to a friend about their mental health is important. Learn about these tips and warning signs that can help start a conversation around depression and anxiety.

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Suicide Prevention App for Android and iPhone - MY3

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With MY3, you define your network and your plan to stay safe. With MY3 you can be prepared to help yourself and reach out to others when you are having thoughts of suicide.

Remember: there is hope and a life to look forward to, even in your darkest moments. MY3 can help you get through your most difficult times.

Who are your 3? Is it your sister? Your therapist? Maybe even a neighbor down the street? Download MY3 to make sure that your 3 are there to help you when you need them most.

MY3 is available in the Apple App Store and Google Play, free of charge. Click below on your preferred mobile application provider for instructions on how to download MY3 to your mobile device.

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Suicide Prevention App for Android and iPhone - MY3 -

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With MY3, you define your network and your plan to stay safe. With MY3 you can be prepared to help yourself and reach out to others when you are having thoughts of suicide. Remember: there is hope and a life to look forward to, even in your darkest moments.

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Would You Know How to Help a Friend Who is Contemplating Suicide?

"A Friend Asks" is a FREE smartphone app that helps provide the information, tools, and resources to help a friend (or yourself) who may be struggling with thoughts of suicide. Download the app today and encourage friends and family to do the same. Education is the key to prevention and with information like this as close as your smartphone; you could help save a life!

The "A Friend Asks" App contains the following information:

warning signs of suicidal ideation

how to help a friend

how to get help now

what to do and what not to do

the B1 Program

If in an immediate crisis, call 911. If you or a friend need to talk with a counselor for help or need resources available in your area, call the National Suicide Prevention Lifeline (anytime 24/7 at 1-800-273-8255) or use the Get Help Now button on the app.

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"A Friend Asks" App | The Jason Foundation, Inc.

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Learn more about our mental health services. If you or a loved one is struggling, give us a call today, as we would love to help.

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New Jersey's 24/7 Peer Support & Suicide Prevention Hotline

Need someone to talk to? We are here to help.

Our specialists are available for confidential telephone counseling and support 24 hours a day, 7 day per week.

You're not alone ... we are only a phone call away.

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Need someone to talk to? We are here to help. Our specialists are available for confidential telephone counseling and support 24 hours a day, 7 day per week. You're not alone ... we are only a phone call away.

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Attitudes In Reverse ® has provided our students with a most important resource. Due to the work of the AIR volunteers, our students know that they are not alone. They learn that the stigma associated with mental illness need not close them off from normal functioning....from happiness. There are people out there who will listen and help them when all seems lost. AIR tells them that they can...that they deserve the help they need.

Mrs. Baker has related to me emails from our students thanking them for opening their eyes to the resources available, and perhaps more importantly, how to be that good listener for others. We hope to continue our relationship with AIR in the future for the benefit of our students.

# data[].attributes.attachment_link.description
Attitudes In Reverse ® has provided our students with a most important resource. Due to the work of the AIR volunteers, our students know that they are not alone. They learn that the stigma associated with mental illness need not close them off from normal functioning....from happiness.

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Mental Health Association Monmouth County

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Mental Health Association Monmouth County

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Mental Health Association of Monmouth County

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For 70 years, the Mental Health Association of Monmouth County (MHAMC) has been providing advocacy and services to families in Monmouth County and identifying gaps in the mental health system of care in collaboration with community, county, and state partners to close those gaps.

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Active Minds' Organizational Values
For nearly twenty years, Active Minds has worked to change the culture around mental health in classrooms, workplaces, and communities nationwide. As we continue on our journey, we are committed to upholding the following four values, which serve not only as a guide to the work we do and the solutions we pursue but also as well as a framework for fostering anti-racist and inclusive communities that prioritize mental health. Learn more about each of our values below.

BE RADICALLY AUTHENTIC.

Our words and actions are real: approachable, reassuring, and practical. We all have mental health, and we meet our community where they are, exactly as they are. The community we inspire brings their whole selves, and are respected for their unique expertise - which includes lived experience. All are welcome and the way we communicate affirms that.

EMPOWER THE COMMUNITY.

We actively listen to each other and amplify our community. We value partnership and recognize that our ideas are better when perspectives from up, down, and across the team and community are sought, heard, and considered. We raise each other up to ensure all voices are heard.

PURSUE SMART, BOLD INNOVATION.

We shape the next-gen social norms and solutions for mental health to continuously and boldly evolve. We are driven by our "why" and are committed to excellence as we respond and adapt with agility. We are forward-thinking, and always learning.

INSPIRE EQUITABLE AND JUSTICE-DRIVEN ACTION.

