1 Depression and Suicide: Important Information for Educators A Safety and Violence Prevention Curriculum Module Two.

Slides:



Advertisements
Similar presentations
1 Preventing Youth Suicide Creating Emotional Safety for our Students School District of Volusia.
Advertisements

SOS Signs of Suicide.
Phase II: Suicide Warning Signs Photo by AbbyD11 on Flickr.
Managing Stress and Anxiety
Lesson 3 Suicide Prevention. Knowing the Facts About Suicide Most people can manage stress in healthful ways, however, stress can cause alienation- feeling.
Teenage suicide is preventable. When a person is depressed, they are NOT thinking, feeling, or acting the way they normally do. We must get them help,
Suicide is a permanent solution to a temporary problem.
BY: JAYDEN WORMELL & JENA SCOTT Teen Depression. Question 1 Depression is a choice. True or False.
Intervening on Suicide: Skills, education, and resources for helping a young person in need Presented by Christian D Haase, MA, NCC.
RISK FACTORS ? WARNING SIGNS ? WHAT CAN WE LEARN?
Psychiatric Disorders and Suicide Assessment Woodbridge Township School District First-year Teacher Training Program University Behavioral HealthCare University.
Chapter 4 Suicide Lesson 3 Suicide >> Main Menu Next >> >> Chapter 3 Assessment Click for: Teacher’s notes are available in the notes section of this presentation.
Some Secrets SHOULD be Shared…
Teenage Suicide Chapter 9 Lesson 2 & 3 Pages
Section 4.3 Depression and Suicide Objectives
Mental and Emotional Problems
Anxiety and depression are treatable mental health problems.
Chapter 10 Lesson 2- Suicide Prevention. Depression and the Teen years Depression – the feelings of helplessness, hopelessness, and sadness Feelings can.
Youth Suicide: Prevention Works! Presented by: Mount Si High School Students: ASB Senators, Natural Helpers, ASB Officers and Committee Members. We would.
Suicide is a permanent solution to a temporary problem.
Suicide Awareness & Prevention Fairmont High School Presented by Presentation College Nursing Students with additions by School Resource Officer Jaime.
1 Mental and Behavioral Health Issues: An Overview A Safety and Violence Prevention Curriculum Module One.
Personal BehaviorLesson 4, Chapter 21 Mental and Emotional Health Care.
Mental and Emotional Health Care I hate School! I can’t believe he got a better grade than me I can’t stand her, she deserves to be alone she just broke.
Chapter 6 Mental and Emotional Disorders Lesson 2 Suicide Prevention.
DEPRESSION AWARENESS AND SUICIDE PREVENTION Health Science II Mental Health Unit.
DEPRESSION & SUICIDE. Depression – What is it? Feelings of sadness, hopelessness & despair that persist and interfere with academics, work performance.
Suicide A permanent solution for a temporary problem.
Symptoms, causes, treatments, populations affected.
Suicide Prevention The 3 rd leading cause of death for year olds.
Teenage Suicide Chapter 5 Lesson 2 & 3 Pages
Stress: What is it? The way your mind and body react to changes, challenges and threats Stress is normal Not all stress is bad When ordinary stress becomes.
SUICIDE PREVENTION DEBI LEWIS SUICIDE PREVENTION SPECIALIST, USOE.
Wes Crum, Ph.D. Assistant Professor Of Psychology Clinical Psychologist Depression and Suicide: Important Information For Educators.
S. O. S. SIGNS OF SUICIDE ROCKDALE CAREER ACADEMY.
Preventing Suicide Humble ISD. What is depression? …more than the blues or the blahs; it is more than the normal every day ups and downs.
A general overview of signs and symptoms, prevention and intervention options, and community resources.
BELL WORK Write about the why you think some teens choose to end their lives.
Suicide Prevention.
Office: HOTLINE: 596-LIFE
DEPRESSION/ SUICIDE. Also known as major depression, clinical depression or major depressive disorder Depression is a medical illness that causes a constant.
MENTAL AND EMOTIONAL PROBLEMS. Kinds of Mental Health Problems Everyone has problems from time to time. Most people overcome their problems and are able.
Depression and suicide By Tristan, Orie, and Leslie.
Understanding Depression and Suicide Cathy Gentino Mercer Island Youth and Family Services Counselor.
Professional intervention and support from friends and family can often help prevent suicide.
Lesson 3 Skills for Healthy Living Providing Social Support 3 Skills for Healthy Living Providing Social Support L E S S O N.
CHAPTER 9 LESSON 2: SUICIDE PREVENTION. A LIENATION : FEELING ISOLATED AND SEPARATED FROM EVERYONE ELSE. * CAN BE CAUSED BY AN EMOTIONAL OVERLOAD. S UICIDE.
Number your paper from ____ 1. A suicide attempt is just a bid for attention and ignoring it will discourage another attempt. ____ 2. A minor suicide.
YSPP Youth Suicide Prevention Program
Chapter 15 Understanding and Preventing Suicide. © Copyright 2005 Delmar Learning, a division of Thomson Learning, Inc.2 Chapter Objectives 1.Give current.
Warm-up: PSA - VideoVideo What should a person do if he or she is contemplating suicide because of bullying or other forms of abuse ? © 2016 NorthsideISD.
Including Students with Depression Tristan Cox and Lillian Jones.
Dealing with Anxiety and Depression (1:53) Click here to launch video Click here to download print activity.
March 14, 2016 Entry task: what do you know about depression? Target: Identify signs and symptoms of depression.
SUICIDE PREVENTION WEEK SEPTEMBER 7 – 13 **If you are in crisis and need help: call this toll-free number, available 24 hours a day, every day TALK.
Is it the blues? Depression & Suicide Prevention in Our Schools Naveen Jonathan, LMFT National Catholic Educators Association Conference Anaheim, CA April.
Recognizing Depression and Suicidal Ideation in Students Safety and Violence Prevention Curriculum.
Research documents a strong link between drug and alcohol abuse and suicidal behavior. What that research does not establish is that substance abuse has.
H.E.L.P. Suicide Prevention Curriculum for High School
Depression & Suicide prevention
Suicide Prevention Chapter 5, pgs
A prolonged feeling of helplessness, hopelessness, and sadness.
SUICIDE AND RESILIENCY
SUICIDE AND RESILIENCY
Suicide Awareness Overview October 5, 2016 Lebanon Road Elementary Ms
Dealing with Anxiety and Depression (1:53)
Dealing with Anxiety and Depression (1:53)
Popsicle Stick Activity
Presentation transcript:

