Suicide in Schools

Cover
Endorsements
Half Title
Title Page
Copyright Page
Dedication
Contents
Figures
Tables
About the Authors
Foreword
Acknowledgments
1. Overview and Introduction
	Are You Prepared?
		Situation #1
		Situation #2
	Purpose of This Book
	Overview: Key Goals of This Text
		The Role of the School in Suicide Prevention
		Key Terms
		Language on Race/Ethnicity, LGBTQIA+
	SiS Model
		Suicide Risk Screening
		Suicide Risk Assessment
		Suicide Risk Monitoring Tool
		Home-School Safety Planning
		Reentry Plan
	Scope of the Problem
		Suicide Contagion
		Why Do People Die by Suicide?
	Risk Factors and Warning Signs
		Cyberbullying
		Gender and Sexual Minority Youth
		Sleep
		COVID-19 Pandemic
		Risk Factors
		Warning Signs
		Protective Factors
	Recommendations for Schools
	Reducing Shame and Stigma
	References
2. The Role of Information and Communication Technologies in School-Based Suicide Prevention, Assessment, Intervention, and Postvention
	Definitions
	The Role of Social Media and Suicide
		Digital Detox
	Youth Development and Suicide Risk
	Technology Teams
	Prevention
		Monitoring Online Student Content for Youth Suicide
		Recommendations for Monitoring Software
			Ethical and Legal Considerations
			Community Consultation
			Resources and Gaps
			Evaluation
		Developing a Social Media Presence
	Assessment
		Computerized Screening
		Technology-Assisted Suicide Risk Assessment
		Crisis Lines
		Hidden in Plain Sight
		The Future of Assessment
	Intervention
		What to Say When You Encounter Someone Online That Might Be Suicidal
		Preparing Youth to Respond Online to Someone Who Might Be Suicidal
		Preparing Youth Who Want to Share Their Own Suicidal Experiences Online
		Suicide Prevention Apps
		Virtual Lessons Learned during COVID-19
	Postvention
		Using Social Media for Postvention
	Conclusion
	References
3. Prevention and Early Identification of Risk
	Case Study: Suffering in Silence
	It Takes a Village
		A Systems Perspective
	Prevention and Mental Wellness
	Gatekeepers: An Essential Part of Youth Suicide Prevention
	Early Identification
		Internet Monitoring
		What the Student May Say
			Academic Indications
			Behavioral Indications
			Cognitive Indications
			Spiritual/Existential indications
			Emotional Indications
			Social Indications
	Special Considerations
		Non-Suicidal Self-Injury
		Trauma and Adverse Childhood Experiences
		Concussion and Traumatic Brain Injury
		Bullying/Cyberbullying
	Social Media Gatekeepers
	Referral Procedures
	Parents as Gatekeepers
	Peers as Gatekeepers
	What Can I Do If I Am Concerned about Someone?
		What Do I Say?
