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Child and Adolescent Suicidal Behavior: School-Based Prevention, Assessment, and Intervention [Mīkstie vāki]

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Child and Adolescent Suicidal Behavior: School-Based Prevention, Assessment, and InterventionPalielināt
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"This state-of-the-art book is readable and highly informative. It is filled with all the latest research and tools on youth suicide prevention, assessment, and intervention. Miller sheds light on an often misunderstood and rarely discussed topic, providing a practical resource that is truly needed. The information in this book can help save young lives."---Philip J. Lazarus, PhD, Director, School Psychology Program, Florida International University

"Miller empowers school-based mental health professionals with knowledge and best practices to utilize when intervening with potentially suicidal students. He also provides critical tools for advocating for evidence-based suicide prevention policies and procedures to be put into place in a district....This text is destined to stay on the desk of the school-based practitioner, not in the bookcase!"---Richard Lieberman, MA, school psychologist, Youth Suicide Prevention Program, Los Angeles (California) Unified School District

"An excellent, comprehensive resource. Miller clearly knows the field of youth suicidology and presents the information in easy-to-understand language that is supported by research. This book is essential for school personnel working with at-risk youth and for those designing and implementing suicide prevention programs."---James J. Mazza, PhD, Director, School Psychology Program, University of Washington

"Given the high prevalence of suicidal behavior among school-age children, this book offers mental health and school professionals a critical roadmap for prevention strategies to reduce this epidemic. Important postvention strategies are also provided to help a school community cope with a completed suicide."---Alec L. Miller, PsyD, Chief, Child and Adolescent Psychology, Montefiore Medical Center and Albert Einstein College of Medicine

"I strongly recommend this book as a text for underagraduate and graduate courses related to school mental health, public health, prevention, and crisis intervention."---Thomas J. Power, PhD, Professor of School Psychology in Pediatrics, The Children's Hospital of Philadelphia and University of Pennsylvania School of Medicine

Meeting a crucial need, this book distills the best current knowledge on child and adolescent suicide prevention into comprehensive guidelines for school-based practitioners. The author draws on extensive research and clinical experience to provide best-practice recommendations for developing schoolwide prevention programs, conducting risk assessments, and intervening at different levels of intensity with students at risk. Also presented are postvention procedures for responding effectively if a suicide does occur. Legal and ethical issues are addressed in detail. Reproducible handours include sample assessment questions for students, teachers, and parents; the book's large-size format and lay-flat binding facilitate photocopying.

Meeting a crucial need, this book distills the best current knowledge on child and adolescent suicide prevention into comprehensive guidelines for school-based practitioners. The author draws on extensive research and clinical experience to provide best-practice recommendations for developing schoolwide prevention programs, conducting risk assessments, and intervening at different levels of intensity with students at risk. Also presented are postvention procedures for responding effectively if a suicide does occur. Legal and ethical issues are addressed in detail. Reproducible handouts include sample assessment questions for students, teachers, and parents; the book's large-size format and lay-flat binding facilitate photocopying.

Recenzijas

This book is a 'must read' for anyone who works in school settings. The author presents a comprehensive and realistic perspective on youth suicidal behavior in the 21st century. Given the high prevalence of suicidal behavior among school-age children, this book offers mental health and school professionals a critical roadmap for prevention strategies to reduce this epidemic. Important postvention strategies are also provided to help a school community cope with a completed suicide.--Alec L. Miller, PsyD, Chief, Child and Adolescent Psychology, Montefiore Medical Center and Albert Einstein College of Medicine

Miller empowers school-based mental health professionals with knowledge and best practices to utilize when intervening with potentially suicidal students. He also provides critical tools for advocating for evidence-based suicide prevention policies and procedures to be put into place in a district. The book details the essential components of prevention, intervention, and postvention, and integrates public health, developmental, and cultural perspectives. This text is destined to stay on the desk of the school-based practitioner, not in the bookcase!--Richard Lieberman, MA, school psychologist, Youth Suicide Prevention Program, Los Angeles (California) Unified School District

An excellent, comprehensive resource. Miller clearly knows the field of youth suicidology and presents the information in easy-to-understand language that is supported by research. This book is essential for school personnel working with at-risk youth and for those designing and implementing suicide prevention programs.--James J. Mazza, PhD, Director, School Psychology Program, University of Washington

This state-of-the-art book is readable and highly informative. It is filled with all the latest research and tools on youth suicide prevention, assessment, and intervention. Miller sheds light on an often misunderstood and rarely discussed topic, providing a practical resource that is truly needed. The information in this book can help save young lives.--Philip J. Lazarus, PhD, Director, School Psychology Program, Florida International University

