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This digital document is an article from School Psychology Review, published by National Association of School Psychologists on June 1, 2009. The length of the article is 2616 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

Citation Details
Title: Suicide prevention in schools as viewed through the interpersonal-psychological theory of suicidal behavior.(COMMENTARY)(Report)
Author: Thomas E., Jr. Joiner
Publication: School Psychology Review (Magazine/Journal)
Date: June 1, 2009
Publisher: National Association of School Psychologists
Volume: 38Issue: 2Page: 244(5)

Article Type: Report

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Whatever the reason, it is clear that crises are no longer unique events that will rarely or never be encountered. We drill for, prevent, and are continually educated in managing fires. What do we know about other personal and disaster-related crises in the schools? What theoretical philosophies might apply? What research and what information that others have learned ``the hard way'' from experiencing crises might help schools prepare for crisis? How can we support young people in crisis who have previously been ignored? These are the questions that this volume intends to address. -- From Chapter 1

Over the past 50 years, the environment in our schools has changed dramatically. Once, talking, chewing gum, or running in the halls were considered serious disciplinary problems. Today, incidents of alcohol and drug use, teen pregnancy, vandalism, robbery and assault, and even suicide or murder occur in many schools. Considering the times, school professionals should assume that crises will occur. Administrators, counselors, and teachers need to equip themselves to meet the challenge. A uniquely practical handbook for individuals working in the schools, this volume provides straightforward guidelines for crisis intervention and prevention techniques that are designed specifically for the school setting.

Drawing on their 20 years experience in managing crisis events in schools, the authors cover individual child-centered crises such as abuse, divorce, family violence or suicide as well as larger school or community-based crises such as serious bus accidents, in-school violence, and natural disasters that affect large groups of staff, students, and their families. Illuminating how crisis intervention is actually carried out, the book features case studies and personal reactions from all levels of school personnel. The book includes sample handouts for parents, students, and teachers, lists of community networking resources, and sample ``to-do'' lists for every potential member of a crisis team.

An unusually useful and accessible resource for a wide variety of professionals, CRISIS INTERVENTION IN THE SCHOOLS is must reading for administrators and teachers as well as psychologists and counselors working in today's schools.
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Suicide is a significant problem for many adolescents in Native American Indian populations. American Indian Life Skills Development Curriculum is a course for high school students and some middle school students that is designed to drastically reduce suicidal thinking and behavior.Created in collaboration with students and community members from the Zuni Pueblo and the Cherokee Nation of Oklahoma, this curriculum addresses key issues in Native American Indian adolescents lives and teaches such life skills as communication, problem solving, depression and stress management, anger regulation, and goal setting. The course is unique in its skills-based approach. After first increasing awareness and knowledge of suicide, it then teaches students specific methods to help a peer turn away from suicidal thinking and seek help from an appropriate help-giver.The skills-based approach of this curriculum follows well-established teaching methods to develop social skills. Teachers and peers inform students of the rationale and components of a particular skill, model and demonstrate the skill for them, and later provide feedback on individual skill performance.American Indian Life Skills has been a very successful program at Sequoyah High School. Having a curriculum that addresses many of todays concerns from a Native American base has greatly benefited our students. It has offered students opportunities to be actively involved in a classroom community. By addressing different learning styles, American Indian Life Skills helps students to understand and talk about such issues as depression, stress, sexuality, and grieving. This program has changed many lives including mine. It would be a beneficial program for anyone working with adolescents. I highly recommend it!J. Rachel Green, Life Skills Teacher, Sequoyah High School, Tahlequah, Oklahoma

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