A guide to suicide screening for non-clinician staff provides information about:
- Understanding suicide myths and facts as well as prevalence data
- Risk and protective factors for suicide
- Using the Columbia Suicide Severity Rating Scale (C-SSRS) to screen for suicide risk by asking questions about ideation and behavior
- Taking appropriate actions based on the screening such as signposting to support services for low risk, contacting emergency services for very high risk, or contacting mental health services for high risk
The Glorious Revolution of 1688 saw William of Orange defeat King James II of England and assume the throne. The conflict was rooted in a longstanding family feud between the Protestant supporters of Parliament and the absolute rule of Catholic monarchs like James II. When James II had a Catholic son and heir, it threatened Protestant rule, so William of Orange invaded with support from English nobles and people dissatisfied with James' policies. James fled to France, and William and Mary became the joint monarchs, legitimized by Parliament and beginning a new constitutional monarchy with the Declaration of Rights limiting royal power.
Mexico gained independence from Spain in 1821. American settlers in Texas clashed with the Mexican government over new laws in the 1830s. This led to the Texian declaration of independence in 1836 and the formation of the Republic of Texas. However, the Alamo fell after a 13-day siege where nearly 200 Texians were killed defending it against the Mexican army led by Santa Anna. This loss became a rallying cry for Texan independence and was an important event leading to the eventual annexation of Texas by the United States in 1846.
The French Revolution began in 1789 due to various economic and social causes including high debts, an outdated feudal system, and Enlightenment ideas promoting liberty, equality and reason. The Storming of the Bastille on July 14th, 1789 marked the start of the revolution. Key events that followed included the formation of the National Assembly, the abolition of feudal privileges, and the Declaration of the Rights of Man and Citizen establishing natural rights and liberties. The revolution deeply transformed French society and government.
The document summarizes the four major Plantations that took place in Ireland between the 16th and 17th centuries as English attempts to extend control over Ireland by confiscating land from Irish owners. Each Plantation was in response to an Irish revolt and involved dividing and granting the confiscated land to English and Scottish settlers to live and farm on the land. However, the Plantations often failed to achieve their goals as the settlers struggled without enough laborers and faced ongoing attacks from displaced Irish residents, with mixed success in establishing English control and society in Ireland over time.
The Reformation began in the 1500s led by reformers such as Martin Luther, John Calvin, and King Henry VIII who challenged the authority and teachings of the Catholic Church. Luther posted his 95 Theses criticizing the Church in 1517 which sparked the Protestant Reformation. The printing press helped spread Protestant ideas. The Counter Reformation was launched by the Catholic Church including through the Jesuits and the Council of Trent to combat heresy and reform the Church. This led to a divided Europe and era of religious wars between Protestant and Catholic states.
The document summarizes British taxation of the American colonies following the French and Indian War. After taking on massive war debts, the British Parliament passed laws like the Sugar Act of 1764 and Stamp Act of 1765 to tax the colonies. This caused outrage in the colonies, who protested with slogans like "no taxation without representation" since they had no representation in Parliament. The Stamp Act was repealed in 1766 but the Declaratory Act affirmed Parliament's right to tax. Further taxes in the Townshend Acts of 1767 renewed colonial protests and boycotts of British goods.
The Glorious Revolution occurred in 1688-1689 in England, Wales and Scotland in response to King James II's Catholicism in a predominantly Protestant country. A group of Protestant nobles invited the Protestant Prince William of Orange to invade England with an army. William and his wife Mary were then crowned as joint monarchs. The revolution established Parliament's power over taxation and royal appointments, limiting the monarch's authority. However, its consequences were also negative, deepening political and religious divisions in Ireland and Scotland and fostering the growth of slavery.
The Glorious Revolution of 1688 saw William of Orange defeat King James II of England and assume the throne. The conflict was rooted in a longstanding family feud between the Protestant supporters of Parliament and the absolute rule of Catholic monarchs like James II. When James II had a Catholic son and heir, it threatened Protestant rule, so William of Orange invaded with support from English nobles and people dissatisfied with James' policies. James fled to France, and William and Mary became the joint monarchs, legitimized by Parliament and beginning a new constitutional monarchy with the Declaration of Rights limiting royal power.
Mexico gained independence from Spain in 1821. American settlers in Texas clashed with the Mexican government over new laws in the 1830s. This led to the Texian declaration of independence in 1836 and the formation of the Republic of Texas. However, the Alamo fell after a 13-day siege where nearly 200 Texians were killed defending it against the Mexican army led by Santa Anna. This loss became a rallying cry for Texan independence and was an important event leading to the eventual annexation of Texas by the United States in 1846.
The French Revolution began in 1789 due to various economic and social causes including high debts, an outdated feudal system, and Enlightenment ideas promoting liberty, equality and reason. The Storming of the Bastille on July 14th, 1789 marked the start of the revolution. Key events that followed included the formation of the National Assembly, the abolition of feudal privileges, and the Declaration of the Rights of Man and Citizen establishing natural rights and liberties. The revolution deeply transformed French society and government.
The document summarizes the four major Plantations that took place in Ireland between the 16th and 17th centuries as English attempts to extend control over Ireland by confiscating land from Irish owners. Each Plantation was in response to an Irish revolt and involved dividing and granting the confiscated land to English and Scottish settlers to live and farm on the land. However, the Plantations often failed to achieve their goals as the settlers struggled without enough laborers and faced ongoing attacks from displaced Irish residents, with mixed success in establishing English control and society in Ireland over time.
The Reformation began in the 1500s led by reformers such as Martin Luther, John Calvin, and King Henry VIII who challenged the authority and teachings of the Catholic Church. Luther posted his 95 Theses criticizing the Church in 1517 which sparked the Protestant Reformation. The printing press helped spread Protestant ideas. The Counter Reformation was launched by the Catholic Church including through the Jesuits and the Council of Trent to combat heresy and reform the Church. This led to a divided Europe and era of religious wars between Protestant and Catholic states.
The document summarizes British taxation of the American colonies following the French and Indian War. After taking on massive war debts, the British Parliament passed laws like the Sugar Act of 1764 and Stamp Act of 1765 to tax the colonies. This caused outrage in the colonies, who protested with slogans like "no taxation without representation" since they had no representation in Parliament. The Stamp Act was repealed in 1766 but the Declaratory Act affirmed Parliament's right to tax. Further taxes in the Townshend Acts of 1767 renewed colonial protests and boycotts of British goods.
The Glorious Revolution occurred in 1688-1689 in England, Wales and Scotland in response to King James II's Catholicism in a predominantly Protestant country. A group of Protestant nobles invited the Protestant Prince William of Orange to invade England with an army. William and his wife Mary were then crowned as joint monarchs. The revolution established Parliament's power over taxation and royal appointments, limiting the monarch's authority. However, its consequences were also negative, deepening political and religious divisions in Ireland and Scotland and fostering the growth of slavery.