An emotionally healthy world is not possible without a just world. We believe that equity and social justice are paramount to our work and we use that lens as we look to make change in our world.
As we continue to grow and learn as an organization, we will continue to revisit our values to ensure they are always in line with the communities we serve and the goals we set for ourselves. Thank you for being a part of our community.

Watch the Active Minds story

At Penn, she saw that no one was talking about mental health issues although many were affected. One of every five students lives with a mental health condition, but stigma and shame were preventing students from reaching out. The only way things would get better, she knew, is if young people started talking about it. She wanted to combat the stigma of mental illness, encourage students who needed help to seek it early, and prevent future tragedies like the one that took her brother's life.

Alison looked around for existing groups she could simply bring to Penn to begin to change the culture on campus. Finding none, she was undeterred and forged ahead, creating her own student-to-student model and forming a student group then known as Open Minds. The group's number one goal was to spread the word that seeking help is a sign of strength and not something to be ashamed of.

A growing movement

Within two years, as the number of chapters continued to increase and Alison graduated from college, the group grew as more and more students realized that others shared their concerns. Kate Hard, a friend of Alison's, transferred to Georgetown University and founded the group's second chapter there. Soon Alison was fielding calls from all over the country from students and administrators wanting to do something on their own campuses.

A national office was established in Washington, DC. The new nonprofit organization and all of the affiliated campus chapters were renamed Active Minds to reflect the organization's focus on action and student advocacy in mental health. Active Minds was incorporated as a 501(c)3 organization in late 2003.

19 years of impact

Active Minds has since become the premier organization impacting young adults and mental health. Now on more than 600 campuses, we directly reach more than 1.9 million students each year through campus awareness campaigns, events, advocacy, outreach, and more.

In addition to a encouraging and safe mental health education for students and other audiences; the 600+ strong National Chapter Network empowering passionate student advocates, Active Minds' programs include Send Silence Packing®, an award-winning suicide prevention exhibit; Active Minds Speakers, a curated group of professional storytellers and presenters who provide Healthy Campus Award, which honors colleges that are prioritizing student health and well-being; and the newly launched Active Minds @Work offerings to build a mental health culture in the workplace.

Our consistent message, amplified by nearly 15,000 young adults each year, is that mental health needs to be talked about as easily as physical health. Only then can we bring suicide and mental health into the open so no one struggles alone.

"Young adults have identified mental health as their social justice issue," says Alison. "They are going to be the ones that change this for future generations."

our team

staff, board, and advisory committees

Learn More

watch videos

our mission in action

Go now

Are you in crisis? Text BRAVE to 741-741 or call the Suicide Prevention Lifeline at 1-800-273-TALK for free, 24/7, and confidential support.

CLOSE

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Active Minds' Story - A movement of hope created out of tragedy

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For nearly twenty years, Active Minds has worked to change the culture around mental health in classrooms, workplaces, and communities nationwide. As we continue on our journey, we are committed to upholding the following four values, which serve not only as a guide to the work we do and the solutions we pursue but also as well as a framework for fostering anti-racist and inclusive communities that prioritize mental health.

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Active Minds' Organizational Values
For nearly twenty years, Active Minds has worked to change the culture around mental health in classrooms, workplaces, and communities nationwide. As we continue on our journey, we are committed to upholding the following four values, which serve not only as a guide to the work we do and the solutions we pursue but also as well as a framework for fostering anti-racist and inclusive communities that prioritize mental health. Learn more about each of our values below.

BE RADICALLY AUTHENTIC.

Our words and actions are real: approachable, reassuring, and practical. We all have mental health, and we meet our community where they are, exactly as they are. The community we inspire brings their whole selves, and are respected for their unique expertise - which includes lived experience. All are welcome and the way we communicate affirms that.

EMPOWER THE COMMUNITY.

We actively listen to each other and amplify our community. We value partnership and recognize that our ideas are better when perspectives from up, down, and across the team and community are sought, heard, and considered. We raise each other up to ensure all voices are heard.

PURSUE SMART, BOLD INNOVATION.

We shape the next-gen social norms and solutions for mental health to continuously and boldly evolve. We are driven by our "why" and are committed to excellence as we respond and adapt with agility. We are forward-thinking, and always learning.

INSPIRE EQUITABLE AND JUSTICE-DRIVEN ACTION.

An emotionally healthy world is not possible without a just world. We believe that equity and social justice are paramount to our work and we use that lens as we look to make change in our world.
As we continue to grow and learn as an organization, we will continue to revisit our values to ensure they are always in line with the communities we serve and the goals we set for ourselves. Thank you for being a part of our community.

Watch the Active Minds story

At Penn, she saw that no one was talking about mental health issues although many were affected. One of every five students lives with a mental health condition, but stigma and shame were preventing students from reaching out. The only way things would get better, she knew, is if young people started talking about it. She wanted to combat the stigma of mental illness, encourage students who needed help to seek it early, and prevent future tragedies like the one that took her brother's life.

