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#1 Professional Perspective, Audience, & Topic:

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#1 Professional Perspective, Audience, & Topic:

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This guide on reporting suicidal ideation is being created for all Leona Group counselors in the state of Arizona by Donna Carr, the new guidance counselor at South Ridge High School.  As a teacher at South Ridge for the past 8 years, I have worked mental health awareness into my curriculum, and have been able to connect several students with our campus social worker to seek help.  Our duty as educators is not only to prepare students academically, but to foster mental and emotional growth, equipping our students to face the stressors that life brings their way.  As the Leona Group continues to expand its counseling program, this guide will advise you of legal requirements and company-established procedures.

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I recently met with Talasha Thues, a Social Worker at South Ridge High School.  Ms. Thues serves as the point of contact for students in crisis at multiple Leona Group campuses, and cites working with suicidal ideation as a crucial component of her job.  Ms. Thues recently worked with two elementary students who had attempted suicide, and stressed that educators cannot afford to take this issue lightly.  She noted the National Institute of Mental Health's (n.d.) finding that suicide is the second leading cause of death among minors (for more information, go to https://www.nimh.nih.gov/health/statistics/suicide.shtml).
Ms. Thues recommended the following best practices for counselors:

Taking expression of suicidal ideation seriously is the key first step-- do not write it off as attention-seeking or being dramatic.

Networking is key-- many campuses are understaffed, and it is easy to feel alone and responsible for handling situations on your own; connect with other professionals for insight and support.

Following up is crucial-- check in with the student, parents, and metal health professionals to make sure that treatment plans are effective and ongoing.

Ms. Thues also discussed the recently passed Mitch Warnock Act (A.R.S. §15-120, see slide 7 for more information), noting that this increased requirement for training reflects the urgency of the issue.  She noted the importance of doing away with the erroneous concept that talking about suicide causes students to act on it.  She expressed the duty of all educators to promote mental health awareness, and to normalize the fact that many people struggle in this area (T. Thues, personal communication,  October 2, 2019).

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For more information on this topic, counselors may consider the American School Counselor Association's (ASCA) Model School District Policy on Suicide Prevention, available at https://www.schoolcounselor.org/asca/media/asca/home/ModelPolicySuicidePrevention.pdf

This resource provides a clear list of terms and definitions related to suicidal ideation, allowing counselors to be confident in common terminology.  Also featured are overviews of risk factors and best practices for assessment and intervention.  This plan also features recommended follow-up and school re-entry procedures for students after experiencing a mental health crisis.

Reference: American School Counselor Association (n.d.). Model school district policy on suicide prevention.  Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/ModelPolicySuicidePrevention.pdf

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"After Suicides of Parkland Survivors, Here's What Educators Should Know About Supporting Students" by Evie Blad: https://blogs.edweek.org/edweek/rulesforengagement/2019/03/after_suicides_of_parkland_survivors_heres_what_educators_should_know_about_supporting_students.html

In 2018, the community of Parkland, Florida was rocked by a school shooting.  The recent suicides of two of the survivors has brought forth questions regarding how to best support students after trauma, as well as the nature of suicide contagion.

To delve into this topic, Education Week spoke with Christine Moutier (chief medical officer of the American Foundation for Suicide Prevention) and Michael Anestis (co-chair of the American Association of Suicidology's Firearms and Suicide Committee) about the Parkland Suicides.

Best practices for educators are recommended throughout the article, including strategies to discuss suicide without sensationalizing it.

The roles of educators in helping students recover from "high-profile traumas" such as school shootings is discussed; unfortunately, such events are happening frequently, but many school officials have not been trained to address the mental health fallout of a school shooting.

Reference: Blad, E. (2019).  After suicides of Parkland survivors, here's what educators should know about supporting students.  Education Week.  Retrieved from https://blogs.edweek.org/edweek/rulesforengagement/2019/03/after_suicides_of_parkland_survivors_heres_what_educators_should_know_about_supporting_students.html

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"Schools Grapple With Student Depression as Data Show Problem Worsening" by Evie Blad: https://www.edweek.org/ew/articles/2019/03/14/schools-grapple-with-student-depression-as-data.html

Recent data reflects trends noted by educators in recent years: mental health issues are on the rise amongst adolescents.

Possible causes are discussed, including debate over the possible impact of social media on teen depression.

The need for sufficient resources is also analyzed, including noting the shortage of school counselors and the need for effective training.

In light of the rising need for effective school intervention to aid struggling students, this article calls for all educators to recognize warning signs and assemble effective response plans.

