Teen Suicide Prevention: A Workshop On Intervention

Teen Suicide Prevention: A Workshop on Evaluating Interventions
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TEEN SUICIDE PREVENTION:

A Workshop on Evaluating Interventions
A comprehensive lesson plan for educating teens in 9th - 12th grades on preventing adolescent suicide.
Unless someone like you cares a whole awful lot, nothing is going to get better. It's not. - Dr. Seuss
Debra Mynar The Pennsylvania State University INSYS 415 - Summer 2011
Summary: A complete lesson plan for educating teens in 9th - 12th grades on evaluating interventions for the prevention of teen suicide. Estimated Time of Completion (dependant on class size): 60-90 minutes for lesson activities 30-60 minutes for final presentation of completed plays Pre-Requisites: Speak/Read/Write in English (high school level)
INTRODUCTION
This workshop is designed to supplement existing high school psychology or health classes. Teen Suicide Prevention: A Workshop on Evaluating Interventions integrates interactive teaching and peer participation in a problem-solving approach. Students are empowered to recognize the factors that contribute to teen suicide and work toward suicide prevention by responding to peers with an appropriate intervention strategy. Instructional material on distinguishing facts from myths, selecting risk factors, finding warning signs, classifying support resources, and devising interventions is provided in a supplemental presentation. The curriculum design of the this teen suicide prevention program follows CarrChellmans (2011) nine-step instructional design model known as ID4T which focuses on consistent alignment throughout the lesson with instructional goals and learning objectives. Program Objectives: 1. Increase knowledge of assumptions about teen suicide and prevention. 2. Increase knowledge about the factors that contribute to teen suicide. 3. Increase awareness of helping resources within the family, school and the community. 4. Increase knowledge about suicide prevention strategies. 5. Increase willingness to communicate with peers about suicide. 6. Build student confidence in ability to respond to a peer in crisis. What You Will Need: The supplemental presentation requires a computer with Microsoft PowerPoint software or reader. For classroom viewing, a screen, board or projector is also recommended. Embedded YouTube videos will require Internet access. In areas without access to these technologies, the basic presentation can be delivered to students in the form of a paper slide packet. A large pad of paper, white board, or similar tool with markers will be required for assembling collective classroom lists.
For additional information, please contact the author, Debra Mynar, at dam5283@psu.edu.
TABLE OF CONTENTS
Introduction.................................................................................................................. .....2 Table of Contents...............................................................................................................3 Learning Objectives.........................................................................................................5 Assessments and Materials Required..............................................................................6 Student Characteristic Analysis.......................................................................................6 Text Assessment................................................................................................................8 Activities Lesson Plan......................................................................................................11
1. 2. 3. 4. 5. 6. 7.
Preparation Myths and Facts Risk Factors Warning Signs Support Resources Plan to A-C-T Follow-Through
Media Selection Analysis................................................................................................15 Lesson Implementation Plan..........................................................................................19
1. 2. 3. 4.
Preparation Myths and Facts Risk Factors Warning Signs
5. Support Resources 6. Plan to A-C-T 7. Follow-Through

Instructional Presentation..............................................................................................25 Data Collection, Evaluation and Revising Instruction..................................................40 Conclusion.................................................................................................................... ...52
Appendix - Lesson Materials
1. Pre-Assessment 2. 3. 4. 5. 6. 7. 8.
Survey........................................................................................53 Assessment - Distinguishing Facts and Myths....................................................54 Assessment - Selecting Rick Factors....................................................................55 Assessment - Finding Warning Signs..................................................................57 Assessment - Classifying Support Resources......................................................60 Activity 1 - Matching Scenarios to Interventions...............................................61 Activity 2 - Identifying Contributing Factors......................................................62 Play Rubric...........................................................................................................63
Appendix - Answer Keys
1. Assessment - Distinguishing Facts and 2. 3. 4. 5.

Myths...................................................64 Assessment - Selecting Rick Factors...................................................................65 Assessment - Finding Warning Signs.................................................................67 Assessment - Classifying Support Resources.....................................................70 Activity 1 - Matching Scenarios to Interventions..............................................71
References.................................................................................................................... ...72
LEARNING OBJECTIVES
The purpose of this workshop is for teens to acquire the knowledge and skills necessary for devising, carrying-out, and evaluating appropriate intervention plans designed to prevent suicide among their peers in crisis. Students will learn about teen suicide and teen suicide prevention - including the factors that can contribute to it - in order to better prepare them to recognize a crisis situation among their peers. In addition, awareness of support resources across system levels and a method for responding to peers in crisis will be demonstrated so that students feel more confident in their own capacity to react appropriately when faced with a potentially suicidal peer. Using Carr-Chellmans Instructional Design for Teachers (ID4T) model (2011), the foundation for this workshop curriculum was first established using one instructional goal with five supporting learning objectives. As recommended by Carr-Chellman, the instructional goal takes the form of a single concise statement with a wellconsidered verb to denote expectation for learners and measurement of learned behavior (pp. 26-28). GOAL: Using the A-C-T model as a guide, students will evaluate the appropriateness of intervention strategies as responses to potentially suicidal peers. The five learning objectives that support this instructional goal follow the three part ID4T format recommended by Carr-Chellman. Each objective is written to note the condition for learning, the learner behavior expected using an appropriate verb choice, and the criteria for measuring achievement (pp. 33-36). Objective 1: Given a list, students will distinguish facts and myths associated with adolescent suicide with 80% accuracy. Objective 2: Given a list, students will correctly select 12 out of 15 factors associated with adolescent suicide risk. Objective 3: Given a set of four short case studies, students will find four out of at least five warning signs associated with adolescent suicide in each case study. Objective 4: Given a list, students will classify all (100%) potential emergency support personnel and agencies. Objective 5:
Given a demonstration of an adolescent contemplating suicide, students will devise an appropriate intervention plan following the A-C-T model.
ASSESSMENTS & MATERIALS REQUIRED

Following the advice of Carr-Chellman in her ID4T model, the assessments for this workshop were created with a focus on alignment with the lesson objectives and the overall instructional goal (p. 39). All included activities and assessments are designed to mirror the lesson objectives in their presentation of condition, elicited behavior, and criteria measurement. All assessments, activities, and rubrics - both the original documents and answer keys - can be found in the Appendix at the end of this document. In addition to the instructional materials provided, this curriculum assumes the availability of the following resources: 1. Administrative unit that provides guidance counselors, psychologists, and other instructor and student support. 2. Text on introductory psychology or adolescent health and development. 3. Computer with PowerPoint software/reader, Internet connection, and classroom display capability. 4. Board of some type and appropriate writing utensils at central location for collective list writing. 5. Printer or copier to produce student handouts. 6. Individual writing utensils and paper for each student.
sTUDENT CHARACTERISTIC ANALYSIS