The Eucharistic Congress of 1932 was an international Catholic festival held in Dublin to celebrate the 1,500 year anniversary of St. Patrick's arrival in Ireland. Over 1 million people attended massive religious events, including mass led by the Papal Nuncio in Phoenix Park. The Congress demonstrated the dominant role of Catholicism in Irish society and the close relationship between the Irish government and Catholic Church, with laws passed restricting divorce, contraception, and censorship in line with Church teachings. It further solidified the religious and political divisions between predominantly Catholic Ireland and Protestant Northern Ireland in the wake of their partition.
Henry VIII broke from the Catholic Church in order to divorce his first wife Catherine of Aragon and marry Anne Boleyn after the Pope denied his annulment request. This led Henry to make himself the head of the new Church of England. He had Thomas More and John Fisher executed for opposing his new marriage and title as head of the church. During his reign, Henry dissolved the monasteries and seized church lands and wealth to fund his kingdom and navy. While he confronted the Pope over religious matters, Henry maintained some Catholic traditions and beliefs during his rule.
The original thirteen colonies were established by British explorers in North America in the 17th and 18th centuries. Many colonists emigrated to escape religious persecution or seek wealth. Tobacco and cotton were important cash crops exported to Britain and Europe. African slaves were denied education and rights and faced harsh treatment. The King of England appointed governors to each colony and had final say, but colonists elected no representatives to Parliament in London. This lack of representation and unfair taxes imposed by Parliament caused growing tensions between the colonies and Britain in the 1700s. After the Boston Tea Party in 1773 and Intolerable Acts passed in response, the colonies began cooperating through the Continental Congress to defend themselves against British control, leading to armed conflict
Different occupation-in-the-philippines(1)maricris bago
This document summarizes the different occupations of the Philippines throughout history. It describes the Spanish occupation from 1521 to 1898, including the arrival of missionaries and establishment of schools. It then discusses the American occupation from 1898 to 1901, including key battles and events of the Philippine-American War. Finally, it outlines the Japanese occupation from 1941 to 1945, highlighting their invasion and occupation of Manila, as well as the establishment of a puppet government before the Americans liberated the Philippines.
During World War 2, Ireland declared neutrality. This was difficult to maintain given Ireland's reliance on imports and vulnerability to invasion. The Irish government interned IRA members and German spies to preserve neutrality. Ireland experienced shortages due to supply issues. Dublin was bombed by Germany, though they claimed it was accidental. Overall, Ireland balanced maintaining neutrality while supporting the Allied cause through trade.
The document discusses dictatorship, martial law, and their imposition. It provides examples of martial law being declared in the Philippines in response to civil unrest and threats to government. Martial law allows military authorities to exercise control over civilians and suspends civil law. The document outlines instances where martial law was proclaimed in the Philippines under Ramon Blanco, Emilio Aguinaldo, Jose Laurel, Ferdinand Marcos, and Gloria Macapagal-Arroyo in response to rebellion, war, coup attempts, and violence.
George Washington served as the first President of the United States and helped establish the structure and powers of the executive branch. He appointed the first Cabinet, including Alexander Hamilton as Secretary of Treasury and Thomas Jefferson as Secretary of State. Hamilton and Jefferson disagreed over the interpretation of Congressional authority, with Hamilton favoring a loose interpretation allowing more federal power and Jefferson preferring a strict interpretation reserving more powers for states. Washington's presidency established many precedents and saw the emergence of the first political parties in the United States.
The Age of Reason was a period in the 17th-18th centuries when individuals relied more on human reason than religious authority. Rationalism and the Enlightenment philosophy emphasized using reason to gain knowledge and progress. Philosophes like Voltaire spread ideas through the Encyclopedie to challenge traditional values and authority. Scientists like Bacon, Copernicus, Descartes, and Newton used the scientific method and observation to make discoveries in astronomy, physics, chemistry, and biology that undermined religious dogma. The period also saw advances in literature, art, music, government philosophy, and religious thought that valued reason over faith.
The American Colonization in the Philippinesliliemanna
The Philippines had been a Spanish colony for over 300 years before gaining independence in 1898. However, the U.S. soon took control and a war broke out between American and Filipino forces that resulted in thousands of deaths. While the U.S. established education systems and allowed some self-governance, Filipinos faced discrimination and rebellions continued for years. Gradually independence was established, and by 1946 full sovereignty was restored, allowing the Philippines to build upon reforms introduced during the American colonial period.
The American Revolution was a war between the 13 American colonies and Great Britain from 1775-1783 that resulted in American independence. The war was caused by high taxes imposed on the colonies, lack of colonial representation in Parliament, and restrictions on westward expansion. Key events included the Boston Massacre, Boston Tea Party, and Intolerable Acts, leading the colonies to formally declare independence in 1776. With support from France and Spain, and victories like the Battle of Trenton, the colonists were eventually able to defeat the British forces, leading to recognition of the United States as an independent nation in the 1783 Treaty of Paris.
1) The election of 1800 resulted in a tie between Thomas Jefferson and Aaron Burr in the electoral college, which was resolved by the House of Representatives voting for Jefferson.
2) Interest in exploring the western continent was increased by the Louisiana Purchase in 1803, which doubled the size of U.S. territory.
3) The Embargo Act of 1807, which banned all trade with foreign nations, proved disastrous and was loudly opposed, putting pressure on Republicans to repeal it.
4) Washington D.C. was seized by the British in 1814 during the War of 1812, when they attacked and burned down the Capitol building and the White House.
Henry VIII had six wives as he sought to produce a male heir. He broke from the Catholic Church after the Pope refused to annul his marriage to Katherine of Aragon. This led Henry to establish himself as the head of the Church of England. Over time, Henry became increasingly paranoid and tyrannical, executing wives and others to protect his power. His religious reforms permanently altered England's relationship with the Catholic Church.
The document summarizes 11 amendments to the US Constitution between the 11th and 27th amendments. These amendments covered topics like states rights to not be sued without consent, separating electoral college votes for president and vice president, abolishing and prohibiting slavery, defining citizenship rights, prohibiting restrictions on voting based on race, allowing income tax, direct election of senators, prohibition and repeal of prohibition, women's right to vote, terms for elected officials, presidential voting in DC, prohibiting poll taxes, presidential succession, lowering the voting age to 18, and regulating congressional salaries.
Open stax history_ch05 imperial reforms and colonial protests, 1763-1774_imag...Lumen Learning
This document contains 15 figures showing images related to key events in the period of imperial reforms and colonial protests in the American colonies from 1763 to 1774. The images depict events like the Boston Tea Party, the Stamp Act protests, the Massacre of Conestoga, Lord North as Prime Minister, and political cartoons criticizing British policies in the colonies. Taken together, the figures offer a visual overview of the rising tensions between Britain and its American colonies over taxation and governance in the years leading up to the American Revolution.
