Judul : Illinois Dept Of Public Health
link : Illinois Dept Of Public Health
Illinois Dept Of Public Health
[music plays] >> jennifer martin:i'm part of injury and violence prevention. we do product safety andrape prevention education. one of the areas we are thelead on is suicide prevention
Illinois Dept Of Public Health, in the state of illinois. and so, one thing that i'd liketo do, as i get familiar with everything, is with our, inour area of injury and violence prevention, we have a motto.
where we want people to liveto their full potential, but we know if they are beinginjured or if they are dying, that they are notable to do that. and so, that's a motto for us. and we also reflect that withinour suicide prevention work. that if people are dying, orbeing hospitalized, or being injured, that impacts themliving to their full potential. what you'll see up here isthe national suicide prevention lifeline, and usually thisis the point where we say,
can you take out yourphones, put them on silent. i want you to do the opposite. i want you to take your phonesout, and program this number into your contacts, thatthis is a national number anybody can call. you do not need to be incrisis when you call. it could be you are concernedabout a loved one, or you are concerned about a student, oryou are concerned about a family member, or even if youhave questions yourself.
anybody can call this number. you don't have to be in crisis,but it is the national number that people call. it's 1-800-273-talk,which is 8255. and so, we want to make surepeople have that handy. i tell you it's not the easiest,i mean i still have to stop and think, what's that number? even though i sayit all the time. i've had to pull this out at afootball game, as i had a parent
tell me that their childhad been hospitalized, and just wanting someinformation and just a source, something thati could give them at that point in time. and so, it's handy to have thisnumber at your fingertips, in your phone, so you can callif you ever have any questions. and so, fortunately we are ableto do a lot of things we are doing in the state of illinoisbecause we do have a federal grant through samhsa todo suicide prevention.
i'm also passing around somewallet cards that have this number on it, so if you stillare looking for that number, it'll be on that sheet. so, i'm going to have tolearn to not use the mouse and just use the return key. so, back in 1999, the surgeongeneral did make suicide a public health issue, andthere's a few assumptions we can definitely make. with the field of suicideprevention, it's a
very complex issue. there's different factorsthat can go into play. there could be some individual,some environmental things going on, but the onetake-home message i want you to have is that thisis a community-wide problem. it's something that takes acommunity-wide approach, whether that's at your schoollevel or in your community, as far as your town or yourlocality, but it really does require that everybodyis involved.
and one of the mottos withinsuicide prevention is that everyone has a role. this is not just somethingthat the mental health folks are going to deal with, or thecounseling center, it's their job, everybody has a job. and so, that's the maintake-home message, is that to recognizeeverybody has a role. so, what we are going to talkabout today, because we are public health and we like ourdata, and we want to make sure
everything we do is data driven,we wanted to talk about the reality of suicidehere in illinois. also, what school personnel cando, and it's my understanding most people attending theconference either are in the field of education, or just thefact that you are in higher ed. that there are things that weare going to talk about that are going to be useful for youin the school environment to know about. i put in some slides aboutbullying and suicide,
so we'll build on what thekeynote was talking about this morning. and then, just kind of tellyou what we are doing here in illinois. so, the reality, so not todo a pop quiz or anything, but when you think aboutsuicide as far as the leading causes of death in illinois foradolescents and young adults. and just so you know, our grantthat we had federal funding on is from 10 to 24, so weare talking about middle age,
high school, and youngadults, those that are in higher education. so, the leading causes ofdeath for that age group, what do you think suicide is? when you rank it in theleading causes of death? do you think it is the eighth,the second, the first or the third leadingcause of death? [no dialogue] second?
any other? third? it's actually the third. what do you thinkare the first two? car accidents, yeah, somotor vehicle crashes is definitely number one. we wonder how many ofthose are actually intentional crashes. and so, you know, wedo wonder about that.
what i can tell you is wedo lose over a thousand people each year to suicide. of those thousand plus folks,how many do you think are in that age group? that young adult,youth and young adult? 403, 200, 125, or 80? it's actually 125, so i thinkthe last year statistic we had, we had close to 1,600 folksthat had lost their lives to suicide in illinois.