According to Carr-Chellman (2011), The first step in understanding what our student(s) are capable of is finding out what they already know, how they learn, and who they are (p. 46). Get to know your students by extrapolating data from the basic student information provided by the school. In addition, students will complete this short survey to determine learning style at the beginning of the course: Learning Style Survey. Prior to starting this particular workshop on teen suicide prevention, students will also complete the Pre-Assessment Survey (see page 53) to inform the instructor of their comfort level and motivation approaching the lesson. Students may be traumatized from a previous experience or may themselves be considering suicide. Therefore, this survey contains the opportunity for students to make the instructor aware of any special circumstances or of their wish to meet with a professional counselor.
This workshop was designed and piloted in a class of six students with the characteristics outlined below. Final Learner Characteristic Analysis: elective gifted seminar homogeneous student population 6 high achieving high school students in 9th - 12th grades 4 visual learners 2 tactile learners no special need orders on record all female students all students are college bound all students motivated by an interest in advanced study of psychology all students have come in contact with suicide or attempted suicide of a friend, family member or neighbor all students report a desire to feel more confident about their adolescent suicide prevention skills
This lesson on adolescent suicide was designed to be part of a larger unit on internalizing problems and depression in adolescents. In this lesson, specifically, establishing a safe environment for discussion will be critical for learning, in addition to providing access to confidential support resources such as guidance counselors and school psychologists. It will be necessary to emphasize that the group is comprised of individual students with a variety of experiences and needs. The nature of this topic lends to predominantly interpersonal learning; therefore, activities are likely to include discussion, role playing, and group work. In order to accommodate both visual and tactile learning styles, however, activities will include opportunities for learning by doing as well as opportunities for watching, reading and writing. All students in the pilot group reported being motivated to learn the material in order to feel confident about their adolescent suicide prevention skills. Since all students in the pilot class had personal experience with suicide or attempted suicide, the instructor anticipated the emotionally-charged nature of this lesson. In doing so, the instructor provided special consideration for and was prepared to accommodate the emotional coping needs of individual students. This may have included breaks in activities, diverging from the lesson as planned, or referral to an available school counselor. The instructor will introduce this lesson by establishing guidelines for respectful and empathetic discourse.
tEXT ASSESSMENT
The key to selecting the most appropriate resources for alignment with the instructional goal and learning objectives is to consider several options. This analysis compares two introductory psychology texts and a pre-packaged lesson plan on adolescent suicide prevention from PBS. Several questions are considered here in order to evaluate the appropriateness of each resource and assign a rank according to alignment with the instruction. The final analysis is located at the end of this chart.
Score 1-5 5 - excellent 4 - very good 3 - good 2 - fair 1 - poor 0 - n/a How closely does text support instructional goal and learning objectives? 1. Essentials of Psychology, 5th (Bernstein,2011) 9780495906933 2. Introduction to Psychology, 9th (Kalat, 2010) 9780495810919 3. In The Mix Suicide Prevention Program for Educators (Gasparini for PBS, 1996)
1 While the text covers suicide in general in a section on mood disorders, it never addresses the specific context of teen suicide or, more specifically, the development of teen suicide prevention skills. 0 No, since the text does not cover teen suicide or prevention skills. 2 The general content on suicide as it relates to mood disorders is accurate, yes, but not particularly congruent with the goal and objectives.
2 While this text is more comprehensive in its coverage of suicide by including factors such as gender and race, as well as warning signs, it does not specifically address teen suicide and prevention. 0 No, since the text does not cover teen suicide or prevention skills. 3 The general content on suicide as it relates to mood disorders is accurate, yes, but not nearly as congruent with the goal and objectives as it would need to be in order to be considered as a primary resource.
4 While this resource is not a student text, it does provide resources for educators that specifically support the instructional goal of teen suicide prevention skills and the learning objectives of risk factors and warning signs. 5 There is a accompanying PBS On the Edge video available. 5 The content in this program is accurately presented in the specific context of teen suicide prevention skills and, therefore, the material corresponds well to the instructional goal and learning objectives.
Are there great features that I want to use? Is the content accurate/ congruent?
Is the content upto-date?
5 Yes, this text was published recently and the content is current.
5 Yes, this text was published recently and the content is current.
4 Though this program and accompanying video date back to 1996, the material is still highly relevant today.
Is the content comprehensive?
0 Nosee above.
2 This text is more comprehensive than the first, but still inadequate.
4 The content lacks more recent information on contributing factors and the list of warning signs would require updating to make it complete. 3 Some of the material could be considered stereotypical; however, the included lesson plans would not be used. Also, in order to demonstrate gender and ethnic influences, it seems difficult to avoid stereotyping in the context to some degree. 3 Again, this resource is not a student text. It is a resource for the educator to use with students.
Are social issues treated fairly?
5 The book is generous in its portrayal, acceptance, and promotion of diversity and cultural sensitivity.
5 The book is generous in its portrayal, acceptance, and promotion of diversity and cultural sensitivity.
Does the text format help make learning easy?
5 Overall, yes, the text is broken down into wellorganized sections with many visual aids and direction to supplemental resources. 5 Yes, the reading level is appropriate for any introductory psychology class. 5 Yes, in the sense that the writing is clear and terms are adequately defined with examples.
5 Overall, yes, the text is broken down into wellorganized sections with many visual aids and direction to supplemental resources. 5 Yes, the reading level is appropriate for any introductory psychology class. 5 Yes, in the sense that the writing is clear and terms are adequately defined with examples.
Is the content presented at the appropriate grade level of the learner? Does the writing style help make learning easy?
5 This program is specifically designed for students in grades 7-12. 4 As an educator resource, this question is not nearly as relevant. If anything, the writing style may be
overly simplistic. How engaging or motivating is the text? 4 The text is engaging with supplemental learning activities and knowledge checks throughout. 4 The textbook manufacturer offers many supplemental resources, but they are found online. 4 The text is engaging with supplemental learning activities and knowledge checks throughout. 4 The textbook manufacturer offers many supplemental resources, but they are found online. 4 Studies show that the video engages the interest of teenagers and catalyzes discussion. 3 The supplemental resources may be beneficial, but they will undoubtedly require revision, to varying extents, by the instructor.
Do the supplementary print materials make learning easier?
TOTAL SCORE (out of 55) Final Analysis
36 Though this text received the lowest overall score, it is the primary resource material required by the school district. Therefore, it would be used for the basic information that it provides, however, a supplemental resource must be selected or created in order to provide the content specific to teen suicide and prevention skills.
40 In a review of potential texts, this title scored higher than the required course material because it offers more detail on the risks associated with suicide and warning signs. Unfortunately, teachers have minimal input in changing district material requirements, especially considering the recent publishing date of the text in use.
44 This set of educator resources from PBS on preventing teen suicide could serve as a supplement to the required text in that is more specifically and effectively supports the instructional goal of teen suicide prevention skills and all accompanying learning objectives.
ACTIVITIES LESSON PLAN

The activities lesson plan explains what will take place throughout the lesson. This is especially helpful if another instructor has to take over the teaching of the lesson.
Objectives, activities, and assessments are all included here in order to show alignment.
Instructional Phase
Learning Objective
Activity / Content
Means of Delivery (Medium )

Instructor Prep
Notes
Pre-Session
Ready school support services.
Instructor will prepare by notifying and verifying availability and contact information for guidance counselors and school psychologist. Ask each student to complete the preassessment survey. Set the climate of the classroom by having a discussion on the guidelines for respectful discourse. Provide students with contact information sheet for counselors and review information.
Prepare complete list of contact information for students. Instructor will review and act on student surveys, in addition to using their content for modifying the lesson in order to accommodate the specific student group. Allow five minutes to list guidelines on board as they are reviewed.
Check for student readiness.
Individual Student Activity
PreRequisites
Do students possess the skills required to fully participate in the activities and to learn the material?
Class Discussion
Supplemental Material Delivery
Is there anything to discuss from the preassessment surveys? Any other questions?
PreInstruction
Establish a baseline for what students already know.
Individual KWL charts created as homework or at the start of class. Then discuss... K - What do students already know? W - What do students want to learn?
Individual Activity followed by brief Group Discussion brief Group Discussion
Looking for basic information here, but what do we really know...knowledge vs. assumptions. Set up for facts vs. myths. Ask students to each list at least three questions that they would like to be able to answer by the end of the lesson. Check technology, adjust volume, and begin PPT presentation video.
Motivate students with what they want to learn.
Additional motivation
YouTube video activates on first PPT slide showing excerpts from teen suicide notes.
YouTube video in PPT
Present first learning objective.
PPT presentation
Content Delivery Lecture from PPT with opportunities for questions/ interaction after each myth is discussed.
Introduce first learning objective. Ask students for additional input from their perspectives.
Information Presentation / Student Participation Performance Assessment Information Presentation / Student Participation
Objective 1: Given a list, students will distinguish facts and myths associated with adolescent suicide with 80% accuracy.
Present supplemental information on adolescent suicide and suicide prevention that is missing from text.
Summarize and ask for questions. Review, correct with partner, and questions.
Distinguish Myths & Facts

Present second learning objective. Objective 2: Given a list, students will correctly select 12 out of 15 risk factors associated with adolescent suicide.
Assessment 1
Individual performance assessment Lecture from PPT
Present supplemental information on risk and protective factors for adolescent suicide that is missing from text. Create a class list of risk factors and compare to comprehensive list.
Ask students for additional input from their perspectives.
Group discussion to create list of risk factors. Individual performance assessment Lecture from PPT
Summarize and ask for questions.
Performance Assessment Information Presentation / Student Participation
Select Risk Factors

Present third learning objective. Objective 3: Given a set of four short case studies, students will find four out of at least five warning signs associated with adolescent suicide in each case study.
Assessment 2
Review, correct with partner, and questions.
Present supplemental information on warning signs for adolescent suicide that is missing from text. Create a class list of warning signs and compare to comprehensive list in PPT. Assessment 3
Group discussion to create list of warning signs. Individual performance assessment Lecture from PPT
Summarize and ask for questions.
Performance Assessment Information Presentation
List Warning Signs - verbal and behavioral

Present fourth learning objective.
Review, correct with partner, and questions.
Present supplemental information on support resources
/ Student Participation
Objective 4: Given a list, students will classify all (100%) potential emergency support personnel and agencies.
across system levels and assessing urgency that is missing from text. Brainstorm available support resources. Assessment 4 Group Discussion Individual Performance Assessment Summarize and ask for questions. Ask students to use highlighters to group resources together and complete the legend with their self-created categories. Review and ask for questions.
Performance Assessment
Classify Support Resources
Information Presentation / Student Participation
Objective 5: Given a demonstration of an adolescent contemplating suicide, students will devise an appropriate intervention plan following the A-C-T model.
Present supplemental information on responding to potentially suicidal peers by using the AC-T model. Activity 1
Lecture from PPT
Individual Practice
Given two lists, students will match scenarios with suicide warning signs to the most appropriate response for prevention with 80% accuracy. Summarize and ask for questions.
Student Participation
Objective 5: Given a demonstration of an adolescent contemplating suicide, students will devise an appropriate intervention plan following the A-C-T model.
Break students up into groups of three to four students and ask them to create a short play about an adolescent contemplating suicide.
Group Activity
Allow approx. 15 minutes. Each play should include roles for all participants and at least five contributing factors (risk factors, warning signs, etc.).
Activity 2
Individual Practice
Each group will act our their short play for the class and audience members will individually note the contributing factors detected for comparison to the
instructors own notes. Groups will then be paired up and each will design an appropriate intervention following the A-C-T model to match the others play. Together, both groups will reach consensus on the appropriateness of the response in matching the scenario and preventative effort. Each audience member will use the included rubric to assess the complete play. Individual scores will be determined by the average points awarded for the group. Were they answered? If not, what are they? Review and final questions.
Activity 2 - use blank reverse side for writing interventions
Group Discussion and Practice
Performance Assessment
Group Assessment using Rubric
Invited panelists and audience review complete student plays - scenario with contributing factors and intervention strategy
Group Performance Assessment
Followthrough
Return to questions from KWL charts.
Group Discussion
MEDIA SELECTION ANALYSIS