The document summarizes key events of the American Revolution from Britain's control over the American colonies to the colonies declaring independence and forming a new nation. It discusses growing tensions between Britain and its colonies over taxation and control that led to armed conflict. Key events included the Stamp Act, the First and Second Continental Congresses, the Declaration of Independence in 1776, and Cornwallis' surrender in 1781. After independence, the colonies worked to establish the United States through the Articles of Confederation and then the US Constitution with a Bill of Rights protecting individual liberties.
James Monroe was the fifth President of the United States from 1817-1825, known as the Era of Good Feelings. He was born in Virginia in 1758 and served in the Continental Congress and as a Senator from Virginia. As president, he issued the Monroe Doctrine stating that further European colonization in the Americas would not be tolerated.
1) The document provides a history of the Erie Canal, from its origins in 1807 to its modernization in the early 20th century.
2) It describes the key people involved in proposing and building the canal, such as Jesse Hawley, Joshua Forman, DeWitt Clinton, and the engineers Benjamin Wright and James Geddes.
3) The canal opened in 1825 and symbolically united the Atlantic Ocean and Great Lakes, sparking development across New York and the Midwest by providing a cheap transportation route.
Feudalism developed in Western Europe following the decline of Charlemagne's empire in the 9th century. Under feudalism, society was organized into a pyramid-like hierarchy with the king at the top granting land to nobles in exchange for loyalty and military service. Nobles then granted land to knights who granted land to peasants, who lived on and worked the land in exchange for protection. Peasants had little freedom and lived difficult lives, but their servitude was tied to the land rather than being slaves. The feudal system helped provide security and governance in a decentralized political environment vulnerable to invaders.
Elpidio Quirino was the 6th president of the Philippines, serving from 1948 to 1953. He succeeded Manuel Roxas after his death and faced major challenges, including widespread poverty, graft and corruption, and the growing communist Huk rebellion. His administration made some economic gains but failed to solve basic social problems. Quirino lost reelection in 1953 to Ramon Magsaysay.
This document discusses communication skills and assessment tools for mental health and wellbeing. It emphasizes building therapeutic relationships through active listening, empathy, trust and respect. The author conducted an assessment of a nurse using the "Bucket" model and timeline to understand her stressors and coping strategies over her lifespan. Reflection on the assessment noted the use of active listening, clarification and open-ended questions to explore the client's life story. The goal is to incorporate effective communication skills and assessment tools into future nursing practice.
The Eucharistic Congress of 1932 was an international Catholic festival held in Dublin to celebrate the 1,500 year anniversary of St. Patrick's arrival in Ireland. Over 1 million people attended massive religious events, including mass led by the Papal Nuncio in Phoenix Park. The Congress demonstrated the dominant role of Catholicism in Irish society and the close relationship between the Irish government and Catholic Church, with laws passed restricting divorce, contraception, and censorship in line with Church teachings. It further solidified the religious and political divisions between predominantly Catholic Ireland and Protestant Northern Ireland in the wake of their partition.
Henry VIII broke from the Catholic Church in order to divorce his first wife Catherine of Aragon and marry Anne Boleyn after the Pope denied his annulment request. This led Henry to make himself the head of the new Church of England. He had Thomas More and John Fisher executed for opposing his new marriage and title as head of the church. During his reign, Henry dissolved the monasteries and seized church lands and wealth to fund his kingdom and navy. While he confronted the Pope over religious matters, Henry maintained some Catholic traditions and beliefs during his rule.
The original thirteen colonies were established by British explorers in North America in the 17th and 18th centuries. Many colonists emigrated to escape religious persecution or seek wealth. Tobacco and cotton were important cash crops exported to Britain and Europe. African slaves were denied education and rights and faced harsh treatment. The King of England appointed governors to each colony and had final say, but colonists elected no representatives to Parliament in London. This lack of representation and unfair taxes imposed by Parliament caused growing tensions between the colonies and Britain in the 1700s. After the Boston Tea Party in 1773 and Intolerable Acts passed in response, the colonies began cooperating through the Continental Congress to defend themselves against British control, leading to armed conflict
Different occupation-in-the-philippines(1)maricris bago
This document summarizes the different occupations of the Philippines throughout history. It describes the Spanish occupation from 1521 to 1898, including the arrival of missionaries and establishment of schools. It then discusses the American occupation from 1898 to 1901, including key battles and events of the Philippine-American War. Finally, it outlines the Japanese occupation from 1941 to 1945, highlighting their invasion and occupation of Manila, as well as the establishment of a puppet government before the Americans liberated the Philippines.
During World War 2, Ireland declared neutrality. This was difficult to maintain given Ireland's reliance on imports and vulnerability to invasion. The Irish government interned IRA members and German spies to preserve neutrality. Ireland experienced shortages due to supply issues. Dublin was bombed by Germany, though they claimed it was accidental. Overall, Ireland balanced maintaining neutrality while supporting the Allied cause through trade.
The document discusses dictatorship, martial law, and their imposition. It provides examples of martial law being declared in the Philippines in response to civil unrest and threats to government. Martial law allows military authorities to exercise control over civilians and suspends civil law. The document outlines instances where martial law was proclaimed in the Philippines under Ramon Blanco, Emilio Aguinaldo, Jose Laurel, Ferdinand Marcos, and Gloria Macapagal-Arroyo in response to rebellion, war, coup attempts, and violence.
George Washington served as the first President of the United States and helped establish the structure and powers of the executive branch. He appointed the first Cabinet, including Alexander Hamilton as Secretary of Treasury and Thomas Jefferson as Secretary of State. Hamilton and Jefferson disagreed over the interpretation of Congressional authority, with Hamilton favoring a loose interpretation allowing more federal power and Jefferson preferring a strict interpretation reserving more powers for states. Washington's presidency established many precedents and saw the emergence of the first political parties in the United States.
The Age of Reason was a period in the 17th-18th centuries when individuals relied more on human reason than religious authority. Rationalism and the Enlightenment philosophy emphasized using reason to gain knowledge and progress. Philosophes like Voltaire spread ideas through the Encyclopedie to challenge traditional values and authority. Scientists like Bacon, Copernicus, Descartes, and Newton used the scientific method and observation to make discoveries in astronomy, physics, chemistry, and biology that undermined religious dogma. The period also saw advances in literature, art, music, government philosophy, and religious thought that valued reason over faith.
The American Colonization in the Philippinesliliemanna
The Philippines had been a Spanish colony for over 300 years before gaining independence in 1898. However, the U.S. soon took control and a war broke out between American and Filipino forces that resulted in thousands of deaths. While the U.S. established education systems and allowed some self-governance, Filipinos faced discrimination and rebellions continued for years. Gradually independence was established, and by 1946 full sovereignty was restored, allowing the Philippines to build upon reforms introduced during the American colonial period.