Alison looked around for existing groups she could simply bring to Penn to begin to change the culture on campus. Finding none, she was undeterred and forged ahead, creating her own student-to-student model and forming a student group then known as Open Minds. The group's number one goal was to spread the word that seeking help is a sign of strength and not something to be ashamed of.

A growing movement

Within two years, as the number of chapters continued to increase and Alison graduated from college, the group grew as more and more students realized that others shared their concerns. Kate Hard, a friend of Alison's, transferred to Georgetown University and founded the group's second chapter there. Soon Alison was fielding calls from all over the country from students and administrators wanting to do something on their own campuses.

A national office was established in Washington, DC. The new nonprofit organization and all of the affiliated campus chapters were renamed Active Minds to reflect the organization's focus on action and student advocacy in mental health. Active Minds was incorporated as a 501(c)3 organization in late 2003.

19 years of impact

Active Minds has since become the premier organization impacting young adults and mental health. Now on more than 600 campuses, we directly reach more than 1.9 million students each year through campus awareness campaigns, events, advocacy, outreach, and more.

In addition to a encouraging and safe mental health education for students and other audiences; the 600+ strong National Chapter Network empowering passionate student advocates, Active Minds' programs include Send Silence Packing®, an award-winning suicide prevention exhibit; Active Minds Speakers, a curated group of professional storytellers and presenters who provide Healthy Campus Award, which honors colleges that are prioritizing student health and well-being; and the newly launched Active Minds @Work offerings to build a mental health culture in the workplace.

Our consistent message, amplified by nearly 15,000 young adults each year, is that mental health needs to be talked about as easily as physical health. Only then can we bring suicide and mental health into the open so no one struggles alone.

"Young adults have identified mental health as their social justice issue," says Alison. "They are going to be the ones that change this for future generations."

our team

staff, board, and advisory committees

Learn More

watch videos

our mission in action

Go now

Are you in crisis? Text BRAVE to 741-741 or call the Suicide Prevention Lifeline at 1-800-273-TALK for free, 24/7, and confidential support.

CLOSE

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Active Minds' Story - A movement of hope created out of tragedy

# data[].attributes.attachment_link.description
For nearly twenty years, Active Minds has worked to change the culture around mental health in classrooms, workplaces, and communities nationwide. As we continue on our journey, we are committed to upholding the following four values, which serve not only as a guide to the work we do and the solutions we pursue but also as well as a framework for fostering anti-racist and inclusive communities that prioritize mental health.

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Our Mission To save lives and reduce suicidal behaviors by providing innovative, practical and proven suicide prevention training. We believe that quality education empowers all people, regardless of their background, to make a positive difference in the life of someone they know.

What does QPR mean?

QPR stands for Question, Persuade, and Refer - the 3 simple steps anyone can learn to help save a life from suicide.

Just as people trained in CPR and the Heimlich Maneuver help save thousands of lives each year, people trained in QPR learn how to recognize the warning signs of a suicide crisis and how to question, persuade, and refer someone to help. Each year thousands of Americans, like you, are saying "Yes" to saving the life of a friend, colleague, sibling, or neighbor.

QPR can be learned in our Gatekeeper course in as little as one hour.

What is a Gatekeeper?

According to the Surgeon General's National Strategy for Suicide Prevention (2001), a gatekeeper is someone in a position to recognize a crisis and the warning signs that someone may be contemplating suicide.

Gatekeepers can be anyone, but include parents, friends, neighbors, teachers, ministers, doctors, nurses, office supervisors, squad leaders, foremen, police officers, advisors, caseworkers, firefighters, and many others who are strategically positioned to recognize and refer someone at risk of suicide.

As a QPR-trained Gatekeeper you will learn to:

Recognize the warning signs of suicide

Know how to offer hope

Know how to get help and save a life

How is QPR like CPR?

Much of the world is familiar with CPR - short for cardiopulmonary resuscitation - an emergency medical intervention created in 1957 by Peter Safar. The process is designed to stabilize people who aren't breathing or breathing intermittently and who may be in cardiac arrest until the person can reach a hospital or other care.

Similarly, QPR is an an emergency mental health intervention for suicidal persons created in 1995 by Paul Quinnett. An abbreviation for Question, Persuade and Refer, the intent is also to identify and interrupt the crisis and direct that person to the proper care.

Both are part of a "Chain of Survival"

Both CPR and QPR are part of systems designed to increase the chance of survival in the event of a crisis.