Similar to text analysis, a variety of media options should be examined in order to determine which of them best aligns with the instructional goal and objectives in the design of the curriculum up to this point. Each medium is evaluated for fit with a rating and explanation of alignment in the column to the right. A final summary of media determined to be most appropriate for this instruction is included after the chart.
Medium Practicalit y Appropriaten ess Fit with Instructio nal Activities
For individual student investigation. Since it does not contain the necessary material, the textbook is not a good fit.
Instruction al Activity
Rating
Textbook
Every student is automatically assigned a textbook.
The material included in the text on adolescent suicide and prevention is not comprehensive.
Objectives 1 - 3 Distinguish facts from myths, select risk factors, and extrapolate warning signs.
2 Though the text is approved by the district and available at no additional cost, it falls short of effectively communicating the whole picture. Instead, it offers a basic introduction only.
Brochures
http://www.healthymin ds.org/DocumentLibrary/BrochureLibrary/TeenSuicide.aspx http://www.cdphe.stat e.co.us/pp/suicide/Bro chure %20_English_2C.pdf http://www.calhoun.ed u/student_affairs/stop youthsuicide.pdf
There are many brochures on adolescent suicide prevention skills available online which could be directly accessed from the classroom or printed out before the lesson at minimal cost.
These materials are available free online, from reliable sources, and offer a variety of presentations for similar information. Many contain risk factors, warning signs, ways to get help, and more.
For individual or group investigation or instructor presentation. The brochures contain varying levels of content that cover at least the first three learning objectives.
Objectives 1-5 Distinguish facts from myths, select risk factors, extrapolate warning signs. classify support resources, and plan interventions.
3 Because these brochures contain such a wealth of information covering all of the learning objectives, would it be a challenge to keep students focused on one section at a time?
Dry Erase Board
Every classroom has a dry erase (white) board and markers available and no additional resources are required for their use beyond marker replacement.
The dry erase board is a useful tool in building and presenting collective lists through group discussion and collaboration. In the absence of a dry erase board or a variety of markers, a large pad of paper will similarly convey the material.
For group contribution with instructor presentation. Using the dry erase board to create lists of risk factors and warning signs would be an effective way to communicate the shared material.
4 Making lists at the front of the class only allows for a onedimensional understanding of the factors. Would presentation with picture and auditory cues or in a specific context assist understanding, make them more real or more memorable?
Power Point Presentation with Discussion
A computer with PowerPoint and a projector are available in every classroom for instructor use.
In creating the presentation, the instructor has the ability to make the presentation appropriate for meeting the instructional goal and lesson objectives.
For instructor presentation. PowerPoint would provide the opportunity to include pictures, sound, and video in the presentation, which may increase learner engagement with the material.
4 A PowerPoint presentation may provide a more multidimensional learning experience, but it relies on electricity and working equipment, as well as the instructors ability to build effectively in the application. Also, might make the material itself more engaging, but will need to incorporate opportunities for student
interaction.
YouTube Videos
Teen Suicide Movie: http://youtu.be/d -mNv6v9_TI Teen Suicide PSA: http://youtu.be/A 6C31utOMQY Break the Silence: http://youtu.be/ib 1-3nLSEro Risk Factors Not Teen Specific: http://youtu.be/t 1jKbpMe9-g
A computer with Internet access and a projector are available in every classroom, but may require tech support. Teen Suicide Letter: http://youtu. be/CUcA_wG xWYw Youth Suicide Prevention Part I: http://youtu.be/ jxclp4RmxEc
Many videos covering various aspects of adolescent suicide and prevention exist on YouTube, but they vary greatly in quality of content and presentation.
For instructor presentation. YouTube videos may lend a particularly real world perspective to learning adolescent suicide prevention skills.
Objectives 1 - 4 Distinguish facts from myths, select risk factors, extrapolate warning signs, and classify support resources.
3 Because these videos are often made by amateurs and the content is not editable, an ideal video that matches the learning objectives would need to be found. Video would be run through quietube to eliminate all unnecessary content outside of the video itself.
Laptops with Internet Access
Laptops with Internet access are available for use in the classroom or in the library, but they require electricity.
Students could search the Internet, locate or be directed to appropriate resources on adolescent suicide prevention, and collect information to be shared with the class.
For individual or group investigation and sharing.
3 While the Internet is a remarkable tool for information gathering, it requires investigators to make judgments pertaining to the quality and comprehensive nature of the content found. There is also the issue of keeping students with open Internet access on task. In addition, learning time
would be reduced due to checking out of equipment or traveling to and from the library.
Video
Several videos that have been produced by well-respected organizations are available for purchase and the equipment required to show a DVD is available for loan through a formal request. This media form also requires energy resources and additional support if difficulties arise.
A single video can provide the content for at least the first three, but possibly all five, learning objectives.
One-way Presentation While the video may effectively deliver the content, there is little to no opportunity for instructor or student interaction or contribution.
Objectives 1-4 Distinguish facts from myths, select risk factors, extrapolate warning signs. and classify support res
3 While the video may deliver the required content well, it involves an additional expense. Also, the instructor does not have the opportunity to view it prior to purchase in order to check for alignment. In addition, there is little to no opportunity for interaction using this type of medium.
Through the planned integration of interactive teaching, open discussion, and peer participation, a PowerPoint presentation will be the most effective method for supporting delivery of the basic information contained in the first four objectives, which then lead up to the devising of interventions. A PowerPoint presentation allows the instructor to combine the best and most appropriate material from a multitude of resources with supplemental visual and auditory cues. In addition, the students will suggest and evaluate risk factors and warning signs, rather than just having a list provided to them. A concerted effort to make the PowerPoint presentation an interactive learning experience will be made. As a Plan B, in the case of no power or equipment failure, the instructor will have a printed copy of the presentation to work from and fall back on the dry erase board or large pad of paper to convey the content. If given more time for the lesson or the assurance of computers with Internet at every students home, I would consider allowing the students to do primary investigation on their own using these tools.
LESSON IMPLEMENTATION PLAN