The American Revolution was a war between the 13 American colonies and Great Britain from 1775-1783 that resulted in American independence. The war was caused by high taxes imposed on the colonies, lack of colonial representation in Parliament, and restrictions on westward expansion. Key events included the Boston Massacre, Boston Tea Party, and Intolerable Acts, leading the colonies to formally declare independence in 1776. With support from France and Spain, and victories like the Battle of Trenton, the colonists were eventually able to defeat the British forces, leading to recognition of the United States as an independent nation in the 1783 Treaty of Paris.
1) The election of 1800 resulted in a tie between Thomas Jefferson and Aaron Burr in the electoral college, which was resolved by the House of Representatives voting for Jefferson.
2) Interest in exploring the western continent was increased by the Louisiana Purchase in 1803, which doubled the size of U.S. territory.
3) The Embargo Act of 1807, which banned all trade with foreign nations, proved disastrous and was loudly opposed, putting pressure on Republicans to repeal it.
4) Washington D.C. was seized by the British in 1814 during the War of 1812, when they attacked and burned down the Capitol building and the White House.
Henry VIII had six wives as he sought to produce a male heir. He broke from the Catholic Church after the Pope refused to annul his marriage to Katherine of Aragon. This led Henry to establish himself as the head of the Church of England. Over time, Henry became increasingly paranoid and tyrannical, executing wives and others to protect his power. His religious reforms permanently altered England's relationship with the Catholic Church.
The document summarizes 11 amendments to the US Constitution between the 11th and 27th amendments. These amendments covered topics like states rights to not be sued without consent, separating electoral college votes for president and vice president, abolishing and prohibiting slavery, defining citizenship rights, prohibiting restrictions on voting based on race, allowing income tax, direct election of senators, prohibition and repeal of prohibition, women's right to vote, terms for elected officials, presidential voting in DC, prohibiting poll taxes, presidential succession, lowering the voting age to 18, and regulating congressional salaries.
Open stax history_ch05 imperial reforms and colonial protests, 1763-1774_imag...Lumen Learning
This document contains 15 figures showing images related to key events in the period of imperial reforms and colonial protests in the American colonies from 1763 to 1774. The images depict events like the Boston Tea Party, the Stamp Act protests, the Massacre of Conestoga, Lord North as Prime Minister, and political cartoons criticizing British policies in the colonies. Taken together, the figures offer a visual overview of the rising tensions between Britain and its American colonies over taxation and governance in the years leading up to the American Revolution.
The document summarizes key events of the American Revolution from Britain's control over the American colonies to the colonies declaring independence and forming a new nation. It discusses growing tensions between Britain and its colonies over taxation and control that led to armed conflict. Key events included the Stamp Act, the First and Second Continental Congresses, the Declaration of Independence in 1776, and Cornwallis' surrender in 1781. After independence, the colonies worked to establish the United States through the Articles of Confederation and then the US Constitution with a Bill of Rights protecting individual liberties.
James Monroe was the fifth President of the United States from 1817-1825, known as the Era of Good Feelings. He was born in Virginia in 1758 and served in the Continental Congress and as a Senator from Virginia. As president, he issued the Monroe Doctrine stating that further European colonization in the Americas would not be tolerated.
1) The document provides a history of the Erie Canal, from its origins in 1807 to its modernization in the early 20th century.
2) It describes the key people involved in proposing and building the canal, such as Jesse Hawley, Joshua Forman, DeWitt Clinton, and the engineers Benjamin Wright and James Geddes.
3) The canal opened in 1825 and symbolically united the Atlantic Ocean and Great Lakes, sparking development across New York and the Midwest by providing a cheap transportation route.
Feudalism developed in Western Europe following the decline of Charlemagne's empire in the 9th century. Under feudalism, society was organized into a pyramid-like hierarchy with the king at the top granting land to nobles in exchange for loyalty and military service. Nobles then granted land to knights who granted land to peasants, who lived on and worked the land in exchange for protection. Peasants had little freedom and lived difficult lives, but their servitude was tied to the land rather than being slaves. The feudal system helped provide security and governance in a decentralized political environment vulnerable to invaders.
Elpidio Quirino was the 6th president of the Philippines, serving from 1948 to 1953. He succeeded Manuel Roxas after his death and faced major challenges, including widespread poverty, graft and corruption, and the growing communist Huk rebellion. His administration made some economic gains but failed to solve basic social problems. Quirino lost reelection in 1953 to Ramon Magsaysay.
This document discusses communication skills and assessment tools for mental health and wellbeing. It emphasizes building therapeutic relationships through active listening, empathy, trust and respect. The author conducted an assessment of a nurse using the "Bucket" model and timeline to understand her stressors and coping strategies over her lifespan. Reflection on the assessment noted the use of active listening, clarification and open-ended questions to explore the client's life story. The goal is to incorporate effective communication skills and assessment tools into future nursing practice.
This document discusses suicide counselling approaches. It notes that the common purpose, goal, stimulus, stressor, emotion, cognitive state, perceptual state, action, and consistency in suicide can help counselors understand suicide victims' mindsets. Effective counselling requires understanding the victim's perspective and possibilities to build hope. In India, suicide is often related to socioeconomic, interpersonal and cultural issues, requiring multi-factorial counselling. Counselors must understand their own weaknesses to prevent harm, build rapport, assess risks, provide immediate intervention to prevent suicide, and continue support through crisis management and aftercare.
Counselling after a suicide attempt can be difficult for both the person who attempted suicide and their loved ones. Common feelings among loved ones include anger, shame, guilt, fear, avoidance and minimization. Unhelpful reactions include panicking, name-calling, criticizing, preaching, ignoring, abandoning, punishing, dramatizing or simplifying the situation. It's important to create a safe space, listen without judgment, understand the person's feelings, help remove means of suicide, support developing solutions, and encourage professional help. Making a survivor kit, hope cards and dialectical behavioral therapy can help address suicidal thoughts.
While China's one child policy is often blamed for rising suicide rates, this document argues it is not the cause. Suicide is a complex issue with many contributing factors. The bibliography provided focuses on children, suicide prevention resources, and China-related sources on topics like the one child policy and suicide rates, suggesting the document examines the relationship between these topics but does not find a direct causal link.
Treatment Of Suicide Ideation By Focusing On Meaningful Purposeful Goalsrsiehs
This study examines the effects of a meaningful goal intervention program on adolescents with recent suicide ideation. Participants from a residential treatment center will be assigned to either participate in the goal program or receive standard treatment. The goal program aims to increase meaning and purpose through setting and pursuing personal goals. It is hypothesized those in the goal program will have fewer suicide attempts and improved scores on depression, hopelessness, and suicide ideation measures compared to the control group.
This ppt of an invited address to an annual national child psychiatry conference reflects on recent child suicides (aged 9-14) in Australia. It builds a case for a prevention paradigm building on a current national assessment of education scores (NAPLAN). The ppt argues that adding a national assessment process for mental health in all schools (WELLPLAN), could drive competitive adoption of mental wellness programs in schools.