In the Chain of Survival model of emergency cardiac care, the likelihood that a victim will survive a cardiac arrest increases when each of the following four links is connected:

Early Recognition and Early access | The sooner 9-1-1 or your local emergency number is called the sooner early advanced life support arrives.

Early CPR | This helps maintain blood flow to the vital organs.

External Defibrillator | A device ready for use when advanced medical personnel arrive.

Early Advanced Life Support | Administered by trained medical personnel who provide further care and transport to hospital facilities.

Similarly, with QPR, the following Chain of Survival elements must also be in place:

Early Recognition of suicide | The sooner warning signs are detected and help sought, the better the outcome of a suicidal crisis will be.

Early QPR | Asking someone about the presence of suicidal thoughts and feelings opens up a conversation that may lead to a referral for help.

Early intervention and referral | Referral to local resources or calling 1-800-273-TALK for evaluation and possible referral is critical.

Early Advanced Life Support | As with any illness, early detection and treatment results in better outcomes.

Early Recognition

We cannot overemphasize the need for early recognition of suicide warning signs.

A well-executed, strong and positive response to the early warning signs of a pending suicide event may render subsequent links in the Chain of Survival unnecessary. Most people thinking about suicide are suffering from an undiagnosed and/or untreated mental illness or substance abuse disorder for which excellent treatments exist.

The prompt recognition of the scream of a smoke detector can eliminate the need to suppress a raging fire. In just that way, by recognizing early the warning signs of suicide, opening a supporting dialogue with a suicidal person and securing consultation a professional may prevent the need for an emergency room visit or psychiatric hospitalization.

Often times, the simple offering of hope and social and spiritual support can avert a suicide attempt entirely.

Different Crisis, Different Warning Signs

In CPR the general public is educated about the classic signs of a heart attack: pressure, fullness, squeezing and pain in the center of the chest, sweating, and other symptoms, and then taught how to respond.

In QPR the general public is educated about the known warning signs of a suicide crisis: expressions of hopelessness, depression, giving away prized possessions, talking of suicide, securing lethal means, and then taught how to respond.

Who needs training?

In short, the more people trained in QPR, the more lives saved.

The city of Seattle, Washington and surrounding King County has trained more citizens in CPR per capita than any other region in the country. As result, CPR-trained citizens are more likely to resond to perceived medical emergencies in Seattle than in any other city in the United States, which leads to more favorable survival rates.

According to Sanddal and his colleagues (Sanddal, 2003), "In the Seattle cardiac care system it is estimated that one in four persons has been exposed to CPR training. One can conjecture that the recognition of, and survival from, an acute suicide event would be more likely if one in four persons were trained as a suicide lay gatekeeper."

At the end of 2009, an estimated one million American citizens have been trained in QPR by Certified QPR Instructors. Because of the nature of suicidal warning signs, and who is most likely to recognize and respond to them, we at the QPR Institute strongly concur with the goal of one in four persons trained a basic gatekeeper role for suicide prevention in the United States and in other countries. Because suicides happen in families - where emergency interventions are more likely to take place - we believe that at least one person per family unit should be trained in QPR.

How did QPR Institute begin?

Following a productive, three-year joint effort between Spokane Mental Health and the founder to launch a national suicide prevention training program, the Institute became an independent organization in July of 1999. In the early and developmental years, the QPR concept and associated training program that eventually lead to the founding of the Institute enjoyed considerable support and input from a wide variety of organizations and professional colleagues.

We wish to acknowledge Spokane Mental Health for their participation, funding and support, and also:

The Washington Institute for Mental Illness Research and Training

The State of Washington Department of Health

The Spokane County Health Department

The Intercollegiate School for Nursing Education

Sacred Heart Medical Center

Eastern Washington University School of Social Work

and many other fine organizations who have contributed ideas, staff time, research consultation and data collection services to our shared mission of suicide prevention.

For moral support in the early going, we especially wish to honor, thank and recognize two groups of very special people who share our vision and mission. Both grassroots survivor of suicide organizations, Suicide Awareness\Voices of Education (SA\VE) and the Suicide Prevention Advocacy Network (SPAN USA) provided that all essential spark of encouragement that keeps hope alive and all of us working even harder to bring about the reality of preventing suicide.

We also wish to thank members of the American Association of Suicidology for their contributions to the ideas, research and development of our suicide risk reduction tools and protocols.

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QPR Institute | Practical and Proven Suicide Prevention Training

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Our Mission To save lives and reduce suicidal behaviors by providing innovative, practical and proven suicide prevention training. We believe that quality education empowers all people, regardless of their background, to make a positive difference in the life of someone they know.