This exceptionally well-written book is remarkable for its comprehensiveness, scholarship, and clinical usefulness. It is a 'must-have' resource for school-based practitioners. I strongly recommend this book as a text for undergraduate and graduate courses related to school mental health, public health, prevention, and crisis intervention.--Thomas J. Power, PhD, Professor of School Psychology in Pediatrics, The Childrens Hospital of Philadelphia and University of Pennsylvania School of Medicine -

1 Suicidal Behavior in Children and Adolescents: An Introduction and Overview
1(24)
Suicidal Behavior
3(5)
Suicidal Ideation
4(1)
Suicide-Related Communications
5(1)
Suicide Attempts
6(1)
Suicide
7(1)
Summary
7(1)
Youth Suicidal Behavior: The Scope of the Problem
8(1)
Youth Suicide in Perspective
9(1)
Demographics of Youth Suicide
10(3)
Ethnicity
10(1)
Gender
10(1)
Age
11(1)
Sexual Orientation
12(1)
Geography
12(1)
Socioeconomic Status
13(1)
Common Myths about Youth Suicide
13(2)
Youth Suicide: When, Where, and How
15(1)
When Is Youth Suicide Most Likely to Occur?
15(1)
Where Is Youth Suicide Most Likely to Occur?
15(1)
How Is Youth Suicide Most Likely to Occur?
15(1)
The Big Question: Why do Young People Die by Suicide?
16(7)
Early Theories of Suicidal Behavior
17(1)
Contemporary Theories of Suicidal Behavior
18(1)
Joiner's Interpersonal-Psychological Theory of Suicidal Behavior
19(4)
The Importance of Reducing Suffering in Suicidal Youth
23(1)
Concluding Comments
24(1)
2 Youth Suicidal Behavior and the Schools
25(17)
Suicide Prevention in the Schools
26(2)
How Effective Are School-Based Suicide Prevention Programs?
28(2)
Suicide Prevention in the Miami-Dade County Public School District
30(1)
Components of Comprehensive School-Based Suicide Prevention Programs
30(2)
Why Should Schools Be Involved in Suicide Prevention?
32(2)
Liability Issues, Ethical Responsibilities, and Best Practices
34(4)
Liability Issues
34(2)
Ethical Responsibilities
36(1)
Best Practices
37(1)
Roles and Responsibilities of School-Based Mental Health Professionals
38(1)
Concluding Comments
39(3)
3 A Public Health Approach to Youth Suicide Prevention
42(20)
Public Health: A Brief Overview
44(1)
Community-Based Public Health Approaches to Suicide Prevention
44(8)
Restricting Access to Lethal Means
45(3)
Crisis Hotlines
48(2)
The Internet and Other Electronic Communication Devices
50(1)
Public Education about Suicide
50(1)
The U.S. Air Force Model of Suicide Prevention
51(1)
Mental Health as Public Health
52(1)
Applying the Public Health Approach to Schools
52(4)
Population-Based Mental Health Approaches
53(1)
Prevention
53(1)
Health Promotion
54(1)
Evidence-Based Practices
55(1)
An Example of the Public Health Approach Applied to Schools: The Three-Tiered Model
55(1)
Mental Health, Public Health, Public Policy, and the Schools
56(1)
Concluding Comments
57(5)
4 Universal School-Based Suicide Prevention Programs for All Students
62(17)
Information Regarding Youth Suicide for All Students and Staff
64(1)
Demographic Information
65(1)
Myths and Realities
65(1)
Variables That Help Explain or Predict Youth Suicidal Behavior
66(1)
Risk Factors
66(2)
Presence of Mental Health Disorders
66(1)
Previous Suicidal Behavior
67(1)
Other Risk Factors
68(1)
Possible Warning Signs of Suicidal Behavior
68(1)
Situational Crises, Stressful Life Events, and Precipitants
69(1)
Protective Factors
70(1)
Teaching Students How and Where to Get Help
70(2)
Limitations of Student Curriculum Programs
72(1)
Maximizing Universal Suicide Prevention Program Effectiveness: The Importance of School Climate, School Satisfaction, and School Connectedness
72(1)
The Example of Praise and Other Universal Strategies for Improving School Climate
73(2)
Concluding Comments
75(4)
5 Identifying At-Risk and High-Risk Students and Linking Assessment to Intervention
79(21)
Universal Screening Approaches
80(1)
Linking Suicide Risk Assessment to Intervention
80(1)
An Overview of Suicide Screening Programs
81(1)
Advantages of Screening Programs
82(1)
Challenges in Implementing School-Based Suicide Screening Programs
82(2)
Ethical and Legal Issues in Student Screening
84(1)
Other Procedures for Identifying Potentially At-Risk Youth
85(1)
Identification Based on Demographics and Risk Factors
85(1)
Identification Based on Referrals from Students or School Staff
86(1)
Conducting Individual Student Suicide Risk Assessments
86(1)
The Purpose of School-Based Suicide Risk Assessment
86(1)
Multimethod Risk Assessment
87(4)
Interviewing Children and Adolescents
88(2)
Interviewing Teachers, Other School Personnel, and Parents