The lesson implementation plan unites all prior steps in the ID4T model into a single document to describe how the instruction will progress, even in the face of challenges and unexpected obstacles.
Objecti ve
PreInstructio n
Phase/ Activity
Pre-Req: 1. preassessment survey (prior to lesson start)
Means/ Media
Assess
Who?
Class will decide who to invite as judges of the final assessmen t. Instructor will prepare survey. Student will complete survey. Instructor will review completed surveys and react accordingl y.
When?
Panel will be invited in advance.
Support s
Panel could be comprised of peers, teachers, administra - tion, counselors , parents. Notificatio n letter home to parents
Materia ls
Class will compose and send invitations.
individual student/ survey
Instructor will review surveys in case specific accommod a-tions are necessary.
Instructor will allow 15 minutes to create and print surveys. Surveys will be distributed to students in advance to allow time for return and modificatio n of the lesson. Instructor will review completed surveys and alert counselors , if necessary.
Survey
2. KWL chart (at home)
individual student/ journal
Student questions for instructor or discussion ? What do we know? Students introduce their own questions.
Notify and verify availability of guidance counselors and school psychologi st Confirm contact informatio n.
Instructor will prepare complete list of counselor and support resource contact informatio n for students.
Individual students will complete as homework prior to lesson and share at the start of
KWL Chart
3. establish discussion guidelines (start of lesson-A)
instructor led /discussion Instructor or student will write collective list on board in front of room. Instructor will play one minute video at start of PPT. Instructor will introduce first learning objective... ...and begin PPT Informal assessmen t of understan d- ing through discussion. Assess with Test #1 individuall y, followed by correction and questions.
the lesson. The instructor will lead the class in discussion.
White Board or SMART Board or pad of paper Verify school policy for instructor access and student viewing of YouTube videos. Verify availability of tech support on-site and by phone. Equipment check prior to class queue video, PPT, check volume.
Motivation: http://youtu.b e/CUcA_wGx WYw (start-B)
YouTube video/class workstation, Internet, projector
Instructor and students will create a set of guidelines together.
Objective 1: Given a list, students will distinguish facts and myths associated with adolescent suicide with 80% accuracy.
5. present 1st objective (start-C) Information Presentation: Provide information comparing facts from myths.
instructor/ content delivery
Video ends with a plea for help.
PowerPoint presentation/ class workstation, projector
Instructor will begin PPT, taking breaks for discussion and questions.
Instructor will prepare YouTube video for viewing using quietube. Instructor will allow two hours to create PPT Instructor will print PPT in the event of power or equipment failure.
White Board or SMART Board
Computer with Internet, PPT, Projector
Assessment 1:
pencil/pen and handout #1
Computer with PowerPoint , projector, presentatio n.
Individual students complete assessmen , partner correct, instructor review for questions.
Instructor will allow 15 minutes to create and print assessmen ts.
Assessmen t #1
Objecti ve
Objective 2: Given a list, students will correctly select 12 out of 15 risk factors associated with adolescent suicide.
Phase/ Activity
present 2nd objective Information Presentation: Provide information on risk factors by category. Create a collective list of risk factors and compare it to prepared list.
Means/ Media
instructor/ content delivery PowerPoint presentation/cl ass workstation, projector
Assess
Who?
Instructor will begin presentati on, taking breaks for discussion and questions. Group discussion Class collaborate s on list.
When
see notation on creation of PowerPoint presentati on above
Support s
continue from above and:
Materia ls
Computer with PowerPoint , projector, presentatio n
Informal assessmen t of understan d- ing through discussion. Compare class devised list to prepared list for completion . Assess with Test #2 individuall y, followed by correct ion and questions.
Open discussion/ white board or large pad of paper and markers
White Board or SMART Board or pad of paper and markers Instructor will allow 20 minutes to create and print assessmen t
Assessment: pencil/pen and Test #2
Individual students complete assessmen , correction, instructor review for questions.
Test #2
Objecti ve
Objective 3: Given a set of four short case studies, students will extrapolat e four out of at least five warning signs associated with adolescent suicide in each case study.
Phase/ Activity
present 3rd objective Information Presentation: Provide information on warning signs. Create a collective list of warning signs and compare it to prepared list. Assessment:
Means/ Media
Assess
Who?
Instructor will begin presentati on, taking breaks for discussion and questions. Group discussion Class collaborate s on list.
When?
Support s
Materia ls
PowerPoint presentation/cl ass workstation, projector
Informal assessmen t of understan d- ing through discussion.
Open discussion/ white board or large pad of paper and markers
Compare class devised list to prepared list for completion . Assess with Test #3 individuall y, followed by correction and questions.
White Board or SMART Board or pad of paper and markers
pencil/pen and Test #3
Individual students complete assessmen t correction, instructor review for questions.
Instructor will allow 20 minutes to create and print assessmen ts.
Test #3
Objective 4: Given a list, students will classify all (100%) potential emergenc y support personnel and agencies.
present 4th objective Information Presentation: Provide information on support resources. Assess urgency
PowerPoint presentation/ class workstation, projector
Informal assessmen t of understan d- ing through discussion.
Instructor will begin presentati on, taking breaks for discussion and questions.
Open discussion/ white board or large pad of paper and markers Assessment:
Compare class devised list to prepared list for completion .
Group discussion
Individual students complete
Instructor will allow 20 minutes to create
White Board or SMART Board or pad of paper and markers
highlighters/ Test #4
Assess with Test #4 individuall y, followed by correction and questions.
assessmen t correct, instructor review for questions.
and print assessmen ts
Test #4
Objecti ve
Objective 5: Given a demonstra tion of an adolescent contempla ting suicide, students will devise an appropriat e interventio n plan following the A-C-T model.
Phase/ Activity
present 5th objective Information Presentation: Provide information on ACT. Activity 1
Means/ Media
Assess
Who?
Instructor will begin presentati on, taking breaks for discussion and questions.
When?
Support s
Materia ls
PowerPoint presentation/cl ass workstation, projector
Informal assessmen t of understan d- ing through discussion. Assess with Activity 1 individuall y, followed by correct ion and questions.
Pen/pencil/ Activity Page
Group Practice: In two groups, write a play involving a suicidal teen with roles for each student and perform play for class for Activity 2
Individual students complete matching activity scenarios to interventio ns Each student group writes a fictional play with a suicidal teen character Students and instructor watch scene and record any contributin g factors that they identify. A guest panel will be invited
Instructor will allow 20 minutes to create and print activity pages If possible, other available students, parents, teachers or administra tors could be included in a play.
Activity 1 pages
Paper/ pencil
Activity 2 Paper/ pencil
Assessment: Peer group will devise appropriate intervention plan for play group. Negotiate to consensus.
Rubric
Audience will assess by recording the contributin g factors they were able to identify in the play. Lists will be compared to instructor s observatio ns.
Activity 2 pages
Instructor will allow 20 minutes to create and print assessmen t rubrics
Assess
Panel could be comprised of peers, teachers, administra - tion, counselors , or parents
Rubrics
with Test #5 A rubric with 5 graded areas. Follow Through return to KWL charts from the beginning of the lesson open group discussion Were our questions answered?
to act as judges.
who will have been invited to participate in advance. KWL charts with questions
The instructor will guide a final review and discussion to close out the lesson.
Feedback from a one-to-one pilot test resulted in a change from the use of the term adolescent to teen. It was suggested that this revision may make the material more relatable, as high school students probably self-identify as teens rather than adolescents. Additional modifications were an attempt to make the information less clinical. It was also suggested that, since the class size tends to be small, students might enjoy the opportunity to participate more in class by recording the collective lists on the board or a large pad of paper. PLAN B: With the PowerPoint presentation slides and all other materials printed out, this entire lesson could be accomplished without the use of digital equipment, though a few supplemental components such as the YouTube video would not be accessible. The most challenging obstacle to overcome may be the loss of a student who finds the material to be too much to cope with and abstains from participating in the lesson. In the same regard, a parent may choose to not have their child participate due to the lesson content. The instructor will work to avoid this by notifying parents and students in advance. In addition, parents, school counselors and other teachers will be invited to assess the final assignment, the application of an adolescent suicide intervention plan. By opening up participation in this lesson, the instructor hopes to make this more of a supportive community learning experience.
iNSTRUCTIONAL MATERIAL
The original document is available here:
https://docs.google.com/leaf? id=0B56V77XJHjLBNmFmZDQxNjktODU2ZC00YTg0LTk4MmYtYzYwMWFiOWU4NWE4&hl=en_ US
Slide 1:
Set the Tone / Hover over Subtitle to Begin Video Slide 2:
Start with KWL Review... Slide 3:
Objective 1: Overcome Assumptions / Increase Awareness Slide 4:
#1 - Attention vs. Warning Signs
Slide 5:
Lesson Slide 6:
Take it Seriously
Slide 7:
#2 - Talking about Suicide No vs. Yes Slide 8:
Lesson
Slide 9:
Ask & Listen Slide 10:
#3 - Improvement vs. Crisis End
Slide 11:
Lesson (APA, 2005) / (CDC, 2010) Slide 12:
Get Help
Slide 13:
#4 - Intervention No vs. Yes Slide 14:
Lesson
Slide 15:
Suicide IS Preventable Slide 16:
Objective 2: Risk (increase) & Protective (decrease) Risk
Slide 17:
Risk Factor Classifications / Protective Factors Categorized Across System Levels. Slide 18:
Comprehensive List for Comparison to Class List 1 (CDC, 2010)
Slide 19:
Comprehensive List for Comparison to Class List 2 Slide 20:
Protective Factors
Slide 21:
Objective 3: Warning Signs Slide 22:
Verbal Warning Signs / Behavioral Warning Signs - 1
Slide 23:
Verbal Warning Signs / Behavioral Warning Signs - 2 Slide 24:
Objective 4: Classifying Support Resources / Assessing Emergency Response
Slide 25:
Support Resources Classified Across System Levels Slide 26:
Assess Level of Emergency
Slide 27:
Objective 5: Devising Intervention Plans Slide 28:
A-C-T
Slide 29:
You Can Prevent Teen Suicide Hover over graphic for video, adjust volume, press play Slide 30:
References
DATA COLLECTION, EVALUATION & REVIsING INSTRUCTION