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The SOS Signs of Suicide Prevention Program (SOS) is a universal, school-based depression awareness and suicide prevention program designed for middle-school (ages 11-13) or high-school (ages 13-17) students. The goals are to 1) decrease suicide and suicide attempts by increasing student knowledge and adaptive attitudes about depression, 2) encourage personal help-seeking and/or help-seeking on behalf of a friend, 3) reduce the stigma of mental illness and acknowledge the importance of seeking help or treatment, 4) engage parents and school staff as partners in prevention through "gatekeeper" education, and 5) encourage schools to develop community-based partnerships to support student mental health.

Both the middle and high school programs provide age-appropriate, educational DVDs for school staff to play for students. The middle school video (Time to ACT) and the high school video (Friends for Life) inform students how to ACT® (Acknowledge, Care and Tell), demonstrate the right and wrong ways to help, and show a student talking with a school counselor. The program includes an optional student screening that assesses for depression and suicide risk and identifies students to refer for professional help as indicated. The program also includes a video, Training Trusted Adults, to engage staff, parents, or community members in the program's objectives and prevention efforts. The program kit is available from MindWise Innovations (formerly Screening for Mental Health, Inc.) for a fee. Although training is not required to implement the SOS Program, many schools/districts prefer a structured training to help increase awareness and ensure fidelity to the program. MindWise Innovations offers in-person and online trainings for schools and youth-serving organizations on how to implement SOS, as well as a 2-day train-the-trainer course, the SOS Certified Training Institute (CTI) to help state agencies, hospitals, regional coalitions, etc. build local capacity for implementing youth suicide prevention efforts. Learn more.
Designation as a "Program with Evidence of Effectiveness"
SPRC designated this intervention as a "program with evidence of effectiveness" based on its inclusion in SAMHSA's National Registry of Evidence-Based Programs and Practices (NREPP).

Outcome(s) Reviewed (Evidence Rating)*

Suicidal Thoughts and Behaviors (Promising)

Knowledge, Attitudes, and Beliefs about Mental Health (Promising)

Receipt of Mental Health and/or Substance Use Treatment (Ineffective)

Social Competence Related to Help-Seeking (specifically, seeking help when feeling depressed or suicidal) (Ineffective)

Read more about this program's ratings.

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* NREPP changed its review criteria in 2015. This program was reviewed under the post-2015 criteria. To help practitioners find programs that fit their needs, NREPP reviews the evidence for specific outcomes, not overall programs. Each outcome was assigned an evidence rating of Effective, Promising, or Ineffective. A single program may have multiple outcomes with different ratings. When considering programs, we recommend (a) assessing whether the specific outcomes achieved by the program are a fit for your needs; and (b) examining the strength of evidence for each outcome.

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SOS Signs of Suicide Middle School and High School Prevention Programs

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The SOS Signs of Suicide Prevention Program (SOS) is a universal, school-based depression awareness and suicide prevention program designed for middle-school (ages 11-13) or high-school (ages 13-17) students.

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NJSCA | New Jersey School Counselor Association

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NJSCA | New Jersey School Counselor Association

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We invite you to become a member of the New Jersey School Counselor Association, Inc. We currently represent over 1200 school counselors in New Jersey through their NJSCA membership. The county associations are also listed with a president/contact person to enable you to become active at the grass r

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Traumatic Loss Coalitions for Youth Program (TLC)

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Since 2000, the TLC has been providing support to communities affected by traumatic events such as homicide and illness; the most difficult being suicide. Suicide is one of the leading causes of death in New Jersey for ages 15-24.

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SRF Suicide Prevention Research and Training Project

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SRF Suicide Prevention Research and Training Project

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Mission and Purpose

The School of Social Work at Monmouth University has created the SRF Suicide Prevention Research and Training Project. Suicide prevention is a critical topic and point of focus with several key populations, including but not limited to youth, veterans, and adults.

The SRF Suicide Prevention Research and Training Project will focus on the following areas of activity:

Training on suicide prevention in collaboration with the Mental Health Association of Monmouth County;

Ongoing curriculum and program development for schools, colleges, and other professional disciplines;

Strengthening interdisciplinary partnerships to promote suicide prevention and awareness;

Research for evaluation and original discovery in suicide prevention, intervention and postvention;

Preparing students and professionals as future employees with an awareness of suicide prevention resources and to act as advocates in their workplaces and communities;

Collaboration with other community partners at the local, state, and national levels.

Dissemination of research to create best practice models.

Your participation with this Project is essential, and there are a number of ways you can become involved:

Help disseminate information about the Project's activities

Donate to support the Project financially

Please contact Dr. Robin Mama, Dean of the School of Social Work if you would like to help get information out about the Project.

Dr. Mama can be reached at rmama@monmouth.edu or at her direct office line, 732-571-3607.

Information on Suicide

Online Resources
Read an Overview of the SRF Suicide Prevention Project Conference
The following information is available as downloadable Acrobat PDF files.