Some behavioural addictions like problem gambling and internet pornography addiction carry risks of suicide due to increased shame, isolation, and depression when the behaviors are disclosed. Counselors should be aware of this risk and address suicidal ideation proactively with clients, especially males who may suppress emotions. Normalizing suicidal thoughts can help identify risk levels without increasing shame, and motivational interviewing can resolve ambivalence and build self-efficacy to reduce risks. However, counselors must consider individual factors and be careful not to suggest suicidal actions to vulnerable clients.
Child abuse and neglect reporting is mandatory for certain professionals. Abuse includes physical harm, sexual abuse, emotional injury, or failure to prevent these. Reports must be made within 48 hours and can be filed by phone or online. Failure to report or false reporting can result in misdemeanor charges. Signs of teen suicide ideation include irritability, physical complaints, sensitivity to criticism, social withdrawal, and talking about death or dying. Anyone expressing suicidal thoughts should be taken seriously and a counselor or administrator contacted immediately for assistance. The student must remain supervised until help arrives.
1) Suicide is a major global public health problem, with over 1 million deaths by suicide annually worldwide and rates expected to rise 60% by 2020.
2) Suicide is influenced by numerous interrelated demographic, social, familial, biological, physical health, mental health, and psychological factors. Those with a previous suicide attempt, mental illness such as depression, or substance abuse disorder are especially at high risk.
3) A thorough suicide risk assessment considers both static historical factors and dynamic current factors to determine level of risk and devise a treatment plan, with the highest risk periods being when suicidal thoughts, means, and opportunity coincide. For high-risk patients, hospitalization may be required for safety.
Supporting whānau and individuals bereaved by suicide or affected by suicide attempt. A presentation on the challenges and development of a Postvention Support Service that aims to provide support to Māori whānau and individuals bereaved by suicide or affected by suicide attempt.
Presentation by Eliza Snelgar, Dr Louisa Walker, Clinical Advisory Services Aotearoa at the 2009 SPINZ National Symposium: Culture and Suicide Prevention in Aotearoa: http://www.spinz.org.nz/page/108-events-archive+spinz-national-symposium-2009+symposium-coverage
This document discusses self-harm, including its definition, types, functions, and risk factors. It provides information on identifying self-harm and supporting those who engage in it. Suggested coping mechanisms are given to replace self-harm. The document emphasizes being supportive, suggesting counseling and coping skills, and avoiding judgment or simplistic responses. Resources for help with self-harm or crisis are also listed.
Saath is a suicide prevention organization in Ahmedabad, India. It was founded in 1998 after the founder, Anju Sheth, lost two teenage relatives to suicide. Saath operates with volunteers who receive three days of training and provide free counseling services to those in emotional crisis. The volunteers aim to listen without judgment and help callers feel relief from sharing their problems. Research conducted by Saath found the leading causes of youth suicide are educational pressure and failed relationships. They suggest changes like moving away from ranking systems and helping students develop coping skills to address this issue.
This document discusses self-harm, including definitions, causes, statistics, treatments, and consequences. Some key points include:
- Self-harm refers to deliberately harming one's own body through behaviors like cutting, burning, head banging, and eating disorders.
- Common causes of self-harm include intense emotions, abuse, low self-esteem, and a desire to feel numb or alive. Nearly 50% of those who engage in self-harm have a history of sexual abuse.
- Statistics show that about 2 million cases of self-harm are reported annually in the US, with females comprising 60% of those who engage and rates highest among teens and young adults.
- Without treatment
Clear warning signs often precede suicide in over 90% of cases. Depression is the leading cause of suicide, and white males have the highest suicide rate increase. Suicide is the third leading cause of death among 15-24 year olds. Relationships, loss, mental constriction, and inability to adjust are common factors. Organizations like AFSP provide support for survivors and work to prevent suicide through education and outreach. Parents should take any suicide talk seriously and seek help from professionals.
This document discusses suicide statistics and demographics. It states that every 40 seconds someone commits suicide worldwide, with over 36,000 suicides annually in the United States alone. Suicide is the 10th leading cause of death in the US. Teenagers aged 15-24 have the third highest suicide rate. Risk factors include depression, substance abuse, and mental illnesses. The document also covers bullying statistics and prevention.
This document discusses suicide and attempted suicide. It defines different types of suicidal behaviors and notes that the intent can vary, from altruistic suicide to impulsive acts in response to stress or cries for help. Freud is cited as viewing suicide as a conflict between life-preserving and self-destructive forces. Statistics on suicide rates in Jaffna between 1980-1989 are provided, showing the highest rates among males. Risk factors for suicide are identified, including depression, alcoholism, physical illness, unemployment, and recent attempts. Guidelines are given for assessing and managing suicidal patients, including treating underlying conditions, providing crisis intervention, and deciding whether hospitalization is required.
Young People & Self Harm Presentation Deck (Contact-Nathan M To)Nathan M. To, PhD
The document summarizes research on self-harm, especially cutting, among young people. It finds that cutting has become more social and connected to peer groups online and offline. Cutting releases biochemical rewards in the brain and serves as a coping mechanism for overwhelming emotions. To address this issue, the document proposes creating an empowering graphic novel based on real stories of those struggling with self-harm. The graphic novel aims to help young people find alternative coping strategies and reduce stigma around self-harm.
This document summarizes a presentation on adolescent self-harm. It discusses how self-harm behaviors and thoughts have been increasing in adolescents. Common self-harm behaviors include suicide attempts, self-harm, and suicidal thoughts. The presentation then covers perspectives on self-harm including sociocultural factors like contagion on the internet, developmental factors like peaks in self-harm corresponding with puberty, and clinical responses like treatment and pharmacological options. The overall message is that self-harm in adolescents is a complex issue influenced by both individual and environmental factors, and requires comprehensive prevention and intervention strategies.
Suicide assessment and management guidelinesNursing Path
The document provides guidelines for assessing and managing suicide risk. It outlines that a thorough assessment should evaluate for the presence of a mental disorder, suicidal ideation, intent, means, and risk factors. Treatment involves addressing the underlying disorder, mitigating risk factors, strengthening support systems, and maintaining long-term treatment. Ongoing monitoring of at-risk patients is important. Hospitalization may be necessary for patients deemed a high suicide risk, while others can be treated as outpatients with close follow-up. Proper documentation of assessments and safety plans is also discussed.
A whole campus approach to suicide prevention and interventionDave Wilson
This document provides an overview of a whole campus approach to suicide prevention and intervention at the University of Cumbria. It discusses establishing a Behavioral Intervention Team to identify at-risk students and refer them to support services. Risk factors for suicide are outlined, as well as approaches like screening, risk assessment, and managing safety. The importance of training staff, reducing stigma, and collaborating across campus and with community partners is emphasized. Ongoing education and outreach are recommended rather than one-time events.