Evaluation of instruction can be both informal and formal, providing opportunities for continual improvement of a lesson. Formative evaluations contain informal data - perhaps in the form of student perspectives - gathered while teaching the lesson and often lead to improvements in the curriculum design. Summative evaluations, on the other hand, flow from the results of formal assessments which more frequently enlighten an instructor and lead to better decisions on the evolving lesson. Revisions to this instructional design were the result of a pilot study with six students whereby the collected data was thoroughly analyzed and evaluated. For clarification, DATA COLLECTED during pilot testing of this lesson is incorporated into the document using a red font. For clarification, EVALUATION & INSTRUCTION REVISIONS as a result of pilot testing of this lesson have been incorporated into the document using a blue font. Overview Typically, the gifted psychology seminar has 12 to 24 high school students enrolled each semester. In order to evaluate this lesson on adolescent suicide prevention skills prior to consideration for inclusion into the established course curriculum, a pilot group of six students has been assembled. These students are generally similar to those typically enrolled in the class in age, grade, and academic achievement level; however, all six students reported coping with the suicide or attempted suicide of a loved one, perhaps themselves. The fact that they have personally encountered suicide may make this a more informed and more sensitive group. This information was collected on the previously administered preassessment survey. Specifically, three of these students are my own children and three are not. Two have already taken the gifted seminar in psychology without a lesson on adolescent suicide prevention skills, two are registered for the class in the upcoming academic year, and two are neither graduates of the class nor currently registered. During data collection and evaluation, it will be important to take into consideration the fact that these six students know me personally. With this in mind, I have asked for their thoughtful, honest, and complete feedback on all aspects of the lesson itself, as well as my delivery of the lesson. Following a pilot test last week with a single student, formative evaluation will take place throughout the lesson in the form of group polling and open discussion.
Unfortunately, I expect this to increase the lesson time, perhaps greatly. After the lesson, personal
and group interviews will add to the data collection. In addition, each student will be provided with a packet of all written course materials, including the PowerPoint slide show and notes, and asked to make any comments that they would like to add. Summative assessments in the form of lesson activities and test results will also be considered. Associations between formative and summative assessments will be carefully investigated. All collected data will be evaluated and the lesson revised accordingly, keeping in mind that the actual course enrollment will not be such a small and intimate group. Pre-Instruction This phase of instruction contains assignments for the instructor, the students, and student parents. Parents are notified by letter of the upcoming lesson, provided with contact information for the instructor and administration, and asked for their support. In this small trial, notified parents have been asked to discuss the letter and any additional comments that they may have. 1. Did they find the letter in any way objectionable? 2. Do they feel the letter is necessary/Did they appreciate being informed? 3. Is there additional information that they would like added? available resources? 4. Gauge interest in participation in the classroom. At this point, three parents have responded to the request for feedback. None reported finding the letter objectionable, but all stated that they appreciated being notified. Consensus was not reached on whether or not to include additional contact information beyond what is already contained on the official letterhead (which was not used in this case) and what the instructor would automatically provide for themselves. Two parents indicated that they would look to the district website for additional information. One stated that they would be more likely to contact the high school office by phone. All three parents expressed some level of interest in participating with the lesson, but only if asked by their child. No revision of parent notification letter seems required at this point. Students will already have read the small section on suicide as part of the chapter on mood disorders in their textbook. They are asked to individually complete a preassessment survey and the K and W portions of a KWL chart titled Preventing Teen Suicide. The trial group has already completed the pre-assessment survey, but feedback will be collected prior to the lesson. The pre-assessment survey is very important since it gives the students an opportunity to introduce their own experiences with suicide and ask for help; therefore, it should be as friendly and welcoming as possible. 1. Was it personal enough?
2. How to make it more welcoming? 3. Open-ended or closed questioning preferred? 4. Include available resource information? 5. Should it include a statement that the information will never be shared with other students? Pre-Assessment Survey: All students reported no difficulty or confusion completing the pre-assessment survey. All six students agreed that they would never admit to thoughts of suicide on this survey. The students briefly introduced the idea of making the survey anonymous, which I told them that I could not consider, since that would prevent me from getting someone help. It was then recommended that I remove the direct question regarding suicide (#5), but maintain the open-ended question at the end of the survey where students can provide additional information of their choosing. The students did not feel that it was necessary to include resource information on this survey, because, not only will the paper be turned in, but the students will receive prepared resource contact cards at the start of the lesson. Students suggested adding a statement on the pre-assessment survey assuring students that the information they share would never be seen by their peers or introduced by the instructor during class. The students in the trial group recommended removal of question #5 which directly asks whether or not a student is contemplating suicide. I have given this issue great consideration as I do not want to remove the opportunity for disclosure, yet I also want to start the lesson off on the right foot. However, since I advise students to openly ask their peers whether or not they are contemplating suicide in the lesson, it seems hypocritical for me to not do the same. Therefore, I am going to leave that question intact in the survey no matter whether students will answer it or answer it truthfully. I do plan a revision to the pre-assessment survey in that I will add a statement to ensure students that their responses will not be shared with other students or in the class. Since the text contains nothing specific on preventing adolescent suicide, I expect student knowledge to be limited and based on assumptions. It is the exclusivism of the text which may prompt students to want more information when asked to consider the topic. 1. Is the KWL an effective method for gauging student knowledge and learning? 2. What are the other options and would they prefer one over another? Why? 3. If assigned as homework, are the students likely to search out their own answers, rather than listing what they already know? KWL Chart: Students completed the knowledge and inquiry sections of the KWL chart at home without difficulty. All agreed that the KWL chart is a familiar and effective method for establishing baseline information. Students were asked to complete the chart without the influence of
additional resources. In the group interview, however, students were split as to whether or not this assignment should be homework or completed in class at the beginning of the lesson. One student admitted seeking out additional resources in order to complete the assignment while another admitted to completing it at my kitchen table right before I got home. The reality is that I believe the KWL chart could be assigned as homework or completed at the start of the lesson. There are potential advantages and disadvantages to both of these options. I plan to maintain this section of the lesson where students are assigned the KWL chart as homework with the understanding that this assignment could also be completed in a few minutes at the start of the lesson, if that works better for the instructor and/or a particular student group. The instructor will be notifying the local experts and verifying their contact information in order to prepare a resource guide for students. Currently, the list includes notifying and collecting contact information for school and district administration, guidance counselors, and the district psychologist. Is this too comprehensive or not comprehensive enough? 1. add school resource officer? 2. school nurse? All students thought that the resource contact card was a good idea, but none of them was sure if they would actually keep it for reference or ever use it. Students had differing opinions on the resources that should be included. One reported a preference for the SRO (school resource officer) while others were shocked at the thought. The SRO is a local police officer who is permanently stationed at the high school. My opinion here is that it is nearly impossible to list too many local resources within the school, because there is no way to predict who a student will feel most comfortable approaching. Therefore, I plan to add both the nurses office where there is a part-time nurse and a full-time aid, as well as the contact information for the SRO. Together, the class and instructor will create a set of guidelines to set the tone for empathetic and respectful discussion. Additionally, the class will select panelists to invite to assess the final assignment, a play. Here I will openly ask for feedback during the trial lesson. Guidelines: Establishing guidelines for respectful discussion is not an unfamiliar concept to any one of these six students. In two minutes, they had a robust list of more than six criteria, including: (1) recognize that everyone's personal experiences are different, so people may disagree; (2) don't laugh or make fun of other people or their ideas; (3) respect the opinions of others, whether you agree with them or not; (4) never raise your voice in the classroom; (5) think about what you are going to say before you say it and try not to hurt the feelings of other people; (6) let
whoever is speaking finish what they have to say and try not to interrupt them; (7) if you disagree with someone, be polite and elaborate on your position with supporting information. This section of the lesson seemed to flow as planned. The establishing guidelines section went even better than I anticipated and, therefore, I am not planning to make any revisions to that section of the lesson. Panel: The trial lesson included everything but a final performance of the plays in the presence of a panel. Initial comments during the interview on the idea of performing in front of a panel of parents were negative. After a brief discussion, it was concluded that students would be unlikely to invite someone else's parents, so a parent would probably only be present if their child felt comfortable inviting them in the first place. Students had fewer objections to performing for peers, teachers, or school administrators. The students suggested that the instructor have a list of approximately ten potential panelists already prepared, in the event that students offer few or no alternatives. In addition, we realized that this discussion would have to take place several weeks in advance of the planned lesson, in order to allow for invitations to be sent, for panelists to check schedules and confirm participation, or for inviting alternative panelists if that became necessary. The students suggestions here are excellent, I think. It IS a good idea for the instructor to have a list of potential panelists prepared ahead of time. In addition, I will change the timing of the lesson plan so that a the panelist discussion with the students is held several weeks in advance of the lesson in order to allow for invitations to be accepted or declined. Information Presentation and Guided Practice: Instruction will be supported by an instructor-designed PowerPoint presentation in order to allow the instructor to assemble resources from a variety of areas and build a more comprehensive resource. The presentation starts with a YouTube video to engage interest and provide the motivation for learning the material. The first four objectives contain the material required to undertake the fifth objective which fulfills the instructional goal. Objectives 1 - 4: Objective 1: Given a list, students will distinguish facts and myths associated with adolescent suicide with 80% accuracy. Objective 2: Given a list, students will correctly select 16 out of 20 risk factors associated with adolescent suicide.
Objective 3: Given a set of four short case studies, students will extrapolate four out of at least five warning signs associated with adolescent suicide in each case study. Objective 4: Given a list, students will classify all (100%) potential emergency support personnel and agencies.
Each section is introduced with the learning objective. The first and fourth objectives are instructor presented, while the second and third will be more interactive, whereby students will create a collective list through discussion facilitated by the instructor and then compare it to a comprehensive list. An assessment exists for each section to check for understanding. Students will selfcorrect them and a follow-up discussion will answer any outstanding questions prior to moving on. Instructor observation during the lesson will assess: 1. attention 2. student participation 3. understanding 4. whether the lesson went according to plan Instructor Observations during the Lesson: Students were attentive throughout the lesson, even with the distractions that I introduced as an inexperienced teacher. There were a few areas of confusion which I will note below. The following questions will be asked in individual and/or group interviews that follow the lesson: 1. What effect/affect did the video produce? Did the students find it moving? Did it openly upset them?Would a picture be preferred instead? Also, I have other videos selected as back-ups. The students reported a variety of levels of affect with the video, but none to any degree that might cause concern. Two of the tactile learners stated that they would prefer a similar video with pictures for them to associate a person with each statement. Overall, the video seemed to set the tone for the lesson, as planned. I will revisit the video options and look for one that links written thoughts with a picture, otherwise I think the video worked well and accomplished what I needed it to.
2. Was the presentation itself effective in delivering the material? Should it have
pictures or would they be distracting? Would they prefer more slides/bigger type/etc? What about music or a video to begin each section? Students agreed that the PowerPoint presentation was a good way for them to learn the material. While the tactile learners responded that
pictures would be helpful interspersed throughout the text slides, the visual learners said that they thought the material was well presented without pictures. None of the students felt that adding well-placed pictures would distract them and prevent them from learning the material, however. There were a few suggestions made regarding wording, spacing, font size and color in order to make the presentation easier to understand and more uniform. None of the six students believed that adding music or additional videos to the presentation would make it better, more engaging or enjoyable.
Based on student feedback, I plan to make several revisions to the PowerPoint presentation. I will add section slides and intersperse pictures throughout, as well as modify some wording, spacing, and font sizes.
3. Did the students enjoy the opportunity to create the lists? Did creating lists
promote thinking about the circumstances surrounding teens who are feeling suicidal? Did it help to build empathy for teens contemplating suicide? Would they have preferred to learn the material for all four objectives from a prepared brochure? I have several brochure examples available for consideration. None of the students expressed particular interest in using the large tablet of white paper. In fact, they were appalled at my suggestion of it. For this trial lesson, however, we had few other choices. In a formal classroom, the students expressed a preference for creating lists using a SMART or white board. All students agreed that creating the lists first, then comparing the class list to the comprehensive list, made them consider more possibilities. In addition, thinking about the factors that increase risk helped the students to better understand the daily lives of suicidal teens. All students expressed a preference for learning the material this way - in a guided presentation by the instructor - rather than from brochures. Student perspectives of learning from brochures were that they tend to be impersonal, boring, overwhelming, lack interaction, and fail to meet the needs of a variety of learning styles. Though the tool used to record each list may vary from class to class, creating the lists turned out to be a great way to involve students in the learning experience. There seems to be little need to make revisions to this section at this time. One thing to keep in mind, however, is that it is easy for the lists to get out of hand or become unreadable based on a students handwriting size and quality.
4. Did the assessments directly relate to the material presented? Were there
questions that seemed particularly difficult, confusing, or irrelevant? How did the self-correction work? Would it have been better to have a partner do the correcting?
Overall, the students reported alignment between the material and the assessments. In the first assessment, one student found two of the questions (#4 and #7 - based on the same myth/fact) to be confusing. This confusion caused the student to answer both questions incorrectly. In the second assessment, the majority of students felt that the first two questions were unnecessary or irrelevant. The majority also found the test to be too lengthy at 25 questions. Contrary to my belief that students would benefit from correcting their own papers, all six students in the trial group recommended switching papers with a partner for correction. Their feeling was that the temptation to be dishonest would be too great in order for students to report a perfect grade.
A simple wording change in question #4 and in question #7 should resolve confusion in the first assessment without negatively impacting alignment. In the second assessment, students found the first two questions to be silly. When I explained my logic behind them (i.e., that boys and girls are both at risk - that means everyone), the students in the trial group believed that their peers would be unlikely to reach that conclusion even if they were to carefully consider the questions rather than just quickly answering them. Therefore, I plan to eliminate the first two questions and three others that are a bit redundant, which will reduce the assessment length to 20 questions. In addition, I will revise the plan and replace selfcorrection of the assessments with correction by a partner using a highlighter. Objective 5: Objective 5: Given a demonstration of an adolescent contemplating suicide, students will devise an appropriate intervention plan following the A-C-T model. This section also begins with the learning objective. Now that we know what to look for, the fifth objective introduces intervention. What can we do to prevent teen suicide? A three-step approach known as A-C-T is introduced. Following a discussion with examples of how to implement A-C-T, the students will individually assess their own knowledge of adolescent suicide prevention skills by matching fictional teen scenarios with appropriate intervention strategies. In a review of the assessment, students will be asked to justify why their chosen intervention was the appropriate one in the given case. Instructor observation during the lesson will assess: 1. attention 2. student participation 3. understanding
4. whether the lesson went according to plan Instructor Observations during the Lesson: Students were attentive throughout the lesson, even with the distractions that I introduced as an inexperienced teacher. The discussion that resulted from a few of my observations is noted below. The following questions will be asked in individual and/or group interviews that follow the lesson: 1. Was the presentation itself effective in delivering the material? Did students understand how urgency was determined? Were they able to link the appropriate level of urgency in both the situation and the response? Would they have preferred more examples? Students agreed that the PowerPoint presentation was a good way for them to learn the material and they seemed to have little difficulty assessing level of urgency or matching a situation with the appropriate response. When teaching the A-C-T method, I asked students if they would like to hear an example in order to get an idea of how it all fits together, but they declined. For this section, no additional changes seem to be required beyond what has already been discussed previously in this document. 2. Did the activity directly relate to the material presented? Were there questions that seemed particularly difficult or irrelevant? How did the self-correction work? Would it have been better to have a partner do the correcting? Though the students agreed that the activity was aligned with the material, the wording in one question caused a bit of confusion. Also, students still held the opinion that grading by way of neighbor was the best idea. I have been conflicted about whether or not to make the assessment five or ten questions long, but the students had no difficulty with the five scenarios that presently make up the test and they saw no benefit to adding five more. Confusion on a single question in the activity simply calls for a minor addition for extra clarification, which I will make. In this section, I will again replace self-correcting with correction by a partner. Students in the trial group seemed to feel that I went a little above and beyond what was necessary for teaching this material. When I offered to include an example of A-C-T, they literally told me that students (like them) should be able to make that leap without me holding their hands. Therefore, at this point, I am going to leave the assessment at five questions; however, additional scenarios could easily be added if the instructor felt a particular student group would benefit from the extra practice. Students could even work in pairs on two separate activity sheets of five scenarios each.
3. Did matching the scenarios with the interventions promote thinking about the
circumstances surrounding teens who are feeling suicidal? Did it help to build empathy for teens contemplating suicide? Did successful matching help to build their own confidence? If faced with a similar situation, would they feel capable to intervene? Students reported feeling more capable of approaching a potentially suicidal teen after learning about what to watch for and the A-C-T method. They had no difficulty justifying why they chose a particular response for a specific scenario. 4. Was anything confusing? The wording of one question in the matching activity was confusing to a student. This is addressed in my above comments. 5. Was the pace too slow, too fast? No student comments. Group Practice and Feedback GOAL: Using the A-C-T model as a guide, students will evaluate the appropriateness of intervention strategies as responses to potentially suicidal peers.
In order to assess whether or not the objectives sufficiently lead to the instruction goal, the students will be divided into equal groups. In this trial lesson, there will be two groups of three students each. Each group will write a play for at least the three students but potentially including peers, parents, teachers, etc. The play must tell the story of a teen contemplating suicide using at least five of the contributing factors previously discussed in the class. The instructor will circulate during this period to monitor the groups and to answer any questions. During the performances, the audience will individually record the factors that they can identify during each play which will then be compared to the instructors own observations in order to check for understanding, allowing for differences in perspective. Another group (in this case, the audience is the only other group) will design an appropriate intervention to address the scenario presented in the play. Both groups will then work together to reach a compromise and consensus on the play as a whole. At a future time, each group will then act out the complete play with both parts for an invited panel of experts comprised of parents, teachers, counselors, and administrators. Each member of the panel will assess each play using a rubric that checks for the reality of the scenario as well as the appropriate and comprehensive
response provided in order to prevent a possible suicide attempt. Following the trial lesson, I will ask students: Instructor Observations during the Lesson: I divided my kitchen table in half and students on each side worked together. I then remained at the table to observe and answer questions. It was difficult for two groups to work completely independently under these close conditions. On the other hand, it will be important to consider similar work groups in a larger classroom when the students are not as likely to have the close relationships with each other and the instructor as my six trial learners. Neither group had difficulty writing an appropriate play; however, after about five minutes I realized that I should have given them a set time on which to develop it. After 15 minutes, one group had completed a one-page play with three parts while the other group was creating a much more elaborate play. The section of the lesson involving the initial performance of the scenario with the audience and instructor noting contributing factors went as planned. The lesson continued to be successful when the groups worked together to devise intervention plans for each of the plays. As mentioned earlier, I am not sure if the lesson would have gone as well in a larger area with students who were not as familiar with each other. Again, we did not hold the final, full performance, because a panel had not been assembled. A range (perhaps 15 minutes or a single sheet of notebook paper) for writing the first half of each play definitely needs to be communicated to students and I will revise the lesson plan to indicate that. Differences in groups may require the instructor to be somewhat flexible in this section.
1. Was the purpose of this assignment clear?

