Every year, about 30,000 people die by suicide in the U.S., and some 650,000 receive emergency treatment after a suicide attempt. Often, those most at risk are the least able to access professional help. Reducing Suicide provides a blueprint for addressing this tragic and costly problem: how we can build an appropriate infrastructure, conduct needed research, and improve our ability to recognize suicide risk and effectively intervene. Rich in data, the book also strikes an intensely personal chord, featuring compelling quotes about people's experience with suicide. The book explores the factors that raise a person's risk of suicide: psychological and biological factors including substance abuse, the link between childhood trauma and later suicide, and the impact of family life, economic status, religion, and other social and cultural conditions. The authors review the effectiveness of existing interventions, including mental health practitioners' ability to assess suicide risk among patients. They present lessons learned from the Air Force suicide prevention program and other prevention initiatives. And they identify barriers to effective research and treatment. This new volume will be of special interest to policy makers, administrators, researchers, practitioners, and journalists working in the field of mental health.

The main focus of this review is to present the findings from primary research that assessed the efficacy/effectiveness of suicide prevention programs on school aged children and youth (i.e., ages 5 to 19 years) including school-based or commmity-based suicide prevention programs An assessment tool developed, pre-tested and modified in other Canadian reviews was used to critically appraise the quality of the published studies. Most of the studies focused on the general student population, while a few studies first categorized students as 'at-risk' or 'in need' before the intervention. Six out of 10 studies were rated as moderate to strong in relation to their methodological quality. Two out of these six studies using similar approaches for risk stratification and delivering intervention programs with similar objectives, showed consistent and encouraging evidence on the effects (for example, decreases in depression, hopelessness, stress, anxiety and anger) of their programs. Despite these findings the overall methodological weaknesses and inconsistent findings from the studies indicate that there is insufficient evidence to either support or not to support curriculum-based suicide prevention programs in schools.

Argues that schools have a much larger role to play in the prevention of suicide among children and adolescents than they have generally undertaken hitherto. Sets out various ways in which teachers can detect suicidal tendencies and make appropriate interventions.

It takes a village to raise a child, and in the case of youth suicide, it takes an entire community to save one. As a high school principal, Dr. Gregory A. Hudnall dealt with dozens of student suicides and devoted himself to bringing hope to despondent students. In this much-needed book, Dr. Hudnall teaches risk factors and warning signs of suicide and how you can be a member of the Hope Squad.

As awareness grows about the alarming increase in youth suicide rates, school leaders need information on suicide prevention and postvention. Tragically, the search often begins only after the school community has suffered the loss of a student. Schools must start to be proactive and educate themselves about risk factors and prevention strategies. Designed as a handbook for busy educators, A Culture of Caring: A Suicide Prevention Guide for Schools (K—12) includes information about prevention, intervention, and postvention along with commentary from experts in the field. Each chapter stands alone and does not have to be read in sequence. Resources and descriptions of programs relevant to each chapter are organized by topic. School leaders, counselors, and teachers can use the information to create their own plans or just glance through it to get ideas. With this book, any school community that takes suicide prevention seriously will have access the knowledge, tools and resources to save lives.

High profile media reports of young people committing suicide after experiencing bullying have propelled a national conversation about the nature and scope of this problem and the means to address it. Specialists have long known that involvement in bullying in any capacity (as the victim or as the perpetrator) is associated with higher rates of suicidal ideation and behaviors, but evidence about which bullying subtype is at greatest risk is more mixed. For instance, some studies have shown that the association between suicidal ideation and bullying is stronger for targets of bullying than perpetrators. However, another study found that after controlling for depression, the association was strongest for perpetrators. Similar disagreement persists with regard to gender disparities relating to bullying and self-harm, for instance. Youth Suicide and Bullying presents an authoritative review of the science demonstrating the links between these two major public health concerns alongside informed discussion and evidence-based recommendations. The volume provides sound, scientifically grounded, and effective advice about bullying and suicide at every level: national, state, and community. Chapters provide details on models of interpersonal aggression; groups at risk for both bullying and suicide (such as sexual minorities); the role of stigma; family, school, and community-based youth bullying and suicide prevention programs, and more. Each chapter concludes with recommendations for mental health providers, educators, and policymakers. Compiling knowledge from the most informed experts and providing authoritative research-based information, this volume supports efforts to better understand and thereby reduce the prevalence of victimization and suicide.

Lifelines addresses the whole school community by providing suicide awareness resources for school administrators, faculty and staff members, parents, and students. Information about suicide and the role of students in suicide prevention is presented in easy-to-follow lessons..Lifelines: A Suicide Prevention Program is a comprehensive, whole-school suicide prevention curriculum for implementation in middle school and high school. This curriculum includes a program guide, a CD-ROM (which contains reproducible handouts and other resources) and two DVDs..Students participate in role-playing exercises that teach them what to do when faced with a suicidal peer. The exercises feature an emphasis on seeking adult help and frank discussions on the warning signs of suicide..In the process of teaching students how to help a friend, students who may be suicidal themselves will learn the importance of getting help as well. This compelling program is an ideal component to your school's prevention programming..The Lifelines CD-ROM contains all the handouts needed to implement the program, including resources for school administrators, faculty and staff members, parents and caregivers, and students. The CD-ROM also includes two PowerPoint presentations..The Lifelines DVD contains two videos that are used during the student sessions..A Teen's Guide to Suicide Prevention is used in session 2. It contains scenarios showing teens how to recognize the warning signs of suicide in their peers, and how to get help for a peer who may be thinking about suicide..One Life Saved is used in session 3. This video documents the true story of a suicide intervention that occurred after three students completed the Lifelines curriculum..A bonus DVD, called Not My Kid: What Every Parent Should Know, is also included. In this DVD, created by the Society for the Prevention of Teen Suicide, Lifelines author Maureen Underwood and Lanny Berman, executive director for the American Association of Suicidology, answer common questions parents and caregivers have about teen suicide.