Clinical Training Opportunities

SRF Suicide Prevention Research and Training Project is working on hosting more trainings in the near future. Check back here for updates!"

If you would like to request a training for your school/organization, or just have any questions or concerns, please email us at stfsuicidepreventjon@monmouth.edu

Donate to Suicide Prevention

If you would like to donate, please make your check to Monmouth University and designate SRF Suicide Prevention Research and Training Project in the memo line of your check. All donations are tax deductible to the extent allowed by law.

Your financial contribution can be mailed to:

Monmouth University
School of Social Work
McAllan Hall
400 Cedar Avenue
West Long Branch, NJ 07764

You can also donate through our online Giving form. Please be sure to type SRF Suicide Prevention Research and Training Project in the Gift Designation field.

Past Event: Suicide Prevention Benefit Concert

The Lords of 52nd Street:
Legends of the Billy Joel Band
December 8, 2017 | Pollak Theater
View Event Photo Gallery
Thank you for a wonderful evening!

If you are interested in supporting our work, please Make Your Contribution Today.

If you are interested in learning more about what the SRF project is all about, please contact Michelle Scott, Ph.D., at srfsuicideprevention@monmouth.edu

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SRF Suicide Prevention Research and Training Project | School of Social Work | Monmouth University

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Mission and Purpose The School of Social Work at Monmouth University has created the SRF Suicide Prevention Research and Training Project. Suicide prevention is a critical topic and point of focus with several key populations, including but not limited to youth, veterans, and adults. The SRF Suicide Prevention Research and Training Project will focus on ...

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Variety of statewide/national hotlines/helplines

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AFSP Virtual Suicide Prevention Trainings

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AFSP Virtual Suicide Prevention Trainings

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The five action steps for communicating with someone who may be suicidal are supported by evidence in the field of suicide prevention.

Ask

How - Asking the question "Are you thinking about suicide?" communicates that you're open to speaking about suicide in a non-judgmental and supportive way. Asking in this direct, unbiased manner, can open the door for effective dialogue about their emotional pain and can allow everyone involved to see what next steps need to be taken. Other questions you can ask include, "How do you hurt?" and "How can I help?" Do not ever promise to keep their thoughts of suicide a secret.

The flip side of the "Ask" step is to "Listen." Make sure you take their answers seriously and not to ignore them, especially if they indicate they are experiencing thoughts of suicide. Listening to their reasons for being in such emotional pain, as well as listening for any potential reasons they want to continue to stay alive, are both incredibly important when they are telling you what's going on. Help them focus on their reasons for living and avoid trying to impose your reasons for them to stay alive.

Why - Studies show that if they are suicidal does not increase suicides or suicidal thoughts. In fact, studies suggest the opposite: findings suggest may in fact suicidal ideation.

Be There

How - This could mean being physically present for someone, speaking with them on the phone when you can, or any other way that shows support for the person at risk. An important aspect of this step is to make sure you follow through with the ways in which you say you'll be able to support the person - do not commit to anything you are not willing or able to accomplish. If you are unable to be physically present with someone with thoughts of suicide, talk with them to develop some ideas for others who might be able to help as well (again, only others who are willing, able, and appropriate to be there). Listening is again very important during this step - find out what and who they believe will be the most effective sources of help.

Why - Being there for someone with thoughts of suicide is life-saving. Increasing someone's to others and limiting their isolation (both in the short and long-term) has shown to be a protective factor against suicide. Thomas Joiner's Interpersonal-Psychological Theory of Suicide highlights connectedness as one of its main components - specifically, a low sense of belonging. When someone experiences this state, paired with perceived burdonsomeness (arguably tied to "connectedness" through isolating behaviors and lack of a sense of purpose) and acquired capability (a lowered fear of death and habituated experiences of violence), their risk can become severely elevated.

In the Three-Step Theory (or more commonly known as the Ideation-to-Action Framework), David Klonsky and Alexis May also theorize that "connectedness" is a key protective factor, not only against suicide as a whole, but in terms of the escalation of thoughts of suicide to action. Their research has also shown connectedness acts as a buffer against hopelessness and psychological pain.

By "being there," we have a chance to alleviate or eliminate some of these significant factors.

Help Keep Them Safe

How - First of all, it's good for everyone to be on the same page. After the "Ask" step, and you've determined suicide is indeed being talked about, it's important to find out a few things to establish immediate safety. Have they already done anything to try to kill themselves before talking with you? Does the person experiencing thoughts of suicide know how they would kill themselves? Do they have a specific, detailed plan? What's the timing for their plan? What sort of access do they have to their planned method?