90(1)
Projective Techniques
90(1)
Suicide and Nonsuicidal Self-Injury
91(1)
An Assessment Challenge: Differentiating Self-Injury from Suicidal Behavior
92(2)
Intent
92(1)
Level of Physical Damage and Potential Lethality
92(1)
Frequency of the Behavior
93(1)
Multiple Methods
93(1)
Level of Psychological Suffering
93(1)
Constriction of Cognition
93(1)
Hopelessness and Helplessness
94(1)
Psychological Aftermath of the Self-Harm Incident
94(1)
Suicide and Homicide: Youth Suicidal Behavior and School Shootings
94(2)
Enhancing Professional Skills in Suicide Risk Assessment
96(1)
Concluding Comments
97(3)
6 Selected and Tertiary Interventions for At-Risk and High-Risk Students
100(14)
School-Based Selected Interventions for Al-Risk Students
101(3)
Selected Interventions for Depression and Hopelessness
101(1)
Selected Interventions for Conduct Problems
102(1)
Selected Interventions for Substance Abuse Problems
102(1)
Selected Interventions for Increasing Connectedness
103(1)
School-Based Tertiary Interventions for High-Risk Students
104(2)
Removing Access to Lethal Means
104(1)
Keeping the Student Safe
104(1)
Breaking Confidentiality
104(1)
Making Use of Commitment to Treatment Statements Rather Than No-Suicide Contracts
105(1)
Notifying Parents/Caregivers
105(1)
Notifying the Police or Other Community Supports
105(1)
Documentation
105(1)
Preparing for the Student's Return to School
105(1)
Other Interventions for Suicidal Youth
106(7)
Psychosocial Interventions
106(4)
Hospitalization
110(1)
Medication Issues and Controversies
111(2)
Concluding Comments
113(1)
7 School-Based Suicide Postvention
114(13)
Goals of School-Based Postvention
115(1)
A School-Based Suicide Postvention Protocol
116(7)
Verify That a Death Has Occurred
116(1)
Mobilize the Crisis Response Team
117(1)
Assess the Impact of the Suicide on the School and Estimate Required Level of Postvention Response
117(1)
Notify Other Involved School Personnel
118(1)
Contact the Family of the Suicide Victim to Express Condolences and Offer Assistance
118(1)
Discuss with Parents and Family Members Issues Related to the Suicide and the School's Response
119(1)
Determine What Information to Share about the Death
119(2)
Determine How to Share Information about the Death
121(1)
Identify Students Significantly Affected by the Suicide and Initiate a Referral Mechanism
121(1)
Conduct a Faculty Planning Session
122(1)
Initiate Crisis Intervention Services
122(1)
Conduct Daily Planning Sessions
122(1)
Plan Memorial Activities and Actions
122(1)
Debrief Personnel Involved in Postvention Response
122(1)
Suicide "Contagion"
123(1)
Guidelines for Working with the Media
123(2)
Suicide Contagion
124(1)
Suicide and Mental Illness
124(1)
Interviews of Surviving Relatives and Friends
124(1)
Other Media Guidelines
125(1)
Concluding Comments
125(2)
Epilogue
127(4)
The Distinction between Curing and Healing
128(1)
Youth Suicide: A Largely Preventable Problem and an Unnecessary Tragedy
129(2)
APPENDIX A Student Suicide Case Law in Public Schools
131(7)
Richard Fossey
Perry A. Zirkel
Negligence Cases
131(4)
Constitutional Claims
135(2)
Conclusion
137(1)
APPENDIX B Recommended Resources
138(7)
Suicide Prevention Organizations
138(1)
Health, Mental Health, and Educational Organizations
139(1)
Journal
140(1)
Journal Special Issue
140(1)
Training Opportunity
140(1)
Books
140(5)
General Overviews of Suicide
140(1)
Suicidal Behavior in Children and Adolescents
141(1)
Clinical Interviewing, Suicide Risk Assessment, and Managing Suicidal Risk
142(1)
Assessment and Intervention for Youth Suicidal Behavior and Related Problems
142(1)
Promoting Child and Adolescent Mental Health, Competence, and Wellness at School
143(2)
References 145(20)
Index 165
David N. Miller, PhD, is Associate Professor of School Psychology at the University at Albany, State University of New York, where he has served as Director of the School Psychology Program. He is a certified school psychologist and has extensive experience working with children and adolescents exhibiting suicidal behavior, as well as other emotional and behavioral problems, in both public and alternative school settings. Dr. Miller is senior author of the book Identifying, Assessing, and Treating Self-Injury at School; is the author of several journal articles and book chapters; and serves on the editorial advisory boards of several professional journals. His primary research and clinical interest is suicidal behavior and related internalizing problems in children and adolescents, particularly issues in school-based suicide prevention.