		What NOT to Say
	Conclusion
	References
4. Caring for the Caregiver: Burnout, Compassion Fatigue, and Vicarious Traumatization
	Introduction
	Burnout
	Compassion Fatigue
	Vicarious Traumatization
	Symptoms
	Using a Self-Care Plan to Manage Stress and Prevent Burnout
		Personal Self-Care Strategies
		Professional Strategies
			Organizational Strategies
	Putting It All Together
	References
5. School Crisis Team Response Planning
	A Planned Response
	Crisis Teams
		Training and Education
	Crisis Plans
		PREPaRE Model
		Incident Command System
		Crisis Plan Components
			Prevention
			Universal Screening
			Assessment and Intervention
			Postvention
	Documentation
	Threat Assessment
	Evaluating the Crisis Plan
	Conclusion
	References
6. School Liability and Implications for Best Practice
	Legal Terms and Key Legal Issues for Schools
		Negligence
		Foreseeability
		State-Created Danger
		Sovereign Immunity
		In Loco Parentis Doctrine
		Intervening Force
	Review of Legal Cases and Implications for Schools
		Brooks v. Logan School District (1997)
		Wyke v. Polk County School Board (1997)
	Notifying Parents
		Importance of Making the Call and Documenting The Notification
		Transfer of Responsibilities to Parents Through Notification
		Eisel v. Board of Education of Montgomery County (1991)
		Szostek v. Fowler, Martin, Vick, and the Cypress-Fairbanks Independent School District (1995)
	Professional Ethical Standards for Key School Personnel
		Non Maleficence/Do No Harm
		Competence
	Confidentiality and Confidentiality Exceptions
		Gallagher v. Richard Bader (2016)
	Providing Appropriate Postvention Response
		Mares v. Shawnee Mission School District (2007)
	Bullying and Suicide: Legal issues
		Witsell et al. v. the School Board of Hillsborough County (2011)
		The Estate of Montana Lance et al. v. Kyer et al. (2011)
	Universities and Suicide Liability
		Implications
	How School Personnel Can Best Protect Themselves from Suicide Liability Issues
	Conclusion
	References
7. Suicide Prevention Programs, Policies, and Protocols
	Every School Needs a Suicide Prevention Policy
	Suicide Prevention Programs
		Defining Suicide Prevention
		Levels of Prevention
			Tier 1 Universal Prevention
			Tier 2 Selective Prevention
			Tier 3 Indicated Prevention
	Does School-Based Suicide Prevention Work?
		Developing and Implementing Effective School-Based Suicide Prevention
	Planning and Implementing Suicide Prevention Programs
		Setting the Stage for Implementing School-Based Suicide Prevention
	Policies
	Protocols
	The Naperville Experience
		Administrator\'s Role in the New Suicide Prevention Protocol
		Professional Development
	Conclusion
	References
8. Guidelines for Suicide Risk Screening, Assessment, and Monitoring
	SiS Model
	Universal and Targeted Screenings
		The Case for Universal Screening
		Considerations for Universal Screening
		Targeted Screenings
		Suicide Screening Tools
	Suicide Risk Assessment
		Levels of Risk
			No Risk
			Risk Status vs. Risk State
			Low Risk
			Moderate Risk
			High Risk
		Assessment of Elementary, Middle, and High School Students
			Elementary-School-Aged Youth
			Middle-School-Aged Youth
			High-School-Aged Youth
			Ethnic, Sexual, or Gender Minoritized Youth
	Components of a Suicide Risk Assessment
		Establishing Rapport
		Assessment Validation Techniques
		Assessing for Suicidal Ideation, Intent, Plan, and Means
			Section I: Assessing Ideation
			Section II: Assessing Intent
			Section III: Assessing Plan
			Section IV: Strengths and Resources
			Section V: Risk Factors
			Section VI. Interpersonal Distress
		Assessing the Social Environment
			Section VII: School Environment/Peers/School Staff Support
			Section VIII: Home Environment/Parental Support
			Section IX: Presentation/Clinical Observations
			Sections X, XI, and XII: Level of Risk, Summary, and Recommendations
	Suicide Risk Monitoring
	Conclusion
	References
9. Intervening with a Potentially Suicidal Student
	From Assessment to Intervention
	Levels of Risk
		Low Risk
		Moderate Risk
		High Risk
	Safety Planning
	Engaging Parents
		Responding to Parents Who Are in Shock
