Periodically, windows of opportunities arise for providing inservice at schools about
mental health and psychosocial concerns. When such opportunities appear, it may be helpful
to access one or more of our Center's Quick Training Aids.
Each of these offers a brief set of resources to guide those providing an inservice session.
(They also are a form of quick self-tutorial.)
In compiling resource material, the Center tries to identify those that represent "best practice"
standards. If you know of better material, please
let us know so that we can make improvements.
- Most encompass
- key talking points for a short training session
- a brief overview of the topic
- facts sheets
- a sampling of other related information and resources
Guide for Suggested Talking Points
- Brief Overview
- Present main points from:
Youth Suicide/Depression/Violence -
Excerpted from Addressing Barriers to Learning Newlsetter.
- Highlight the suicide rates and trends for youth in the section titled
"About Suicide and Depression." This forms the crux of the argument
that youth suicide prevention is important.
- Highlight the underlying problems that might lead to suicide, depression,
or violence in the section titled "Linked Problems." Many are reluctant
to specifically address suicide in classrooms or with individual children.
Along with specific strategies outlined in the "Suicide Prevention" box
(pg. 7), interventions can focus on enhancing protective factors (see
pg. 8 for an illustrative list).
- Distribute "Enhancing Protective Factors and Building Assets" (pg. 8)
as a handout for reference and/or discussion. What
protective factors are already being enhanced by current school programs?
What additional asset-building components would be feasible to incorporate
in curricula or school programming?
Tools/Handouts - Why and How?
- Youth Risk Behavior Survellance Data. - - (Centers for Disease Control and Prevention)
- Highlight differences between sadness, suicidal ideation, and suicide attempts.
- Note gender and age, and cultural differences.
- Suicide Statistics. -
- Note age difference and discuss.
- Injury Mortality Reports
(http://webapp.cdc.gov/sasweb/ncipc/mortrate.html) - CDC customizable summary statistics.
Click here for an example customized report (Note: Double-click the
yellow boxes in the Acrobat PDF for SMHP tips).
- At some point you might be asked for more specific information,
like how local trends compare to the national data. This resource can
help you prepare for such questions by providing you with customized summary
statistics from the CDC Injury Mortality database.
- If you know that your audience is likely to ask particular questions,
you might want to run the statistics at the website and print out an informative
handout ahead of time.
- Why and How Should Schools Get Involved -
Excerpted from Center packet entitled: School Interventions to Prevent Youth Suicide.
- Highlight the box on the first page for a concise explanation for why
school-based intervention is necessary.
- The section titled "On Prevention", provides four succinct recommendations
for prevention efforts. Highlight how the current training encompasses
- Research-based answers to concerns about more general and more
targeted intervention strategies are also included for your reference.
These concerns might arise in discussion or in planning, but are not critical
to hand out to everyone.
- Life-Cycle Commonalities and Age-Group-Specific
Aspects of the Suicide Trajectory for Childhood and Adolescence - Included in Center packet
on Suicide Prevention, pg. 18.
- This should be a handout. It is a comprehensive, well-organized table
of potential risk factors in childhood and adolescence.
- Highlight the commonalities, these will be helpful in identifying youth at
risk even if the age-specific information is not recalled.
- A Few Examples of Assessing Risk -
Excerpted from a Center packet entitled: School Interventions to Prevent Youth Suicide, pgs. 54-56.
- This section contains possible screening tools for suicide risk assessment.
Depending on your audience, one or more of these tools might be appropriate to
handout and discuss.
- Highlight the section on "DSM-IV Criteria..." This information might be most
helpful in terms of early intervention before a suicidal crisis. A possible
point for discussion is "How is depression screening being conducted?"
Have you considered participating in the National Depression Screening Day?
- Training programs for community members,
teachers, school staff, and students - Excerpts from CDC (1992). Youth
Suicide Prevention Programs: A Resource Guide.
- This annotated list is mainly for your reference as organizer of the training.
The organizations listed might be able to provide additional literature for the
training or follow-up training for implementation of specific intervention strategies.
- QuickFind on Suicide Prevention (printer-friendly format)
To view the web-based quick find on suicide prevention, click here.
Originals for Overheads
The following can be copied to overhead transparencies to assist in presenting this material.
- Statistics on Suicide in the United States and Suicide Among the Young
– Excerpted from the National Center for Injury Prevention and Control
Suicide Prevention Fact Sheet.
- Why should schools get involved?
- Suicidal Assessment Checklist – Excerpted from our Center packet
entitled School Interventions to Prevent Youth Suicide.
- Follow-through Steps After Assessing Suicidal Risk Checklist –
Excerpted from our Center packet entitled School Interventions to
Prevent Youth Suicide.
This material provided by:
||UCLA Center for Mental Health in Schools/Los Angeles, CA 90095-1563|
(310) 825-3634/ Fax: (310) 206-8716/ Email: email@example.com
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