All students answered positively. 2. Did this part of the lesson work for them? Did they understand the relationship between recognizing the contributing factors and the warning signs and responding? Did they encounter any difficulties in writing the play scenario? If so, what were they? The issue of setting a time range for creating the play in order to set student expectations was mentioned. The only other comments were on compromising when there is probably more than one option for intervention. What is "best," in other words, but the students were able to work it out in the small groups. At this point, I will revise the lesson to advise the instructor to circulate among the groups in order to help resolve any disputes that may arise. 3. Did the students feel capable of devising an appropriate intervention plan?
Yes, the students had no difficulty with the material, though there were a few minor creative differences. 4. Was there any difficulty working in the variety of groups? Not really, but unsure how the dynamic might change with other students. 5. How much of a challenge was it to reach a consensus? It was not too difficult. There were a few discussions about whether one approach was better than another, but in the end, the students worked out pieces that fit together well.
6. Were the students comfortable with the idea of performing their play in front of
others? Are there particular groups that the students would feel more or less comfortable performing in front of? Initial comments during the interview on the idea of performing in front of a panel of parents were negative. After a brief discussion, it was concluded that students would be unlikely to invite someone else's parents, so a parent would probably only be present if their child felt comfortable inviting them in the first place. Students had fewer objections to performing for peers, teachers, or school administrators. Follow Through The lesson will end with a return to the KWL chart where we will discover whether or not students questions were answered over the course of the lesson. There will be an open discussion to achieve resolution and review what we have learned. Here I will ask the students whether or not their questions were answered. If they have outstanding questions, I will make note of them for potential addition to the course. The follow-up discussion at the end of the lesson was very brief. Student questions from the KWL generally revolved around not being able to tell if a peer was serious about suicide and not knowing what to do if they were. At the end of the lesson, students reported feeling more confident now that they know what to look for and how to respond. This material is not really difficult, but understanding it is vital. At this point, there does not seem to be a reason to revise the follow-up approach presently outlined in the lesson plan. Post-Assessment Survey Following the lesson, but prior to interviews, the students will answer a postassessment survey. This survey will ask students: 1. Do they feel more confident in their ability to recognize a potential crisis and respond appropriately? If yes, why? If no, why? All six students answered yes to this question. They said that the lesson helped them to feel like suicide really is preventable and that there were
many ways to help. One student wrote, "Now I feel like I see the whole picture." 2. Was any part of the lesson objectionable? All six students reported negatively. 3. What did they like or not like about the lesson? Too much reading in the video, but they liked it overall. Add pictures to the presentation. 4. Was any part of the lesson confusing or did students feel unsure about continuing on to the next objective? No.
5. How was the pace of the lesson? Too fast, too slow?
No complaints or suggestions from students. Following the interviews, I will collect all completed assessments, including the finished plays, and presentation slide sets with comments for review. Formal assessments will be checked to see whether or not the expected achievement level indicated in each objective was achieved prior to the review discussion. Failure to reach the expected achievement level may indicate a failure in the lesson itself , in the assessment tool, or both. Assessments were not difficult and most students scored 100%. The few incorrect answers were traced back to confusing question wording rather than learning. At this point, the assessment results from my six trial students indicate that the material was learned and understood. Any part of the lesson materials or presentation are open for revision. Insights from the data collected at the trial lesson have resulted in revisions to the pre-assessment survey, activities and assessments as indicated above, the lesson plan and the implementation plan.
CONCLUSION
Though suicide is the third-leading cause of death among teens (APA, 2005), few high school students participate in teen suicide prevention education. With this workshop, students are empowered to recognize the factors that contribute to teen suicide and work toward suicide prevention by responding to peers with an appropriate intervention strategy. The supplemental presentation helps instructors to convey material on distinguishing facts from myths, selecting risk factors, finding warning signs, classifying support resources, and devising appropriate interventions. With limited additional resources, this workshop provides the opportunity for teens to become more knowledgeable about teen suicide, teen suicide prevention, and devising appropriate intervention plans. In following Carr-Chellmans ID4T model to create this curriculum, consistent alignment of the instructional goal and learning objectives is maintained throughout the disciplined instructional design process. Alignment of the design process systematically and systemically serves to increase the overall effectiveness and efficiency of the instruction.
APPENDIX: lESSON MATERIALS