		Responding to Parents Who Are in Denial
		Responding to Frustration/Anger
	Expanding the Circle
	Documenting a Suicide Risk Assessment
	Connecting the Dots During a Suicidal Crisis (Tiers 4, 5, and 6)
		Tier 4: Outpatient Psychotherapy
			Cognitive Behavioral Therapies
			Psychodynamic Therapy
			Family Therapies
		Tier 5: Residential Programs
		Tier 6: Hospitalization
			Admission Process for an Inpatient Psychiatric Unit
			Discharge from the Hospital
	Reentry Meeting
	Monitoring Suicide Risk
	Transition from High School to College
	Conclusion
	References
10. The Aftermath: Immediate Suicide Postvention Step-by-Step
	Introduction and Case Scenario
	Minimizing Contagion: Social Media in Suicide Postvention
	Postvention Guidelines
	Advanced Preparation: Before a Crisis
		Develop a Staff Phone Tree
		Develop School-Community Connections
		Assess Cultural Diversity and Provide Training
		Plan Space for Meetings and Safe Rooms
		Prepare Go-Kits
		Develop Policies for Memorials and Funeral Attendance
		Develop a Social Media Presence
		Designate a Media Liaison
	Intervening Immediately Following a Suicide
		Consider Postvention Specialists
		Suicide Contagion
		Establish Reunification Protocols
	The First 24 Hours: A Step-by-Step Approach
		If a Suicide Occurs on Campus
		Notify Key Personnel
		Mobilize the Crisis Team
			Verify the Facts
		Respect Family Privacy
		Notify Teachers and Staff
		Conduct a Staff Meeting
		Responding to The Death of a Staff Member
	The Three Tiers of Crisis Postvention
		Tier 1: Universal Interventions
			Consider Cultural Differences
			Assure Physical Health and Safety
			Determine Level of Response
			Coordinate External Resources
			Triage Throughout the Day
			Prioritize Students Needing Immediate Support
			Notify Students about the Death: Class Meetings
			Talking Points for Teachers/Staff After a Suicide
			Notify Parents and the School Community
			Coordinate Parent/Community Meetings
			Remember that Staff Hurt Too
			Debrief at the end of the First Day
			Work with the Press using Established Media Guidelines
		Tier 2: Selective Interventions
			Consider Cultural Differences
			Safe Rooms
			Group Facilitators
			Including the Classroom Teacher
			Safe Room Participants
			Safe Room Guidelines
			Goals and Activities
			Obtain Parental Permission
			Limits to Confidentiality
			Follow-Up and Referrals
	Conclusion
	References
11. The Bereaved Student, School, and Community
	Case Scenario: Enduring the Pain
	After the First 24 Hours
		Culturally Relevant Response
		Self-Disclosure
		Funeral Attendance
		Memorials
		The Empty Desk
	Weeks 2-4: Grief Reactions
		Kübler-Ross\'s Stages of Grief
		Contemporary Model of Grief and Loss
		Expectations of Grief
		Developmental Considerations
			Infants (0-2 years)
			Preschool-Aged Children (2-6 years)
			Elementary School-Aged Children (7-11 years)
			Adolescents (12-18 years)
	The Complexity of Suicide: Complicated Grief and Trauma
		Factors Related to the Nature and Circumstances of the Loss
			Degree of Suddenness
			Length of Illness Prior to the Death
			Perception of Preventability
			Psychosocial Context of the Death
		Factors Related to the Relationship with the Deceased
			Psychological Character
			Strength of the Relationship
			Security of the Attachment
			Amount of Unfinished Business Between the Deceased and the Bereaved
			Level of Ambivalence in the Relationship
			Roles of the Deceased in the Bereaved\'s Life and Social System
		Factors Related to Characteristics of the Bereaved
			Previous Experience with Grief and Loss
			Presence of Concurrent Losses or Other Stressors
			Mental Health Prior to the Loss
			Developmental Stage of Life
			Social, Cultural, Ethnic, Religious, and Spiritual Beliefs
		Complicated Grief and Trauma
	Tier 3: Indicated Interventions in the Following Months
		Grief in the Classroom
		Suicide-Specific Grief Counseling Groups
		Individualized Therapeutic Treatments
		Writing a Narrative for Healing
		Trauma-Specific Intervention
	A Year in: Anniversaries of the Death
		Help Students Find the Gifts in the Loss
	Conclusion: Evaluating Postvention Activities
	References
Index