Reference: Blad, E. (2019).  Schools grapple with student depression as data show problem worsening.  Education Week.  Retrieved from https://www.edweek.org/ew/articles/2019/03/14/schools-grapple-with-student-depression-as-data.html

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Every Student Succeeds Act of 2015, Pub. L. 114–95, §4101, STAT. 1802 (2015) https://www.congress.gov/bill/114th-congress/senate-bill/1177/text

Title IV-a of the Every Student Succeeds Act (ESSA), also known as Public Law 114–95, §4101, STAT. 1802 (2015), allows for grant funding to be directed towards student support, including mental health services and counseling.  Arizona schools applying for such grants must provide evidence-based research to document the need for the requested resources, as well as a safety plan, risk assessment, or third-party audit.  More information can be accessed at https://www.azed.gov/titleiv-a/2019/06/18/security-requests/

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A.R.S. §15-120, also known as the Mitch Warnock Act: https://www.azleg.gov/ars/15/00120.htm

This law requires all educators working with grades 6-12 to receive suicide prevention training (including warning sign recognition and intervention strategies) every 1-3 years; goes into effect during the 2020-2021 school year.

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14th Amendment (U.S. Const. amend. XIV): https://www.archives.gov/founding-docs/amendments-11-27#toc-amendment-xiv

This amendment clarifies and solidifies rights of U.S. citizens, forbidding laws which infringe upon privileges of citizenship and deprivation of liberty; this amendment has been used to support the idea of parents’ rights to involvement in their children's’ upbringing, as supported in Troxel v. Granville, 530 U.S. 57 (2000).

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Eisel v. Board of Education, 324 Md. 376, 377 (Md. 1991): https://casetext.com/case/eisel-v-board-of-education

This ruling found that counselors have a unique relationship with students which legally obligates them to report suicidal ideation to parents/guardians.  This particular case focused on secondhand information, upon which the counselor failed to effectively act.

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#10 Local Administrative Law (Company Policy)

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#10 Local Administrative Law (Company Policy)

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According to the Leona Group Employee Handbook (2012), if a student comes to an employee expressing suicidal ideation,

the team member may help the student make contact with certified or licensed individuals in the school or community who specialize in the assessment, diagnosis and treatment of the student’s problem. Under no circumstances may a team member attempt, unless properly licensed and authorized to do so, to counsel, assess, diagnose or treat the student’s problem. (p. 43)

http://www.leonafamily.com/uploads/4/3/9/7/4397552/2012_hr_employee_handbook.pdf

This resource clearly outlines the company's expected procedure for all employees.  In order to be compliant, it is critical that all employees be mindful of their qualifications-- if you are not licensed to diagnose/treat mental health issues, do not put yourself in a role that should be occupied by a licensed professional.

Reference: Leona group employee handbook (2012).  Retrieved from http://www.leonafamily.com/uploads/4/3/9/7/4397552/2012_hr_employee_handbook.pdf

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Under ASCA (2019) Standard A.9, section a, school counselors are expected to “inform parents/guardians and/or appropriate authorities when a student poses a serious and foreseeable risk of harm to self or others” (p. 4).

https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

This expectation clearly aligns with the Leona Group's policy.  It is crucial that, when a student expresses suicidal ideation, counselors immediately connect students with appropriate resources and notify parents/guardians in order to enable timely, effective intervention.

Reference: American School Counselor Association (2016).  ASCA ethical standards for school counselors.  Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

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For further information, counselors may go to the Arizona Suicide Prevention Coalition website at: https://www.azspc.org/

This website provides a list of resources (with contact information) by county, includes a list of signs/symptoms to watch for, and provides phone numbers for students in crisis to call.  This organization also offers training session information and conferences.  The 2019 conference will be held at the end of October-- registration information is posted on the site for interested educators.

Reference: Arizona Suicide Prevention Coalition (2016).  Resources.   Retrieved from: https://www.azspc.org/resources.html

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1. Take a proactive response: When suicidal ideation is reported to you, take it seriously and go into action.
2. Watch for signs: Students may not always overtly express their mental health struggles; seek training in recognizing signs of depression, and seek opportunities to connect with students who are presenting signs.
3. Report the issue immediately: Comply with your legal obligation to report to licensed professionals and to parents/guardians-- effective intervention must be timely and involve multiple parties.
4. Remember that helping students who are struggling with suicidal thoughts is a team effort: Work together with the student, parents, and mental health professionals.  Ask for support and advice from fellow counselors and social workers.
5. Follow up: Check in with all stakeholders regularly.  This is not a quick-fix situation, and effective intervention is a continual process.
6. Create a supportive campus environment: Mental health issues are common, but rarely discussed.  Normalize the struggle, and make students aware of the many resources and support systems available to them.  By acknowledging the legitimacy of mental illness, counselors can make students feel confident that their struggles will be acknowledged, respected, and acted upon.
7. Build community awareness: Create opportunities for parents and fellow educators to learn about how to become allies.  Informed allies allow for a strong team to come together in times of crisis.
8. Stay current: Frequently review legal policies in order to stay compliant.  Follow research in order to understand developing trends and new resources.