ABOUT TLC “Your program has been of great assistance to me in dealing with the mental health issues of the student population. As a result of the program which you presented here this fall, three students with active suicidal ideation were referred to me by other students. We were able to refer them for appropriate psychiatric assistance and thereby avert tragedy. Also, as a direct result of your program 16 students suffering from various degrees of depression, six of whom had considered suicide, referred themselves to me for intervention… You have helped to save lives here and helped to enable students who might otherwise have become tragic statistics to continue their education so that they may in time contribute a great deal to our larger society.” - Social Worker, Benjamin Franklin High School
PROGRAM INFORMATION
The suicide awareness curriculum deals with an
emotionally charged topic, and a workable classroom climate is very important
if the program is to be effective.
Therefore, wherever possible, it is best to follow these guidelines for
a classroom environment in which students are comfortable, students are
involved, and discipline is not a major problem. Before you or a volunteer from Jewish Family
Service teaches the curriculum, make sure you and your co-workers are familiar
with your school's crisis plan. You need to know exactly what to do if a student identifies himself to
you as being depressed or suicidal.
1. Schedule
a faculty presentation before the program is delivered in your school. This
presentation serves to sensitize your faculty to the content and purpose of the
program, so they can serve as an appropriate support to the students.
2. Mail
a copy of your school's crisis plan to Jewish Family Service's TLC Coordinator
prior to the start of the program in your school.
3.When scheduling the classes to receive the
curriculum, remember:
a. The
program is offered to students in upperschools, but can be adapted
for middle school use. b. Fit
the class meetings into an existing class period to minimize confusion and
scheduling conflicts. No one will have to be pulled out of
class.
c. Schedule
on consecutive days, if possible. Day-to-day continuity is ideal, if
scheduling permits.
d. Have
a small group in a small setting. The group of students should be smaller
than 35; 25 is ideal.
4. Tell
students at least one week before it begins that the program is being planned. Students should know in advance that they will be dealing
with this topic.
5. Have
the following materials and equipment available: chalkboard and chalk, TV/DVD player, DVD, and handouts. 6. Schools
that use their own staff to present the program may wish to have an additional
teacher remain in the classroom for several reasons.
First, this gives the other teacher an opportunity to learn to present
the program. In addition, the
other teacher learns from the presenter's model. The additional teacher gives general support in the area of
discipline, stimulating discussion, setting up the classroom, and other
needs. The other teacher's
presence means the school supports the program, and this gives credence to what
the presenter is doing. Expectations of the additional teacher should be clarified ahead of time
as part of the scheduling process. The teacher should know that this is not a free period.
7. It
is mandatory that a trained counselor be available the entire week that the
curriculum is presented. Students who self-identify will be
referred to the counselor at the end of each class period. The presenter is instructed to write
the counselor's name on the board each day the program is presented to remind
the students that the counselor is available if needed. At the end of each class period, the
presenter should give the counselor any handouts in which students have
identified themselves or friends who might be at risk for depression and/or
suicide. When the entire
curriculum has been completed, fill out the Student Referral Form and mail to
Jewish Family Service to provide follow-up on students referred.
8. Review
procedures and resources your school uses in crisis intervention. Do
the staff and students tell the principal? The parents? Does your school have professional consultants
in the mental health field to give back-up and help make decisions when a
student has a problem? You must
know how your school would handle a suicide crisis before the program can be
presented.
9. Appropriate
alternative arrangements need to be made ahead of time for any student who does
not want to participate in the program.
COMPONENTS OF PROGRAM 1. The two-day in-depth training session for the school professional. The goal of this component is to teach counselors, teachers, social workers, nurses, and principals:
a. How to assess suicide risk.
b. How to respond to a student in crisis.
c. How to build a crisis response network in the school setting.
d. How to present the teen suicide awareness curriculum in the school.
2. The training session for the volunteer. A two-day training session serves to teach volunteers:
a. To explore their own feelings about depression and suicide.
b. How to present the curriculum in schools.
c. To develop good listening skills.
d. How and when to refer students if necessary.
The second component consists of the trained volunteer observing the curriculum being presented in a classroom situation.
Lastly, the volunteer will be observed by a professional or an experienced volunteer from Jewish Family Service the first time they present the curriculum.
3. The curriculum. This is an instructive text including goals, agenda, materials required, specific instructions and exercises to be used in the classroom to stimulate discussion.
It allows for flexibility in working with adolescents so they acquire safe problem- solving tools.
At the end of this program, students will be able to:
a. Recognize warning signs of depression and suicide
b. Know what to do if they or someone they know is in crisis
c. Be able to apply safe problem-solving skills
d. Know how to get help from adults
This component is done in the school by the agency professional, school professional, or trained volunteer.
4. School-based educational workshops for parents and school staff. This includes teachers, secretaries, maintenance, guidance counselors, social workers, and anyone who has contact with students.
This component is designed to teach school faculty and staff to recognize warning signs of depression and suicide, talk with an adolescent who may be in crisis, and know where to get professional help within the school system.
Faculty will become familiar with their crisis plan in case of a suicidal emergency.
5. Crisis intervention and postvention. On an as-needed basis.