Teen Suicide Prevention Skills Pre-Assessment Survey In the next lesson we will be learning skills to prevent teen suicide. Suicide can be a highly personal and emotional topic; therefore, it will be critical for us to be sensitive to and respectful of each other as we progress through the discussions and other group activities. Please answer the questions below. Remember, a professional counselor is available to meet with you at any time, in addition to teachers and school administrators, if you need to talk. 1. How would you define suicide? ________________________________________________________________ _____________________________________________________________________________ ___________________________ 2. Do you know a person who has attempted or ________ No ________ committed suicide? 3. If your friend started talking about suicide, would you feel ________ No ________ confident about how to intervene? 4. Would you like to feel confident about your teen ________ No ________ suicide prevention skills? 5. Have you ever considered or attempted suicide? ________ No ________ 6. Would you like the opportunity to meet privately with ________ No ________ a teacher or counselor? Yes
Yes
Yes
Yes
Yes
7. Is there anything else that you would like me to know prior to starting this lesson?
___________________________________________________________________________ _____________________________ _____________________________________________________________________________ ___________________________ _____________________________________________________________________________ ___________________________

Distinguishing Facts and Myths In order to work toward teen suicide prevention, it is critical to determine whether what we know about teen suicide is indeed accurate. Based on what you just learned, please mark the ten statements below about teen suicide as either F for FACT or M for MYTH. __________ 1. Teens who talk about committing suicide dont need to be taken seriously because they dont really mean it. __________ 2. Teens who are considering suicide almost always give warning signs, but their peers are often unaware of the significance of the warnings or unsure about how to respond to them. __________ 3. Suicide is preventable. __________ 4. A suicidal teen wants to die. __________ 5. 1 in 8 teens seriously considered suicide in the past year. __________ 6. Nothing can be done to help teens who are suicidal. __________ 7. Teens contemplating suicide often see death as the only way to solve their problems. __________ 8. Improvement after a threat of suicide means that the crisis is over. __________ 9. Asking someone if they are contemplating suicide will give them the idea. __________ 10. Suicide is the third leading cause of teen deaths.
APPENDIX: LESSON MATERIALS

Selecting Risk Factors Suicide, at any age, is preventable. Therefore, recognizing risk factors and protective factors is very important because they reveal the underlying complexity of suicide . The influential factors can include long-term and short-term issues, current issues or issues from long ago. In addition, associated demographic variables such as gender and ethnicity fall completely outside of a teens control. Understanding the influence of risk and protective factors may help to overcome any tendency to blame a teen who is considering or has attempted suicide. With a check, please mark the statements below which contain factors known to increase the risk of teen suicide. __________ 1. having adequate social support __________ 2. feeling hopeless __________ 3. abusing substances (drugs, alcohol, etc.) __________ 4. being Native American (from an indigenous people of North American) __________ 5. having a chronic physical illness __________ 6. believing in a religion that discourages suicide __________ 7. struggling with sexual orientation __________ 8. making previous suicide attempt(s) __________ 9. losing a close relationship __________ 10. developing conflict-resolution skills __________ 11. having a history of being abused __________ 12. having poor coping skills
__________ 13. being a perfectionist __________ 14. developing problem-solving skills __________ 15. having high levels of conflict at home __________ 16. being bullied __________ 17. getting into trouble with the law __________ 18. having a plan for the future __________ 19. having low self-esteem __________ 20. failing in school

Finding Warning Signs Teen suicide is preventable, especially if the warning signs are recognized and met with appropriate responses. Please write the warning signs that you find in these four brief case studies on the lines provided. This activity is intended to help students realize that teen suicide has a variety of faces. Due to the potential for a variety of interpretations, each case study may be found to contain more than five potential warning signs. CASE STUDY #1 Roth is a 15 year-old high school freshman. He used to get very good grades, but now he is struggling at his new school and he is barely passing most of his classes. Roth seems down all the time and he stopped brushing his hair and taking a shower every day. These days, he prefers to be left alone. Recently, he started writing song lyrics about death and dying. Which warning signs in Roths story indicate that he may be or become suicidal? 1. _____________________________________________________________________________ _______________________ 2. _____________________________________________________________________________ _______________________ 3. _____________________________________________________________________________ _______________________ 4. _____________________________________________________________________________ _______________________
5. _____________________________________________________________________________ _______________________
CASE STUDY #2 Susannah Ellen is sixteen years-old and she never feels like she fits in with other girls in her classes. Trying to get accepted into a new peer group, she began experimenting with alcohol. Today she uses both alcohol and marijuana on a regular basis. School no longer seems important to Susannah Ellen, so she just stopped going and her failing grades keep her from progressing to the next grade level. She is sinking lower and lower, and thinking that it is never going to get any better. She told her friends that "life isn't worth living," and said she is going to run away the next weekend. Which warning signs in Susannah Ellens story indicate that she may be or become suicidal? 1. _____________________________________________________________________________ _______________________ 2. _____________________________________________________________________________ _______________________ 3. _____________________________________________________________________________ _______________________ 4. _____________________________________________________________________________ _______________________ 5. _____________________________________________________________________________ _______________________ CASE STUDY #3 Sara is 15 years-old. She recently moved to a new town with a different school because her parents got divorced. It was not easy for Sara to make new friends and her best friend is her sister who will be leaving for college in a few months. Sara started feeling really anxious and had difficulty sleeping. Sara gave her sister her expensive purse and said she wouldn't need it anymore.
Which warning signs in Saras story indicate that she may be or become suicidal? 1. _____________________________________________________________________________ _______________________ 2. _____________________________________________________________________________ _______________________ 3. _____________________________________________________________________________ _______________________ 4. _____________________________________________________________________________ _______________________ 5. _____________________________________________________________________________ _______________________
CASE STUDY #4 Ben is a 17-year-old who seems to "have it all." He is popular at school and was even named the prom king at last years event. When his long-time girlfriend, Jessie, broke up with him, Ben started to change. He always seems mad at the world now and he acts impulsively. When he got into an argument with his diving coach recently, Ben just quit and walked out on the team. He basically stopped talking to everyone and he doesnt even eat lunch in the cafeteria anymore. When a friend from school committed suicide, Ben starts saying that suicide sounds like a good way to solve his problems, too. I am a bad person, says Ben one day. Everybody would be better off if I were dead. Which warning signs in Bens story indicate that he may be or become suicidal?
1. _____________________________________________________________________________ _______________________ 2. _____________________________________________________________________________ _______________________ 3. _____________________________________________________________________________ _______________________ 4. _____________________________________________________________________________ _______________________ 5. _____________________________________________________________________________ _______________________
APPENDIX: LESSON MATERIALS

Classifying Support Resources Please classify all 15 potential emergency support personnel and agencies listed here by marking each resource with a colored marker and creating a legend to indicate your classification assignments. The purpose is to reinforce that help is available from a wide variety of people, places, and forms. 9-1-1 273-TALK parents 1-800National Suicide Prevention Lifeline
friends teacher
local emergency room
school counselor minister
neighbor
family 1-800-999-9999 Line
school resource officer 24 hour Teen Crisis
Local NAMI Chapter http://www.nami.org doctor
Mental Health Facility Locator http://store.samhsa.gov/mhlocator
LEGEND
COLOR CATEGORY COLOR CATEGORY
_____________________________________________________________________________ __________________________ _____________________________________________________________________________ __________________________ _____________________________________________________________________________ ___________________________
APPENDIX: LESSON MATERIALs

Activity 1: Match each suicide warning signs scenario in the first column with the most appropriate intervention response for prevention in the second column. Matching warning signs with interventions will serve to demonstrate the varying levels of urgency in appropriate adolescent prevention skills, from emergency response to listening to a friend and sharing information with a trusted adult. 1. Monica calls to say good bye because emergency! she has taken a bottle of pills. responsible A. This could be an Notify the nearest adult immediately. 2. You have been feeling sad lately require, and dont have much of an appetite. nearest Most days, youd rather not get school resource out of bed. Things seem too hopeless. 3. Darcy has become withdrawn. When trust like a you ask, she says she doesnt know minister about what is wrong. You recently overheard many her say that life is not worth living. online or call Today Darcy didnt come to school and hotline for help. she isnt answering her cell phone. 4. Ever since Sallys boyfriend broke to ascertain up with her, her daily routine has them
B. As most policies immediately notify the faculty, staff, or officer. C. Talk to someone that you parent, doctor, or how you feel. There are resources available a toll-free crisis
D. This is an emergency! Try your friends location and keep
changed. She no longer does her hair you dial and make-up every morning. It also response. looks like she is losing a lot of weight trusted adult is and not getting enough sleep. immediately. 5. Other kids have always made fun of friend. Zach. Now in high school, he is frequently involved in fights. Zach was recently if they are suspended for making online threats Take their against classmates. Upon his return, you seek help in a see him put a weapon into his locker. responsible adult.
talking (if possible) while 9-1-1 to notify emergency If a parent or other available, get their help
E. Try talking to your Being a good listener is especially important. Ask considering suicide. answer seriously and parent or other

Activity 2: Given a demonstration of an adolescent contemplating suicide, students will identify the incorporated factors contributing to the scenario. Students will complete this assessment by writing the title of each demonstration on a blank sheet of paper and numbering the factors that they identify starting with 1. This activity places contributing factors both risk factors and warning signs - into a specific context. Allowing for individual interpretations, this activity is more about identifying the factors as presented and less about correctly identifying factors. The instructors identification of incorporated factors in each demonstration will serve as the comparison key for grading. For Example: A Second Chance 1. being bullied 2. low self-esteem 3. withdrawal from family
4. falling grades 5. closes bank account