and so, 125, so it'sa smaller number. but what's important to knowwith this age group is the suicide attempts. so, when we look at the numberof youth who attempted suicide annually inillinois, what do you think? 300, 700, 1,500, 3,000? 3,000, absolutely. so, it is a, they are at higherrisk for suicide attempts. and just a true/false, forthose that are, who attempt
suicide, are they at greaterrisk of repeating that? that's true. so, just to recap our illinoisdata, so, for the youth 10 to 24, it isn't theirleading cause of death. we do lose about 125 youngadults to suicide in illinois. approximately 3,000 dohave to seek treatment in an emergency room. so, when you think about aclassroom of about 30 students, know that about two of thosehave attempted suicide
in the last 12 months. now, we know that it doesn'tjust start out by attempting. we know it is a continuum ofevents, and it starts out with suicide ideation. and so, the illinois state boardof education and the chicago school district each have asurvey they do with schools. and on that survey, the behaviorrisk survey, it asks some questions about suicide. have you considered it?
did you, have youthought about it? have you had a plan? did you need to seekmedical treatment? and so, what it did tell usthat in the last survey, that of the high schoolers in thelast year, that 14% of them did report considering,thinking of suicide. 13% had actually had a plan, 8%had tried to take their life, and just under 3% actuallyneeded medical care for that. so, again, it talks aboutthe continuum of the thought
process, that you think aboutit, you may think about it, you may not have a plan. well, then you might have aplan, and then if you have a plan, then you are accessingmeans, and then you actually try an attempt, and then thoseattempts can lead to death. and so, there's a continuumof things that happen that lead up to a suicide. what is something unique isthat there is the violent death reporting system thatlooks at the violent deaths.
it's actually a national system. here in illinois, wecollaborated with lurie children's hospital in chicagoto start piloting that system in a handful of counties. what it does is, you know, thedeath certificate doesn't tell us as much as we want to know inthe prevention field. so, in the world of prevention,we want to learn from those that have died, or that havebeen impacted from injuries and violence, and so, we wantedto have a bigger picture
of what led to that event. and then, that helps uskind of strategically plan some of our preventionstrategies. you know, what are things thatwe need to be talking about in the prevention field, howcan we maybe be altering the things that wedo in prevention. and so, so this unique systemis that they look at not onlythe death certificate, but they'lllook at the hospital discharge. the hospital information,they'll look at police reports.
sometimes we are able tointerview the family. and so, we can start to piecetogether what were some circumstances that ledup to that event? and i'll tell you, workingwith lurie's, fabulous people that are working there,they are very dedicated to injury and violence prevention,but they also admitted at the very beginning of the projectthat they were surprised at how many suicides were in theviolent death reporting system. and so, i want to say abouthalf of the violent deaths
that were in thatsystem were suicides. and so, what we did find iswhen we were looking at the age group 15 to 24, whichwould be our high school and our young adults, we werelooking at what were some of the mentalhealth circumstances. and so, what we foundwas about a third of those young adults, youth, that diedof suicide had a current depressive mode. about a third of them hada history of mental health
problems or treatment, andabout 40% of them had a current mental health problem. we also were interested inknowing what might have been some precipitatingcircumstances. so, sometimes you'll hear about,well, they just had a fight with their boyfriend orgirlfriend, or so we kind of wanted to know what weresome circumstances going on before that. and what the data had showedus was that about 23%
had some type of crisistwo weeks before their suicide, and that 4%had a financial problem. you know, with the other agegroups that number fluctuates, but that just under 30% hada problem with a current or former intimate partner,and that about 15% had some type of relationshipproblem, whether it was with a friendor a family or other. so, there were some thingsgoing on that precipitated, that existed priorto the suicide.