This document discusses suicide risk assessment and prevention from a nursing perspective. It begins by defining key terms like suicide, suicidal ideation, suicide attempt, and parasuicide. It then covers risk factors for suicide like gender, ethnicity, marital status, mental illness, and prior attempts. The document outlines a mental status examination and risk assessment approach. It proposes the SAD PERSONS scale for risk assessment. Finally, it details nursing management of suicidal patients, which includes close observation, environmental safety precautions, developing a care plan, and multidisciplinary involvement. The overall goal is vigilance and a collaborative approach to treatment and prevention of suicide.
special thanks and acknowledgement goes out to the contributors of the slide:
meroshana, haziman fauzi, griselda pearl, widad ulya, atiqah shakira, halim latiffi, farith che man and marwan omar.
Hopefully this is able to help medical students to understand about the psychiatry topic, suicide.
This is made by students so if there are any mistakes, please do correct us. We are open to constructive criticism. thank you :)
Safety planning, lethal means restriction, and suicide-specific treatments like CAMS, DBT, and SAFETY are essential for managing suicide risk in youth. Safety planning involves collaboratively creating a plan with six steps, including means restriction, that provide coping strategies and sources of support to utilize during a suicidal crisis. Lethal means restriction counseling assesses access to lethal means and works with patients and families to temporarily restrict access through safe storage or disposal, in order to reduce impulsivity during high-risk periods. Evidence-based treatments like CAMS, DBT, and SAFETY directly address suicidal thoughts and behaviors through continuous risk assessment, building on protective factors, and teaching skills to manage emotions, thoughts
Professional Risk Assessment: Suicide and Self Harm RiskDr Gemma Russell
Presentation delivered to Lifeworks Australia as part of their professional development in 2013.
Specifically discusses how to conduct a comprehensive risk assessment and the implications for different levels of risk. Also highlights, ethical and legal responsibilities of the practitioner.
This document provides information on suicide awareness and prevention for college students. It notes that 1 in 10 college students have considered suicide, and suicide is the third leading cause of death for those aged 15-24. Risk factors for suicide include depression, substance abuse, prior attempts, and situational crises like injuries. Signs someone may be suicidal include talking about suicide, withdrawing from others, mood changes, and giving away possessions. The document provides guidance on how to ask someone if they are considering suicide, how to help by staying with them and ensuring follow up care, and lists myths and resources for prevention.
This document discusses suicide risk assessment and prevention. It begins by noting that suicide is a major cause of death worldwide and its epidemiology is changing. It then discusses common myths and facts about suicide, including that suicide attempts should always be taken seriously as an indicator of future risk. Various terminologies related to suicidality are defined, including suicidal ideation, attempts, gestures, and parasuicide. Common risk factors and methods are listed. The document outlines a suicide process model and discusses personality traits like antisocial personality disorder that are associated with suicidality. It concludes by recommending preventive measures like reducing access to lethal means, screening high-risk groups, promoting mental health services, and educating the public
Suicide assessment and management guidelinesNursing Path
The document provides guidelines for assessing and managing suicide risk. It outlines that a thorough assessment should evaluate for the presence of a mental disorder, suicidal ideation, intent, means, and risk factors. Treatment involves addressing the underlying disorder, mitigating risk factors, strengthening support systems, and maintaining long-term treatment. Ongoing monitoring of at-risk patients is important. Hospitalization may be necessary for patients deemed a high suicide risk, while others can be treated as outpatients with close follow-up. Proper documentation of assessments and safety plans is also discussed.
Self Harm Policy Launch Powerpoint Presentation Feb 2015.pptgracebella2
This document provides an overview of a new policy and protocol for addressing self-harm in Bradford schools. It summarizes the goals of establishing consistent support for vulnerable students and a common approach for school staff to respond to self-harm incidents. Key elements include introducing mental health awareness programs, information hubs for students, and a pilot intervention program for students who self-harm. The presentation defines self-harm, discusses its prevalence and common reasons students engage in it. It emphasizes the importance of confidentiality and normalizing distress to encourage students to seek help.
Suicide – risk assessment and management.pptxAkilanN5
The document discusses suicide risk assessment and management. It defines key terms related to suicidal behavior and outlines epidemiological data showing a global increase in suicide rates. Risk factors for suicide are described, including mental illness, previous attempts, family history, and life stressors. Warning signs of suicide are provided. The document details components of a suicide risk assessment, including evaluation, diagnosis, risk estimation, and treatment planning. Scales for assessing suicide risk and lethality are presented. Primary prevention through education and treatment of mental illness are emphasized.
- Suicide is a preventable public health issue, but talking about it risks unintentionally increasing suicide in vulnerable groups. Careful consideration is needed regarding the focus, audience, format, and location of any discussion.
- One-on-one conversations with those considering suicide or affected by loss can increase understanding and prevent isolation, if the listener avoids judgement, asks directly about thoughts of suicide, and encourages help-seeking.
- Media reporting on suicide methods and glorifying death can increase risk of copycat behavior in vulnerable groups, so care is needed in story details and focus on prevention resources. Social media may both help connections and pose unknown risks regarding moderation.
- Workplace programs should identify and support
This document discusses suicide prevention training. It aims to help participants understand suicide, identify warning signs, know about risk and protective factors, understand myths, and know how to interact with and refer individuals at risk. Suicide is a problem worldwide and is often underreported. Warning signs include talking about hopelessness, meaninglessness, preparations, and giving away possessions. Risk factors include depression, stress, lack of support, impulsivity, and substance abuse. The document recommends the QPR method for gatekeepers: Question the individual, Persuade them to seek help, and Refer them to resources. It provides guidance on how to talk to those at risk in a non-judgmental way and get them help from mental health professionals.
The document discusses suicide awareness and prevention, including definitions of key terms, risk and protective factors, assessing suicide risk, communicating with at-risk patients, and ensuring immediate safety needs. It defines suicidal behaviors, attempts, ideation, and suicide. It identifies major risk factors like mental health issues, substance abuse, hopelessness, and prior attempts. Protective factors include social support and problem-solving skills. Guidelines are provided for assessing risk levels, inquiring sensitively about suicidal thoughts, acknowledging patients' experiences, and documenting hand-off communications to ensure continuity of care and safety.
The document discusses suicide awareness and prevention, including definitions of key terms, risk and protective factors, communicating with at-risk patients, and ensuring immediate safety. It defines suicidal behaviors, ideation, gestures, and attempts. Risk factors include mental health issues, substance abuse, hopelessness, and prior suicide behaviors. Protective factors are social support, problem-solving skills, and help-seeking attitudes. When assessing risk, staff should directly and clearly ask about suicidal thoughts and plans. For patient safety, observation levels and contraband policies should be implemented and documented handoff communication is important.
