Suicide prevention: Guidelines for schools |
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| Authors: | Lillian M Range |
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| Institution: | (1) Department of Psychology, University of Southern Mississippi, S.S. Box 5025, 39406-5025 Hattiesburg, Mississippi |
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| Abstract: | Adolescent suicide is escalating, especially among White male teenagers who use drugs and/or alcohol, are depressed or cognitively rigid, have maladaptive families, have experienced recent loss, misunderstand death, and know a suicide victim. Teachers can foster suicide resistance by developing teens' cognitive deterrents and encouraging adaptive coping strategies. Recommended assessment tools for potentially suicidal children and teens include the Reasons for Living Inventory and the Suicidal Behaviors Questionnaire. For teachers, intervention strategies include listening empathically, asking directly about potential suicide, and breaking confidentiality in cases of an actively suicidal child or teenager. Administratively, helpful strategies are hot lines, suicide prevention training modules, and publicity of popular students' adaptive responses to stress such as drug rehabilitation or therapy. After suicide, administrators should work to diminish survivor guilt, minimize scapegoating, and prevent contagion. |
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| Keywords: | suicide suicide prevention suicide resistance teenage suicide |
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