and then lastly, we werelooking at substance use. when i first got involved in thefield of suicide prevention, the question, what we werealways told is that it's a three-pronged approach. you have public health,you have mental health, and you have substance abuse. all three of us haveto be working together. and so, we were looking atwhat was the substance use involvement with thosethat had died of suicide
in this age group. we found that a third of themhad a blood alcohol level, a positive blood alcohol test whenthey had the toxicology tests. about 6% were a victimof alcohol dependency, and about 10% hadsubstance use problems. so, it gives you a littleinsight into just the impact that substance abusehas on the situation. so, in our national suicideprevention strategy, we learn that there are definitelycertain populations that are
higher at risk, ones thatwe are more concerned about. we talk about the americanindian population, we talk about middle age men, we talk aboutthose that have, are attempt survivors, who have lostsomebody to suicide themselves. we talk about those thathave been involved with, a veteran service member,or veteran family member. we also talk aboutthose that are lgbtq. and what's interesting iswhat we've learned is some, and actually the term hasbeen expanded in the suicide
prevention world to belgbtq2s, and the 2s means "two spirit," because one ofthe high risk populations are american indians. and in their language theydon't, they were explaining that they didn't have aterm to explain lgbtq, and so in their world,in their environment, they call it two spirit. and so, but you know whenwe look back at the survey that the state board does withyouth, it does ask questions
about lgb, and so it doesask about those that, and i tell you, they were reallyfascinated to have this data a couple years ago, becauseit actually started to be weighted data. and so, they were able to askthose that perceive themselves as lgb or questioning. and so, they were askingcompared to, they looked at the data of those that identifythemselves, to compare to their peers that were,their non-gay peers.
and what they found is that theywere three times more likely, the lgb youth is threetimes more likely to have a depressive, tohave suicide thoughts, and to have suicide plans,and five times more likely to attempt suicide. and so, it just reinforced whythis is a population that we are concerned about and thatare at higher risk, and that we need to recognize that they arestruggling, and that they have challenges that might impacttheir, some suicidal ideation.
so, some of the risk factors,because somebody will ask, "why does somebody wantto die of suicide?" and so, you have, so whatwe learn is that there are chemical imbalances that canlead to depressive modes, or other mentalhealth disorders. we also know there might beother circumstances like drug problems, oralcohol problems, or family violence, or trauma. and, but we also know that withour youth that, when they feel
so overwhelmed with theseproblems, that they aren't, they don't always knowwhat the solution is. so, that is when theystart to consider suicide. and so, for them to know thatthere is that support and to be able to recognize thatthose are risk factors. and there are some otherrisk factors to consider. you know, if there's been, weused to say that there is, whenever there has been a lifechange, you know, you've had a death in the family, you'vehad, there's been some changes,
some relationship problems,bullying, legal issues. in our town we had, over a fewyears, we had several prominent people in our communitythat died of suicide and learned later that therewere some legal issues that were associated with that. and so, there are someother risk factors that can put somebody at risk. but what is important to knowis that even though people might have those risk factors,it doesn't mean that
they are going toattempt suicide. and so, what is even moreimportant to recognize are the warning signs. so, even the risk factors cankind of help you identify maybe some people thatmight be at risk, it's really the warning signs. and what we say is if you startto see the things on the left, those are things youwant to call 9-1-1. you want to stay with thatperson until they are
linked with services. and so, if they are talkingabout, if you have somebody that is threatening tohurt themselves or to kill themselves, if they arelooking for ways, if they are looking for means to do that,so if they are seeking pills or weapons, or other means,or if they are writing about dying, or writingabout suicide, that's, those cause concern. and so, this was actuallyput together by the american
association for suicidology, tohelp identify the difference. it was kind of atwo-tiered approach. it's like what do you do whenyou start to see these warning signs, and so those weredefinitely serious enough that you need to call 9-1-1. the other ones here on theright are more that these are concerns, these are warningsigns, and it's important to lead them to a professional,mental health professional. so, if they are, if youhave somebody who is feeling
helpless, if they are increasedalcohol and drug use, that there's dramatic moodchanges, you know, if they're feeling trapped, they don'tfeel reason to live, that those are concerns that you wantto be able sure that they are linked to someprofessional. and so, the american associationfor suicidology actually put together this nicenumeric about is path warm. so, if it is somebody that hasideations, substance abuse, purposelessness,anxiety, trapped, hopelessness,
withdrawal, anger,recklessness, or mood changes. so, it's kind of justa way to remember some of those warning signs. so, we can't talk about riskfactors and warning signs if we don't talk aboutprotective factors. and the interesting thing aboutprotective factors is that they aren't always the opposite ofwhat a risk factor would be. it really is about being ableto instill those, promoting strength and resiliency withyou, then for anybody, actually.