1) The document outlines the approach to assessing and treating patients with suicidal tendencies. It discusses conducting a thorough psychiatric evaluation, specifically inquiring about suicidal thoughts and plans, establishing a diagnosis, estimating suicide risk, and considering different treatment settings and therapies.
2) The psychiatric evaluation involves assessing the patient's history, mental state, and direct questions about suicidal ideation and behaviors to identify risk factors. Tools like the SSI and C-SSRS can also help assess suicide risk.
3) Treatment may involve medications like antidepressants, lithium, antipsychotics and ECT as well as psychotherapies like CBT to target underlying issues and reduce suicide risk. Constant monitoring of high-risk patients is important
This document provides an overview and summary of an online training about depression awareness and suicide prevention. The training takes approximately 40 minutes and teaches how to recognize signs of distress in students and how to respond by connecting them with help. It covers topics like understanding depression, warning signs, risk factors for suicide, how to have conversations about suicide, and making referrals to counseling. The overall goal is to train faculty and staff to act as gatekeepers who can help get students in crisis connected to mental health resources.
This document provides guidance on assessing suicide risk. It discusses the importance of suicide risk assessment, risk factors for suicide, and tools like Beck's scoring system that can help with evaluation. It also offers tips for questions to ask about suicidal thoughts, plans, and history. The document emphasizes establishing rapport, asking direct but non-judgmental questions, and not minimizing distress when conducting an assessment.
Hypertension and it's role of physiotherapy in it.Vishal kr Thakur
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This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is summary of hypertension -
Hypertension, also known as high blood pressure, is a serious medical condition that occurs when blood pressure in the body's arteries is consistently too high. Blood pressure is the force of blood pushing against the walls of blood vessels as the heart pumps it. Hypertension can increase the risk of heart disease, brain disease, kidney disease, and premature death.
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Can coffee help me lose weight? Yes, 25,422 users in the USA use it for that ...nirahealhty
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3. Keeping you safe
• Discussing suicide can evoke painful memories for those who have
lost someone close to them through suicide, or if you have
experienced suicidal ideation or attempts
• If you get distressed by the content of this presentation, or
discussions that take place within it, please do take some time out
from the session
• Speak to me afterwards if you want to refocus your thoughts
• Additionally the University of Cumbria has an Employee Assistance
Programme which includes counselling. Details can be found on
staffnet
4. Outline of the session
• Understand fact from fiction
• Prevalence of suicide
• Risk factors associated with suicide
• Stress vulnerability model
• Difference between suicide screening, risk assessment, risk
management
• The traumatising language of risk in mental health
• Sympathy v’s Empathy
• CSSRS screening tool
• What is it?
• How do you use it?
• Examples
5. Suicide Myths and Facts
• Suicide can’t be prevented
• People who take their own life
are selfish
• Asking someone if they are
feeling suicidal will encourage
them to take their own life
• Preventing this attempt won’t
solve anything
• Suicide is preventable
• People often think they are
acting selflessly
• Reaching out can demonstrate
compassion and show people
that you care
• It can provide time to change
their mind and access support
they hadn’t considered
6. Suicide Myths and Facts
• People who talk about suicide
aren’t serious
• Most suicides occur during the
Christmas holiday period.
• Often people who do go onto
complete suicide have told
someone beforehand
• Suicides tend to peak in late
Spring and early Summer
7. Prevalence
• The World Health Organisation (WHO, 2014) state that globally, a suicide
takes place every 40 seconds. It is the 15th most common cause of death
worldwide
• Surveys carried out in the USA, state that 16.5% of students have thought
about ending their own life (Drum et al, 2009).
• In the USA, suicide is the 2nd leading cause of death for students (after
accidents). Suicide kills more students than all other medical illnesses
combined (National Data on Campus Suicide, 2015)
• 49.5% of students reported feeling hopeless in the past year in the USA
• Two thirds of students struggling with symptoms of depression do not seek
support (American College Health Association, 2015)
8. Prevalence
• In one NUS study (Kerr, 2013) stated that 13% of students surveyed had
suicidal thoughts during their studies, this figure increased to 33%* in 2015
(Gil, 2015)
• In 2014-15 just under half of students who referred to the University of
Cumbria’s Psychological Wellbeing Service indicated some self-harm or
suicidal ideation*
9. What are the risk factors associated with suicide?
• Isolation or loneliness
• Relationship breaking down
• Being bullied
• Bereavement (especially in suicide)
• Problems at work/studies
• Substance misuse (alcohol, drugs)
• Adjusting to big change (such as
starting or moving to university)
• History of physical or sexual abuse
• Debt
• Issues around sexual identity
• Long-term physical pain or illness
• Mental health problems
• Hopelessness
• Access to lethal means
• Previous suicide attempt
• Loss of social network
• Failure in academic studies
• Unable or unwilling to seek support
10. What are the protective factors associated with
suicide?
• Supportive social and family
network
• Problem solving skills
• Conflict resolution skills
• Ability to regulate emotions
• Ability to cope
• Has a positive outlook on life
• Cultural or religious beliefs that
discourage suicide
• Access to mental health care
12. What do we mean by stress?
Episodic Stress
• Bereavement
• Legal problems
• Going to university
• Getting married
• Getting divorced
• Moving house
Ambient Stress
• Housing problems
• Financial problems
• Relationship difficulties
• Social isolation
• Work related stress
• Unemployment
When perceived demand is greater than perceived ability to meet that demand!
13. Stress Vulnerability Model
“Breaking point”
STRESS
VULNERABILITY
Large amount of stress before reaching “breaking point”
Only a small amount of stress needed to reach “breaking point”
15. The stress bucket – Brabban & Turkington, 2002
We all need
a tap to
release the
pressure
16. Suicide is Preventable
• Identifying someone who is thinking about suicide, and then
directing them to appropriate resources is suicide prevention
• In the USA 79% of college students who die by suicide never
received any campus based services (Gunn & Denino, 2015)
17. Best Practices in Suicide Prevention
• Education about depression and suicide
• This needs to be ongoing and not a one off event
• Early Intervention
• Better outcomes are more likely, the earlier the intervention is
delivered
• Community of caring
• All members of the university community should see suicide
prevention as part of their job
• Referrals to appropriate services
• All faculty and professional service staff should know when and
how to refer
• Prevention of suicides in public places
• Reducing access to means of suicide can disrupt or delay a
suicidal act
18. Suicide Screening, Risk Assessment &
Management
• Suicide Screening is not a full risk assessment
• Risk Assessment is more detailed and good practise dictates that it
should be undertaken by a mental health clinician in collaboration
with the service user
• Both of the above require a Structured Clinical Approach if
following best practise
• Risk management refers to the intervention required to keep a
person safe and functioning, helping them to move on from the
crisis they find themselves in
19. Hierarchy of suicide assessment
Thoughts
of death
Suicidal
ideation
Plan for
suicide
Means
available
Intent
McDowell, et al. 2011
20. The traumatising language of risk in mental
health
“The continuing focus on risk, well-intentioned as it is in reducing harm and
increasing people’s safety, has a stigmatising, and, in some cases, traumatic
effect on people using mental health services. It reinforces the myth that
people who are mentally unwell are an inevitable risk to society, and that
through risk assessment we can minimise or even eliminate this threat. It is
the often unquestioned acceptance of the effectiveness of risk assessment,
and the unconscious bias that emerges from this narrative that poses the
biggest risk.”