Why - Knowing the answers to each of these questions can tell us a lot about the imminence and severity of danger the person is in. For instance, the more steps and pieces of a plan that are in place, the higher their severity of risk and their capability to enact their plan might be. Or if they have immediate access to a firearm and are very serious about attempting suicide, then extra steps (like calling for emergency help or driving them to an emergency department) might be necessary. The Lifeline can always act as a resource during these moments as well if you aren't entirely sure what to do next.

The notes that reducing a suicidal person's access to highly lethal means (or chosen method for a suicide attempt) is an important part of suicide prevention. A number of studies have indicated that when lethal means are made less available or less deadly, suicide rates by that method decline, and frequently suicide rates overall decline. Research also shows that "method substitution" or choosing an alternate method when the original method is restricted, frequently does not happen. The myth "If someone really wants to kill themselves, they'll find a way to do it" often does not hold true if appropriate safety measures are put into place. The Help Keep Them Safe step is really about showing support for someone during the times when they have thoughts of suicide by putting time and distance between the person and their chosen method, especially methods that have shown higher lethality (like firearms and medications).

Help Them Connect

How - Helping someone with thoughts of suicide connect with ongoing supports (like the 988 Lifeline) can help them establish a safety net for those moments they find themselves in a crisis. Additional components of a safety net might be connecting them with supports and resources in their communities. Explore some of these possible supports with them - are they currently seeing a mental health professional? Have they in the past? Is this an option for them currently? Are there other mental health resources in the community that can effectively help?

One way to start helping them find ways to connect is to work with them to develop a safety plan. This can include ways for them identify if they start to experience significant, severe thoughts of suicide along with what to do in those crisis moments. A safety plan can also include a list of individuals to contact when a crisis occurs.

Why - found that individuals that called the National Suicide Prevention Lifeline were significantly more likely to feel less depressed, less suicidal, less overwhelmed, and more hopeful by the end of calls handled by Applied Suicide Intervention Skills Training-trained counselors. These improvements were linked to ASIST-related counselor interventions, including listening without judgment, exploring reasons for living and creating a network of support.

Follow Up

How - After your initial contact with a person experiencing thoughts of suicide, and after you've connected them with the immediate support systems they need, make sure to follow-up with them to see how they're doing. Leave a message, send a text, or give them a call. The follow-up step is a great time to check in with them to see if there is more you are capable of helping with or if there are things you've said you would do and haven't yet had the chance to get done for the person.

Why - This type of contact can continue to increase their feelings of connectedness and share your ongoing support. There is evidence that even a simple form of reaching out, , can potentially reduce their risk for suicide.

Studies have shown a reduction in the number of deaths by suicide when with high risk populations after they were discharge from acute care services. Studies have also shown that brief, low cost intervention and may be an important part of suicide prevention. Please visit our page for more.
Share the #BeThe1To steps in your community. Find out how. For more information, press/media inquiries, or partnership opportunities, please contact Hannah Collins at hcollins@vibrant.org.

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How The 5 Steps Can Help Someone Who is Suicidal - #BeThe1To

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En Español The five action steps for communicating with someone who may be suicidal are supported by evidence in the field of suicide prevention. Ask How - Asking the question "Are you thinking about suicide?" communicates that you're open to speaking about suicide in a non-judgmental and supportive way.

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The five action steps for communicating with someone who may be suicidal are supported by evidence in the field of suicide prevention.

Ask

How - Asking the question "Are you thinking about suicide?" communicates that you're open to speaking about suicide in a non-judgmental and supportive way. Asking in this direct, unbiased manner, can open the door for effective dialogue about their emotional pain and can allow everyone involved to see what next steps need to be taken. Other questions you can ask include, "How do you hurt?" and "How can I help?" Do not ever promise to keep their thoughts of suicide a secret.

The flip side of the "Ask" step is to "Listen." Make sure you take their answers seriously and not to ignore them, especially if they indicate they are experiencing thoughts of suicide. Listening to their reasons for being in such emotional pain, as well as listening for any potential reasons they want to continue to stay alive, are both incredibly important when they are telling you what's going on. Help them focus on their reasons for living and avoid trying to impose your reasons for them to stay alive.

Why - Studies show that if they are suicidal does not increase suicides or suicidal thoughts. In fact, studies suggest the opposite: findings suggest may in fact suicidal ideation.

Be There

How - This could mean being physically present for someone, speaking with them on the phone when you can, or any other way that shows support for the person at risk. An important aspect of this step is to make sure you follow through with the ways in which you say you'll be able to support the person - do not commit to anything you are not willing or able to accomplish. If you are unable to be physically present with someone with thoughts of suicide, talk with them to develop some ideas for others who might be able to help as well (again, only others who are willing, able, and appropriate to be there). Listening is again very important during this step - find out what and who they believe will be the most effective sources of help.