1 Depression and Suicide: Important Information for Educators A Safety and Violence Prevention Curriculum Module Two

2 Click on link below to access the handouts and resources for this module through Google Drive : Print out and Complete the quiz on page 1 then continue with the slide show. syVWl2dVU/edit?usp=sharinghttps://docs.google.com/a/elginschools.org/file/d/0B73APt_4GQIydzVhM2 syVWl2dVU/edit?usp=sharing

33 True or False? Most people who attempt suicide are just looking for attention. Quiz: Question #1 False Suicide attempts are rarely used as means to get attention from others. Rather, an individual sees suicide as the only feasible option for ending their pain. 3

44 True or False? Girls attempt suicide more often than boys. Quiz: Question #2 True Girls are more likely than boys to experience depression, to consider suicide, to make a plan for suicide and to attempt suicide. Boys have a higher rate of completed suicide than girls because they tend to use more lethal means such as guns and hanging compared to swallowing pills.

55 True or False? Children can’t really be depressed; they don’t have anything to worry about. Quiz: Question #3 False Depression is a change that occurs in the brain’s chemistry and is a brain disorder. Depression is an illness that affects how a person thinks, reasons, feels and acts.

66 Fill in the Blank In Ohio, suicide is the ______ leading cause of death among year olds. a.) 2 nd b.) 3 rd c.) 4 th d.) 5 th Quiz: Question #4 a.) 2 nd Suicide is the second leading cause of death for 15- to 24 year-olds in the state of Ohio. Youth suicides in Ohio have increased 18 percent since 2001.

77 True or False? Alcohol and drug use is related to depression and suicide. Quiz: Question #5 True Students who abuse substances are often trying to mask their emotions and use alcohol and drugs as coping mechanisms.

88 True or False? Asking students if they are suicidal will just put those thoughts into their heads. Quiz: Question #6 False Talking with students about their suicidal thoughts or ideas is one of the only ways to accurately understand their subjective reality and to understand the degree to which they are presently depressed or thinking about suicide as an option. Asking students if they are feeling depressed or suicidal may show them that you care for them.

9 How do I identify a student who is experiencing depression?

10 May appear irritable or angry as opposed to depressed Have volatile moods, angry outbursts, or rage Lose interest in activities they previously enjoyed Withdraw from family and friends Abuse substances Recognizing Depression in Students: Changes in Behavior

11 Noticeable weight gain or weight loss: eating disorders are correlated with depression. Changes in sleep: sleeping much more or much less than usual Disheveled appearance; lack of personal hygiene Recognizing Depression in Students: Changes in Appearance

12 Grades dropping in school Lack of interest in after-school activities or sports Skipping school, coming to school late Recognizing Student Depression: Changes in Performance

13 Delinquent behavior while at school, increases in disciplinary actions Feelings of worthlessness, guilt, difficulty concentrating, suicidal ideation Recognizing Student Depression: Changes in Performance

14 Suicidal Ideation Suicidal ideation is present in 60 percent of adolescents with depression. In 2005, of Ohio teens polled: 27 percent reported feeling depressed 18 percent reported seriously considering suicide 9 percent reported that they attempted suicide during the past year Source: 2005 Youth Risk Behavior Survey Executive Summary, Ohio Department of Health,

15 What are warning signs for student suicide? Look for the same warning signs as for depression, and: –Thoughts or writings of death or suicide –Giving away possessions or putting affairs in order –Locating weapons –Making comments such as, “You won’t have to worry about this when I’m gone,” or “I won’t be a bother to you much longer.” –Feelings of worthlessness

16 Whereas adults come to suicidal behavior often over the course of lengthy stressful events, Adolescents may become suicidal after experiencing an intense emotional event, a breakup with a boy/girlfriend, or becoming an outcast to friends.