so, it's really talking aboutwhat's going to protect people from suicide is being ableto ensure that you have effective care. that you have effective clinicalcare in place both for mental, and physical, andsubstance use disorder. that you also have accessto intervention, and that you have strong connections withfamily and support groups, and with your community. that you have limitations toaccess to means, and that you
also are able to havethe skills, the coping skills that would be needed. also, cultural andreligious beliefs can be a protective factor. if you have a belief thatis against suicide, that can be aprotective factor. and so, the main thing is thatthese are all things that can help protect a person,but it's not something you can just do once.
you can't just do clinicalintervention once, or do an intervention once. it's ongoing, and so thatshould be something that is maintained with folks. the center for diseasecontrol and prevention, cdc, who we collaborate a lot with,they actually have a document on connectedness beinga best practice for, as a protective factor. and it is recognizing thathaving connectedness at multiple
levels, both at the individual,at the community level, was really important, thatyou really want to have people, that you want to feelconnected with individuals, you want to feel connectedwith your community. you want to feel connected withinstitutions, so if there is services and differentsystems in place, that you want to know thatyou can connect to those. and so, it really is being ableto have that connectedness. so, let's just go ahead andtalk about the school's role.
and there are four reasonswhy a school should be concerned about, or lookingat suicide prevention. one is just that, you know,maintaining that safe school environment is definitely partof school's overall mission. the other thing is that we knowthat a student's mental health does impact theiracademic performance. we also know that if you havea student that dies of suicide, that impacts yourwhole school community. and then, just lastly, therehave been schools that have been
sued for neglect. and so, failure to notifyparents, get assistance, or to have adequatesupervision. and so, just some reasons why. and for those that do planto work in within schools, within the high schools,actually, there is a school code requirement that those thatare working within grades nine through 12 be trained, andnot only recognizing the signs of suicide, but then alsoknowing how to respond,
what appropriate interventionor referral techniques that, to have. part of that school codealso requires, says that if you attend a training, thenthat can count as your, as part of yourprofessional development. and so, there is a school coderequirement for those that work in high schoolsto be trained. i'm sorry, it'sseventh through 12th. so, this is the greatbook that i always like
to share with everybody. so, samhsa, the substanceabuse and mental health services administration put togetherthis tool kit for schools. at the bottom is a link of howyou can download this for free, or even order a copy. but this book provides muchguidance on what schools can do. so, i do like to spend a fewslides just talking about what's in this, so you knowwhen you leave here what you have access to.
and so, again, you know, howschools can help is having that school-widepromoting, connectedness, and emotional well-being. it's also important thatyou have policies in place. it's important to have training,it's important to be able to have things in place for yourstudents, and for screening. but what we always have to bevery clear about is that, you know, this is considered avery comprehensive approach to suicide preventionin schools.
and it's very important thatyou take it in stages. and so, what's importantis that you need to have these two things first,before you do anything else. every school should havetheir protocols in place. and so, there's protocols thatyou have for the students that you feel are at risk, and thenprotocols for if you do have a student that dies of suicide. and so, when you are lookingat the students, you know, wanting to have, to help thosestudents that are at risk,
this guidebook, i wish icould get it to stand up, but this guide book really doesinclude some sample protocols, some on how to help a studentif you find a student that you have identifiedthat is at risk. it has some guidelines onhow to notify a parent. you know, the keynote wasspeaking earlier today about the parents and the schoolstalking, and so it has some guidelines on how a schoolcan notify a family of their concerns.
