Title of Oral/Poster Presentation

Suicide Prevention in Secondary Schools

Presenter Information

Justin Vance, Utah State University

Class

Article

College

Emma Eccles Jones College of Education and Human Services

Department

School of Teacher Education and Leadership

Presentation Type

Oral Presentation

Abstract

To aid teachers with intense time constraints, the following summary includes the bolded, most important points in the paper Thank you for caring about your students; by doing more than just teaching your content, you will change lives and may save some Teachers are not responsible for student suicide; we carry enough responsibility already Genuine, assertive communication of confidence and support fosters the safe environment needed Improvements to how we view and speak about suicide can help reshape how young people think about it As young men lose what they care about in pursuit of popular disinterest they lose what attaches them to life The attachment of grades to self-worth, which students may do naturally, is more likely to project self-worth onto grades rather than increase grades in an effort to improve self-worth Prevent suicide risk by implementing practices that promote positive self-esteem The student could feel "stuck," a "failure," unable to see the possibility of something changing in the future, because the brain in crisis can only register what it knows right now. Negative thought patterns, if perceived in students' behaviors, can indicate a student's level of suicidal intent Besides contacting others for help, a Teacher who wants to intervene can ask the student directly and empathetically about suicidal thoughts or intent Students who are close to someone who has attempted suicide or died by suicide are more likely to experience suicidal thoughts and depression related to the trauma Experts recommend heavily monitoring high risk students for at least 6 months after another student's suicidal event By differentiating between sadness and depression or other toxic emotional experiences, students will be enabled to experience the grief necessary to cope healthily with their loss While you may want to aid students by more than "just" helping them get help, the key person in my survival was the one who did that: she helped me get help.

Location

Room 155

Start Date

4-10-2019 1:30 PM

End Date

4-10-2019 2:45 PM

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Apr 10th, 1:30 PM Apr 10th, 2:45 PM

Suicide Prevention in Secondary Schools

Room 155

To aid teachers with intense time constraints, the following summary includes the bolded, most important points in the paper Thank you for caring about your students; by doing more than just teaching your content, you will change lives and may save some Teachers are not responsible for student suicide; we carry enough responsibility already Genuine, assertive communication of confidence and support fosters the safe environment needed Improvements to how we view and speak about suicide can help reshape how young people think about it As young men lose what they care about in pursuit of popular disinterest they lose what attaches them to life The attachment of grades to self-worth, which students may do naturally, is more likely to project self-worth onto grades rather than increase grades in an effort to improve self-worth Prevent suicide risk by implementing practices that promote positive self-esteem The student could feel "stuck," a "failure," unable to see the possibility of something changing in the future, because the brain in crisis can only register what it knows right now. Negative thought patterns, if perceived in students' behaviors, can indicate a student's level of suicidal intent Besides contacting others for help, a Teacher who wants to intervene can ask the student directly and empathetically about suicidal thoughts or intent Students who are close to someone who has attempted suicide or died by suicide are more likely to experience suicidal thoughts and depression related to the trauma Experts recommend heavily monitoring high risk students for at least 6 months after another student's suicidal event By differentiating between sadness and depression or other toxic emotional experiences, students will be enabled to experience the grief necessary to cope healthily with their loss While you may want to aid students by more than "just" helping them get help, the key person in my survival was the one who did that: she helped me get help.