17 Increased Likelihood of Suicide History Previous suicide attempts or gestures Family history of suicidal behavior Survivor of child abuse (physical or sexual abuse)

18 Increased Likelihood of Suicide Individual Factors Substance abuse or other mental health disorders Conduct disorders or disruptive behaviors Juvenile delinquency Sexual orientation (homosexual, bisexual and trans-gendered youth are 3-5 times more likely to commit suicide)

19 Increased Likelihood of Suicide Environmental Factors Life stressors (interpersonal losses, relationships) Access to firearms

20 Decreased Likelihood of Suicide Individual Factors Good coping skills and impulse control Sense of worth/confidence

21 Decreased Likelihood of Suicide Environmental/Family Factors Lack of access to means of suicide Stable environment Access and care for mental/physical/substance disorders Family cohesion Responsibilities for others/pets

22 Decreased Likelihood of Suicide School Factors Academic achievement Perceived connectedness to school Good relationships with other school youth Social integration/opportunities to participate

23 What do I do if I think a student might be severely depressed and considering suicide?

24 Depression and Suicide Talk to the student – Show your concern. If the student seems depressed, ask about his or her mood and feelings. Ask specific questions, such as: –How are you feeling right now? –How long have you been feeling this way? –Who can you talk to about how you are feeling? You may notice specific behaviors that concern you: –Is the student talking or writing about death or suicide? –Has the student been giving away possessions? –Has the student made final arrangements?

25 Understanding Levels of Risk Once referred, a mental health professional will determine the level of risk: Low-risk: vague suicidal ideation, no specific plans, low-level helplessness; Medium risk: direct statements about suicide, some plans but still vague and no availability of supplies; High-risk: detailed plans with lethal method, made final arrangements, suicide is the only alternative.

26 Procedures When Working with Suicidal Students Interaction with student: –Gather information calmly –Communicate caring and support –Emphasize student’s worth –Do not leave students at risk alone –Do not promise secrecy

27 Procedures When Working with Suicidal Students Get help, following school procedures –Get student to the school counselor or mental health expert –Be sure parents are contacted –Contact emergency services/local crisis center as necessary 911 County emergency mental health agency Local suicide hotline National suicide hotlines – for local hotline information: TALK (8255); and SUICIDE ( )

28 Local Resources, Protocols, and Referral Information Be familiar with school and community resources Sources of local information: NAMI-Ohio County Behavioral Health Authority Local ADAMH board Refer to your handouts….

29 Try Out Your Skills Role Play: Work with a friend. One of you is the teacher (Ms./Mr. Jones) and one is the student (Carla/Carlo). Carla/o seems very down in the dumps. She/he has been coming late to your classes and keeps his/her head down during the entire class. You notice his/her weight significantly dropping and his/her withdrawal from peers at school. During lunch, Carla/o has been going to the nurse’s office with complaints of stomach aches. In one of your classes, Carla/o writes a poem in which s/he talks about the “killing the pain.” How might you talk to Carla/o? Take 5-10 minutes to role play this scenario.

30 Reminders Show care and concern Use concrete questions Remember SAL –Specific plan and intent –Available means –Lethal means

31 Follow-up Based on your conversation with Carla/o, what would concern you? What is your plan to address this situation? –Who do you need to consult with? –What information do you need? –Who do you need to notify?

32 Educators have the capacity to substantially affect the life course of a student if they can identify and refer students who may be suicidal.

33 Educators: Should not promise secrecy or confidentiality if a student discloses suicidal thoughts; Should act swiftly upon learning of student suicidal thoughts or behaviors; Should take seriously student disclosures or threats; Must know the resources in their schools and communities in order to make appropriate referrals.

34 Click on Link and correctly complete the Google Form to obtain credit for completing this module. ols.org/forms/d/1EcBsF9Aja4KhM90 RaSEhDHqMqY3kjQoLxoMdwDh5M gM/viewformhttps://docs.google.com/a/elginscho ols.org/forms/d/1EcBsF9Aja4KhM90 RaSEhDHqMqY3kjQoLxoMdwDh5M gM/viewform You will need to sign into your Elgin Local Schools Google Drive account.

35 education.ohio.gov For More Information

Ohio Teachers’ Homeroom OhioEdDept ohio-department- of-education