but then, also guidelines onhow to refer a student. so, once you've identified astudent, where as, you as a school, plan tomake that referral? what's the process, theprotocol you're going to have in place? but then, also, howdo you document that? for those that are respondingto students that have maybe attempted, so if youhave a student that has had a suicide attempt, this toolkit talks about just, again,
some sample protocols and someguidelines on how do you facilitate that studentcoming back to school. and so, some really concretethings because that sometimes is the question, is we've hadthe situation, but we are not sure really how to deal withit, and so there is those samples in there. but it's very important thatthese protocols are in place, before you start lookingat education awareness, and screening, and other things.
and so, the next thingis what do you do... you know what, let me justgo back, because there was something else i didwant to mention, and now it's not going to do it. previous. so, i didn't talk on, didn'ttouch on the protocols for responding to if youhave a suicide death. so, why is that important? we know that death can impactanybody, especially for youth.
and so, any death can beprofound and have an effect on our youth. so, if our youth have somebodywho has died at the same age, and it really does challengetheir vulnerability, that they have a death of a rolemodel, then they can have some conflicting views, wherethey might be some, you know, they feel that loss, butthen they also might feel some betrayal. but we also, as we mentionedearlier, that there's some
difficulty associated with that. if you have, if you've lostsomebody and that you've had to deal with somebody with death,that there is some difficulty focusing on your academicperformance then, because you have all thisother on your mind. and so, you just need to beprepared to help students adapt in the short term. you also need to be prepared tohelp them in the long term. and that knowing that theimpacts, the emotional kind of
fall-out of somebody who hasdied is going to, it can continue months, evenyears afterwards. and so, really wanting to beable to have those protocols in place of how you aregoing to address those. so, that is why it is soimportant that these protocols are part of an immediateresponse plan, protocol plan that a school would have as partof their crisis response plan. so, again, you know, this bookdoes have different scripts of what the office would say,what staff would say,
kind of announcements, youknow, how would you make an announcement of that, youknow, in your school, letters that wouldgo out to family. but it also talks about how doyou work with that family who just lost theirchild, and that was a student in your school. so, it has some guidelines onbeing able to work with the family and just some talkingpoints, but it also talks about what are best practices for,what happens on the anniversary
because there has been concernthat sometimes you can, some of the memorialization ofa suicide on the anniversaries can actually beglamourizing it. and so, you want to be verycautious about how you do that. and so, again, this toolkit includes some of those guidelines for that. so, once you have thoseprotocols in place, you definitely want to beable to train your staff. you want your staff to knowthat it's important to have an
increased awareness, that notonly is it important for them to recognize that suicide doespose a risk for students, but that you as a school alsoare receiving, taking this as an importantstep to address. and so, you want to beable to train your staff of the importance of suicide. you want to be able to alsotrain effective, you know, a selection of mental healthprofessionals, certain staff in your building that are goingto be able to assess the
suicide risk of individuals. so then, after that you can getto a third phase, and that is determining whether youare going to start educating parents, if you are going todo some screenings, if you are going to be doing someeducation with the students. and so, what you can do withparents is there is some opportunities where like,during freshman orientation or through pto or other events,where you can really start to talk to parentsabout the issue of
suicide prevention, and mentalhealth wellness, and so forth. and so, they can be integratedinto some parent education. so, there are some chaptersin here about how you can work with parents. but just be aware that whenyou start talking to parents, you might startseeing an increase in the number of referrals. so, that's why it is soimportant to have your protocols in place and have your staffand teachers trained.