Why - Being there for someone with thoughts of suicide is life-saving. Increasing someone's to others and limiting their isolation (both in the short and long-term) has shown to be a protective factor against suicide. Thomas Joiner's Interpersonal-Psychological Theory of Suicide highlights connectedness as one of its main components - specifically, a low sense of belonging. When someone experiences this state, paired with perceived burdonsomeness (arguably tied to "connectedness" through isolating behaviors and lack of a sense of purpose) and acquired capability (a lowered fear of death and habituated experiences of violence), their risk can become severely elevated.

In the Three-Step Theory (or more commonly known as the Ideation-to-Action Framework), David Klonsky and Alexis May also theorize that "connectedness" is a key protective factor, not only against suicide as a whole, but in terms of the escalation of thoughts of suicide to action. Their research has also shown connectedness acts as a buffer against hopelessness and psychological pain.

By "being there," we have a chance to alleviate or eliminate some of these significant factors.

Help Keep Them Safe

How - First of all, it's good for everyone to be on the same page. After the "Ask" step, and you've determined suicide is indeed being talked about, it's important to find out a few things to establish immediate safety. Have they already done anything to try to kill themselves before talking with you? Does the person experiencing thoughts of suicide know how they would kill themselves? Do they have a specific, detailed plan? What's the timing for their plan? What sort of access do they have to their planned method?

Why - Knowing the answers to each of these questions can tell us a lot about the imminence and severity of danger the person is in. For instance, the more steps and pieces of a plan that are in place, the higher their severity of risk and their capability to enact their plan might be. Or if they have immediate access to a firearm and are very serious about attempting suicide, then extra steps (like calling for emergency help or driving them to an emergency department) might be necessary. The Lifeline can always act as a resource during these moments as well if you aren't entirely sure what to do next.

The notes that reducing a suicidal person's access to highly lethal means (or chosen method for a suicide attempt) is an important part of suicide prevention. A number of studies have indicated that when lethal means are made less available or less deadly, suicide rates by that method decline, and frequently suicide rates overall decline. Research also shows that "method substitution" or choosing an alternate method when the original method is restricted, frequently does not happen. The myth "If someone really wants to kill themselves, they'll find a way to do it" often does not hold true if appropriate safety measures are put into place. The Help Keep Them Safe step is really about showing support for someone during the times when they have thoughts of suicide by putting time and distance between the person and their chosen method, especially methods that have shown higher lethality (like firearms and medications).

Help Them Connect

How - Helping someone with thoughts of suicide connect with ongoing supports (like the 988 Lifeline) can help them establish a safety net for those moments they find themselves in a crisis. Additional components of a safety net might be connecting them with supports and resources in their communities. Explore some of these possible supports with them - are they currently seeing a mental health professional? Have they in the past? Is this an option for them currently? Are there other mental health resources in the community that can effectively help?

One way to start helping them find ways to connect is to work with them to develop a safety plan. This can include ways for them identify if they start to experience significant, severe thoughts of suicide along with what to do in those crisis moments. A safety plan can also include a list of individuals to contact when a crisis occurs.

Why - found that individuals that called the National Suicide Prevention Lifeline were significantly more likely to feel less depressed, less suicidal, less overwhelmed, and more hopeful by the end of calls handled by Applied Suicide Intervention Skills Training-trained counselors. These improvements were linked to ASIST-related counselor interventions, including listening without judgment, exploring reasons for living and creating a network of support.

Follow Up

How - After your initial contact with a person experiencing thoughts of suicide, and after you've connected them with the immediate support systems they need, make sure to follow-up with them to see how they're doing. Leave a message, send a text, or give them a call. The follow-up step is a great time to check in with them to see if there is more you are capable of helping with or if there are things you've said you would do and haven't yet had the chance to get done for the person.

Why - This type of contact can continue to increase their feelings of connectedness and share your ongoing support. There is evidence that even a simple form of reaching out, , can potentially reduce their risk for suicide.

Studies have shown a reduction in the number of deaths by suicide when with high risk populations after they were discharge from acute care services. Studies have also shown that brief, low cost intervention and may be an important part of suicide prevention. Please visit our page for more.
Share the #BeThe1To steps in your community. Find out how. For more information, press/media inquiries, or partnership opportunities, please contact Hannah Collins at hcollins@vibrant.org.

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How The 5 Steps Can Help Someone Who is Suicidal - #BeThe1To

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En Español The five action steps for communicating with someone who may be suicidal are supported by evidence in the field of suicide prevention. Ask How - Asking the question "Are you thinking about suicide?" communicates that you're open to speaking about suicide in a non-judgmental and supportive way.

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