Play Rubric - Evaluating Interventions
Given a demonstration of an adolescent contemplating suicide, students will devise an appropriate intervention plan following the A-C-T model.
Grading Rubric contributing factors portray a cohesive and logical scenario of a teen in crisis A - peers
3 risk factors and warning signs combine to form a clear and realistic scenario peers
2 risk factors and warning signs combine to form a marginal scenario only two of
1 risk factors and warning signs may or may not be combined / scenario seems disordered only one of
0 risk factors, warning signs, or logical scenario not apparent
none of the
acknowledge the seriousness of the situation, ask about it, and listen attentively C - peers are available, voice their concern, and follow through to intervention T - peers appropriately assess level of urgency, search out help and tell an adult as soon as possible
acknowledge the scenario, ask about it, and listen attentively
the three criteria are evident
the three criteria is evident
three criteria is evident
peers remain present, voice their concern, and follow through to intervention peers appropriately assess level of urgency, search out help and tell an adult as soon as possible
only two of the three criteria are evident
only one of the three criteria is evident
none of the three criteria is evident
only two of the three criteria are evident
only one of the three criteria is evident
none of the three criteria is evident
APPENDIX: ANSWER KEY

Distinguishing Facts and Myths In order to work toward teen suicide prevention, it is critical to determine whether what we know about teen suicide is indeed accurate. Based on what you just learned, please mark the ten statements below about teen suicide as either F for FACT or M for MYTH. MYTH 1. Teens who talk about committing suicide dont need to be taken seriously because they dont really mean it. FACT signs, 2. Teens who are considering suicide almost always give warning
but their peers are often unaware of the significance of the warnings or unsure about how to respond to them. FACT MYTH FACT MYTH 3. Suicide is preventable. 4. A suicidal teen wants to die. 5. 1 in 8 teens seriously considered suicide in the past year. 6. Nothing can be done to help teens who are suicidal.
FACT 7. Teens contemplating suicide often see death as the only way to solve their problems. MYTH over. 8. Improvement after a threat of suicide means that the crisis is
MYTH 9. Asking someone if they are contemplating suicide will give them the idea. FACT 10. Suicide is the third leading cause of teen deaths.

Selecting Risk Factors Suicide, at any age, is preventable. Therefore, recognizing risk factors and protective factors is very important because they reveal the underlying complexity of suicide . These influential factors can include long-term and short-term issues, current issues or issues from long ago. In addition,
associated demographic variables such as gender and ethnicity fall completely outside of a teens control. Understanding the influence of risk and protective factors may help to overcome any tendency to blame a teen who is considering or has attempted suicide. With a check, please mark the statements below which contain factors known to increase the risk of teen suicide. __________ 1. having adequate social support (PROTECTIVE) __________ 2. feeling hopeless __________ 3. abusing substances (drugs, alcohol, etc.) __________ 4. being Native American (from an indigenous people of North American) __________ 5. having a chronic physical illness __________ 6. believing in a religion that discourages suicide (PROTECTIVE) __________ 7. struggling with sexual orientation __________ 8. making previous suicide attempt(s) __________ 9. losing a close relationship __________ 10. developing conflict-resolution skills (PROTECTIVE) __________ 11. having a history of being abused __________ 12. having poor coping skills __________ 13. being a perfectionist __________ 14. developing problem-solving skills (PROTECTIVE) __________ 15. having high levels of conflict at home __________ 16. being bullied
__________ 17. getting into trouble with the law __________ 18. having a plan for the future (PROTECTIVE) __________ 19. having low self-esteem __________ 20. failing in school

Finding Warning Signs Teen suicide is preventable, especially if the warning signs are recognized and met with appropriate responses. Please write the warning signs that you find in these four brief case studies on the lines provided. This activity is
intended to help students realize that teen suicide has a variety of faces. Due to the potential for a variety of interpretations, each case study may be found to contain more than five potential warning signs. CASE STUDY #1 Roth is a 15 year-old high school freshman. He used to get very good grades, but now he is struggling at his new school and he is barely passing most of his classes. Roth seems down all the time and he stopped brushing his hair and taking a shower every day. These days, he prefers to be left alone. Recently, he started writing song lyrics about death and dying. Which warning signs in Roths story indicate that he may be or become suicidal? 1. new school - falling grades 2. sadness 3. decrease in personal hygiene habits 4. withdrawal - isolation 5. writing about death and dying
CASE STUDY #2 Susannah Ellen is sixteen years-old and she never feels like she fits in with other girls in her classes. Trying to get accepted into a new peer group, she began experimenting with alcohol. Today she uses both alcohol and marijuana on a regular basis. School no longer seems important to Susannah Ellen, so she just stopped going and her failing grades keep her from progressing to the next grade level. She is sinking lower and lower, and thinking that it is never going to get any better. She told her friends that "life isn't worth living," and said she is going to run away the next weekend. Which warning signs in Susannah Ellens story indicate that she may be or become suicidal? 1. feels like she does not fit in with peers 2. experimenting/increased use of drugs 3. school less important / truancy / failing grades 4. hopelessness 5. verbal warning signs / running away CASE STUDY #3 Sara is 15 years-old. She recently moved to a new town with a different school because her parents got divorced. It was not easy for Sara to make new friends and her best friend is her sister who will be leaving for college in a few months. Sara started feeling really anxious and had difficulty sleeping. Sara gave her sister her expensive purse and said she wouldn't need it anymore. Which warning signs in Saras story indicate that she may be or become suicidal? 1. moved to new town with new school 2. parents divorcing 3. lack of peer relationships / loss of relationship with sister going to college 4. anxiety / difficulty sleeping 5. gave away prized possession
CASE STUDY #4 Ben is a 17-year-old who seems to "have it all." He is popular at school and was even named the prom king at last years event. When his long-time girlfriend, Jessie, broke up with him, Ben started to change. He always seems mad at the world now and he acts impulsively. When he got into an argument with his diving coach recently, Ben just quit and walked out on the team. He basically stopped talking to everyone and he doesnt even eat lunch in the cafeteria anymore. When a friend from school committed suicide, Ben starts saying that suicide sounds like a good way to solve his problems, too. I am a bad person, says Ben one day. Everybody would be better off if I were dead. Which warning signs in Bens story indicate that he may be or become suicidal? 1. loss of close relationship 2. always angry / impulsive 3. withdrawal / isolation 4. a friend commits suicide 5. verbal warning signs

Classifying Support Resources Please classify all 15 potential emergency support personnel and agencies listed here by marking each resource with a colored marker and creating a legend to indicate your classification assignments. The purpose is to reinforce that help is available from a wide variety of people, places, and forms. 9-1-1 273-TALK parents 1-800National Suicide Prevention Lifeline
friends teacher
local emergency room
school counselor minister
neighbor
family 1-800-999-9999 Line
school resource officer 24 hour Teen Crisis
Local NAMI Chapter http://www.nami.org doctor
Mental Health Facility Locator http://store.samhsa.gov/mhlocator
LEGEND
One possible classification, for example - by system level
COLOR ________ ________
CATEGORY family community
COLOR
CATEGORY ________ ________ ________ school society
________ emergency _________________

Activity 1: Match each suicide warning signs scenario in the first column with the most appropriate intervention response for prevention in the second column. Matching warning signs with interventions will serve to demonstrate the varying levels of urgency in appropriate adolescent prevention skills, from emergency response to listening to a friend and sharing information with a trusted adult. 1. Monica calls to say good bye because emergency! she has taken a bottle of pills. responsible 2. You have been feeling sad lately require, and dont have much of an appetite. nearest Most days, youd rather not get school resource out of bed. Things seem too hopeless. 3. Darcy has become withdrawn. When trust like a you ask, she says she doesnt know minister about what is wrong. You recently overheard many her say that life is not worth living. online or call Today Darcy didnt come to school and hotline for help. she isnt answering her cell phone. 4. Ever since Sallys boyfriend broke to ascertain up with her, her daily routine has them changed. She no longer does her hair you dial and make-up every morning. It also response. looks like she is losing a lot of weight trusted adult is
A. This could be an Notify the nearest adult immediately. B. As most policies immediately notify the faculty, staff, or officer. C. Talk to someone that you parent, doctor, or how you feel. There are resources available a toll-free crisis
D. This is an emergency! Try your friends location and keep talking (if possible) while 9-1-1 to notify emergency If a parent or other
and not getting enough sleep. immediately. 5. Other kids have always made fun of friend. Zach. Now in high school, he is frequently involved in fights. Zach was recently if they are suspended for making online threats Take their against classmates. Upon his return, you seek help in a see him put a weapon into his locker. responsible adult.
available, get their help E. Try talking to your
Being a good listener is especially important. Ask considering suicide. answer seriously and parent or other
REFERENCES
American Psychiatric Association (APA). (2005). Lets talk facts about: Teen suicide. Arlington, VA: Author. Retrieved from:
http://www.healthyminds.org/Document-Library/Brochure-Library/TeenSuicide.aspx
Arnett, J. (2010). Adolescence and emerging adulthood: A cultural approach (4th ed.). Boston, MA: Pearson Higher Education. Bernstein, D. A. (2011). Essentials of psychology (5th ed.). Belmont, CA: Wadsworth. Carr-Chellman, A. (2011). Instructional design for teachers: Improving classroom practice. New York: Routledge. Centers for Disease Control and Prevention (CDC). (2010). Suicide: Facts at a glance. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/Suicide_DataSheet-a.pdf Gasparini, K. (n.d.). In the mix - educators: Suicide prevention. PBS. Retrieved at: http://www.pbs.org/inthemix/ Kalat, J. W. (2011). Introduction to psychology (9th ed.). Belmont, CA: Wadsworth.

Teen Suicide Prevention: A Workshop On Intervention

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