and then, if you do decide, youknow, as an option, as part of your comprehensive suicideprevention program within the school is, you know,training students. one of the benefits of trainingstudents is that we know that many times, students aregoing to tell their peers before they'll tell any ofus, any of the adults. they'll say, a peer will hearsomething, a student will hear something before we will. and what we also know is that ofthe students that have had a
peer disclose to them, onlya fourth of them actually told somebody. and you know, that's a lot ofresponsibility for a youth to have on their shoulders, to betold that from a peer or friend that they are struggling, andthen having to deal with that on their own. and so, it's important forour students to know how to handle those situations. and so, when you, when aschool, look at how to train
or to do some programswith students, there's three differentways you can do that. you can do it as a curriculumbase, where you can really just kind of more broad, kind of whatwe call gatekeeper training, just giving them someinformation, just promoting those proteciver factors, beingable to increase their ability to be able to recognize thosethat might be at risk. and then, encouraging peopleto get help if they need it. you also can take the approachof providing skill building
for those students thatyou know are at risk. and then, there's alsoscreening that you could do. and so, or i'm sorry,some peer leadership. so, there's some programs thatlook at peer-to-peer leadership. and so, so that isanother approach. so then, lastly isabout screening. the screening is that you know,everybody, there are students that might fall through thecrack, or as the keynote talked about, are good at just hiding,or not revealing what their
concerns are, so the screeningshelps you identify those that maybe not beidentified in other ways. so, kind of needto get started. you know, if you work in theschool, or if you are wanting to start that conversation inthe school about doing more about suicide prevention,is that you have to just remember that, again,is everybody has a role. there'll be different peoplein your school that you are going to want tobring together.
everybody's going to have a rolein that, and also recognize that its not, the school doesn'thave to do it themselves, that you really can outreach toyour community professionals, those that are working in thefield that can really provide some added support, and advice,and guidance along the way. and so, if you have a schoolthat you are, that is looking at wanting to implement amy ofthose phases of a comprehensive program, there are justsome different steps. you want to make surethat you are do engage
your administrators, your schoolboard, and other key players. you know, just explain whyyou think this is important. we have plenty of data, we havecounty-level data that we can share, so that's informationthat you can share with your stakeholders to say, you know,this is what we are seeing. and so, you can point thatout and have some data to really show that. also know you are goingto have to engage people within your school and in yourcommunity, and that,
and then that is when you canmove on and actually do a plan. so, again, the tool kit thereis a checklist of doing that. the suicide preventionresource center is sprc.org. in this book, we'll have kindof a matrix of the different programs that are available. so, if you want to doscreening, what you can do what are some bestpractices ones. that is changing all the time. every week they are addingthings to that registry, so it's
better to go to the website andjust kind of click around and see what's been provento be a best practice. and so, when you clickon the hyperlinks, then they'll giveyou information. so, like this one will tellyou after a suicide tool kit for schools is intended formiddle and high schools, as a protocol strategy, andit helps meet some of the national goals. and i'm just looking at thetime, and i'm realizing i'm
going to have to goa little bit faster. so, just bullying andsuicide, this is a nice, i have provided youa copy with this. this publication, it'sthe relationship with bullying and suicide. with bullying and those, it'sbeen in the news more, and so what cdc wanted to do wastake a closer look at that and so, what this did islook at the research. and so, what we know aboutbullying, what we heard
earlier today is that it'srepeated, it's serious, we know it has negativeeffects, and that it can impact everybody involved,the ones that are bullied, the ones that bully, theones that are bystanders. what we know about suicideagain, that's complex, and that any involvementin bullying behavior can be one stressorfor suicide. and so, what we do know is thatbullying behavior and suicide related behaviorare closely related.
and that we know enoughabout it to make evidence-based recommendations ofhow to improve it. but what we don't know is ifbullying is, actually causes suicide related behavior. and the example that weare given is about drowning. so, we know that one of theleading factors of a child drowning is nothaving adult supervision. so, even though the adultwasn't there to provide the supervision, they didn't causethe drowning, but there was a
correlation there. and so, that's what wetalk about bullying. that we are not in the field atthe point where we could really say that there is, thatthe bullying causes suicide. we know that there is anindirect impact on it, so what is correct for us to beable to say is that involvement in bullying along with otherfactors do increase the chances of a young person engaging insuicide related behaviors. and so, again, we just knowthat they both are public health
concerns, and that there arecircumstances, again, at different levels of individual,and social, and family, and community, and societylevels that impact it. and we know that protectivefactors can help those, reduce those behaviors. in the handout, it kind of talksabout what the research is, what we know, and so that isin there for you to look at. so, what we know, what aschool personnel can do, and then some more resourcesto get more information.
i wanted you to know that nextmonday, that there is going to be a webinar on the relationshipbetween bullying and suicide. so, if that is something you,this is something, a topic area you are interested in, there'smore information on that webinar and some resources. just wanted to share that samhsadoes have their no-bullying app, and so i want you tohave that information. and just a little bit about whatwe are doing here in illinois, we really wanted to be ableto use our federal funds
to increase more training withinschool personnel, but then also expand our "only takesone" health awareness campaign, which we collaborate withthe mental health america of illinois on. we, of course, are asked topromote the national suicide prevention lifeline. and so, then we are also doingsome different stakeholder meetings, where we are talkingwith, like a year and a half ago, we were meeting withcampuses, institutions of higher
education about what strategiesthey can do on campus. and we are going to havethat same conversation with the juvenilejustice system and with substance use providers. but one thing i want to makesure you know about is that we did purchase a licensefor some online interactive trainings, kind of avatartype of approach. we purchased thelicense for nine courses. there's one for middle school,one for high school personnel,
and then we also have one thatis, address understanding the challenges oflgbt students. those are the three wehave at the secondary level. the other six areat the higher ed. level. and so, what we do have are atraining for just at risk, general knowing, being ableto recognize, intervene, and approach, andrefer somebody, for higher ed. faculty, andthen we have one for students. and we have similar approachesfor the faculty, to understand
challenges of lgbtq students,and then for how higher ed. students can understandthat among their peers and other students that theymay encounter that lgbtq. the other two programs we haveat the higher level is regarding veteran students. so again, for the faculty tounderstand the challenges, but then also there's apeer-to-peer veteran student training that is available. these are allavailable for free.
it's something we purchased alicense for, so we have it available for thenext few years. but it is a best practice, andit's a way to have an engaged, effective way tohave some dialogue. and so, for those that, thecourses at the middle school and high school, people are ableto get isbe credit for that. it's really easy to implement,like have everybody in your school take the training, andthen get together afterwards and debrief about questions andremind them what their policies
are and where to refer people. but basically what happens isyou enter this virtual world, and you assume the role ofthe teacher, mr. bower, and he is having aconversation with mariah. and so, it really navigates youthrough some of the questions. the conversation you mighthave, the one reason why the department picked this trainingis that for one, it was online, it was going to be somethingwe could implement broadly, but also because it not onlyidentified and referred,
but it ensured that you hadpractice having a conversation with a student. and if you have thatconversation with a student, they are more likely tofollow through with whatever referral you have. and so, basically, you know,that's what the next few slides are talking about. and so, what happens isyou get three profiles. this one is about mariah,jen, and michael.
and it kind of increaseswith severity, so mariah is just strugglingwith bullying, jen is having outbursts, and she is theone that is actually bullying mariah, and then michael ismore serious where he is talking about suicide. and so, it kind of talks youthrough, it tells you where you can kind of undo things. can't always do that in reallife, undo a conversation. but what happens, and at thebottom of each of these slides
is a link of how you canaccess these trainings, which is illinoiscognito.com butit also includes some other additionalresources. and i would do a demo, buti know that will interfere with the folks next to us. and so, just want you toknow as we wrap this up that there are some otherresources that are handy. there is, after a suicide,a tool kit for schools. also the nationalsuicide prevention lifeline.
they have posters and magnetsthat you can order for free to have up in yourschools and your facilities. this is the wallet card thatwe passed out, and then again, the suicide prevention resourcecenter is the go-to place. it really is. they have these fact sheets onthe roles, like the role of a high school teacher, the roleof a mental health professional, the role of teens,what do teens do. and then, this is the "onlytakes one" website that we
collaborated with mentalhealth america on. and you'll notice at the verytop, there's different levels like preventing, the differenttabs, "preventing suicide," "understanding it,"you know, "stories." and it's just, there's somany layers of information on there, so i do encourageyou to visit it. it is onlytakesone.org. and then, my information. so, make sure you get outon time, because i know
lunch is next, so... [applause] so, feel free to emailor call me if you want more information or wanta copy of anything, and we can be thanwilling to help you out. [music plays]
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