“Moving forwards, risk assessment needs to be focussed on safety issues –
secured by a desire to improve, reintegrate, retrain, and foster recovery.”
“By placing ‘safety’ at the heart of our work around risk; acting with both
compassion and clinical-knowledge, we can ensure better outcomes for all
involved.”
http://blog.oup.com/2016/01/risk-mental-health-nursing/
Prof. P. Callaghan, 2016
21. International Association for Suicide Prevention
• First contact
• Not everyone has to take on the responsibility of treating those with
suicidal thoughts and actions, but at the very least those who are in the
situation where such persons may present should have the basic skills
to make a general assessment of suicidal persons. The initial contact is
particularly important, as often a suicidal person has recently perceived
rejection, so building up some rapport and the use of empathy is key.
• Degree of suicidal intent
• Suicidal intent can be determined on the basis of the degree of
planning, knowledge of lethality, the degree of isolation etc., especially
by asking open ended questions which can illicit some ambivalent
feelings
• Initial management
• The most important initial decision is based on one’s assessment of the
safety of the suicidal person. It may be that the opportunity to discuss
thoughts and feelings is sufficient for the person. Or it may be
signposting to specialist services that are required
23. Columbia Suicide Severity Rating Scale (CSSRS)
Who uses it?
• US Military
• Some US law enforcement departments
• Some US fire departments
• US schools, colleges and universities
• First Aiders
• Homeless shelters
• Bus and Taxi drivers in San Francisco
• University of Cumbria Psychological Wellbeing Service
Posner, K. et al
25. Columbia Suicide Severity Rating Scale (CSSRS)
• Developed by leading experts on suicide attempters
• Evidence based
• Short administration time
• Can be administered by non-mental health clinicians
• Used internationally across research, clinical and institutional
settings
• More accurate than relying on PHQ-9 Q9
• It’s a checklist, not a tickbox exercise
Posner, K. et al
26. CSSRS Screener Items
1. Wish to be Dead
• Have you wished you were dead or wished you could go
to sleep and not wake up?
2. Non-specific Active Suicidal Thoughts
• Have you actually had any thoughts of killing yourself?
3. Active Suicidal Ideation with Any Methods (Not Plan) without Intent
to Act
• Have you been thinking about how you might do this?
27. CSSRS Screener Items
3. Active Suicidal Ideation with Any Methods (Not Plan) without Intent
to Act
• Have you been thinking about how you might do this?
4. Active Suicidal Ideation with Some Intent to Act, without Specific
Plan
• Have you had these thoughts and had some intention of
acting on them?
28. CSSRS Screener Items
5. Active Suicidal Ideation with Specific Plan and Intent
• Have you started to work out or worked out the details of
how to kill yourself? Do you intend to carry out this plan?
6. Suicide Behaviour
• Have you ever done anything, started to do anything, or
prepared anything to end your life?
• (If “YES”) How long ago did you do any of these?
30. Case study - Georgia
Beth comes to your office at 9.00am to state that Georgia last night had spoken to her about
feeling suicidal. Beth stated that Georgia has spoken a couple of times before about feeling
depressed, but never mentioned suicide. Beth states that she stayed up all night, whilst Georgia
feel asleep on Beth’s bed.
You ask Georgia to come to your office. She walks in looking tired, and very pale. You give a brief
introduction as to why you have invited her down to your office. She is tearful, and states she
needs help. You explain that you want to help, and that you have a few questions to ask.
You: “Have you wished you were dead or wished you could go to sleep and not wake up?”
Georgia: “Yes, it feels like such a long time that I have been feeling this way.”
You: “Have you actually had any thoughts of killing yourself?”
Georgia: “No, not really, I am just fed up… I’m crying all the time”
You: “Have you ever done anything, started to do anything, or prepared to end your life?”
Georgia: “No, not at all! I think I was so upset last night. I got a grade I wasn’t happy with, and it
was the final straw on the donkey’s back. Beth just happened to be around when my thoughts
spewed out of my mouth. I didn’t mean any of the things I said”
You: “It sounds like you are going through a really tough time. Did you know that students can
get support to overcome the kinds of problems you are going through at the moment? You
could try…”
31. Case study - Rosemary
Rosemary sends an email. In it she explains that she, “…can’t cope with the pressure, and can’t
get the dark thoughts out of her head.”
You phone Rosemary.
You: Hi Rosemary, I got your email and I was worried about you. I am phoning to see if there is
anything I can do to help.
Rosemary: I can’t get the thoughts out of my head. I keep thinking about death.
You: “Have you wished you were dead or wished you could go to sleep and not wake up?”
Rosemary: “Yes!”
You: “Have you actually had any thoughts of killing yourself?”
Rosemary: “Yes” (she starts to cry).
You: “ That’s a dark place to be isn’t it? Have you ever done anything, started to do anything,
or prepared to end your life?”
Rosemary: “I once found myself staring at a big box of paracetamol and thought about taking
the whole lot”
You: “When you get thoughts like that, it can be hard to shake them. Have you ever had these
thoughts and had some intention of acting on them?”
Rosemary: “No, never. It was just thoughts… that was all.”
32. Case study - Hans
One of the Residential Coordinators comes to you in a panic stating that Hans has Tweeted a
message saying:
“goodbye I am sorry for hurting any of you by what I am about to do! #LightsGoingOut”
You go with the RC to Hans room and knock on his door. He looks startled when he answers. You
explain that you have seen the Tweet and that you would like to speak to him about it.
You: “Have you wished you were dead or wished you could go to sleep and not wake up?”
Hans: “It’s that obvious? Yeah, I can’t take it anymore I have been thinking about death… about
killing myself for weeks. And for days I have been thinking about an overdose or drowning or
both. I just can’t get the thoughts out of my head. There really isn’t any point in living right now.
It’s not like my mum cares, and I haven’t seen my dad in 5 years. But now my gran has died,
what’s the point in living? …I walked to the bridge last night and stared into the dark black
water, and that is how my life felt, it felt shit! …It is shit! It will always be shit!”
• What C-SSRS questions has Hans already answered?
• What additional questions still need to be asked?
35. Very low to low risk
• Very low risk - Typically you may wish to signpost the student to
speak to family, friends, personal tutor, chaplaincy, Students’
Union, Residential Coordinators, etc. But state if there is a change
for the worse, to consider the Psychological Wellbeing Service
• Low risk – Encourage the student to refer to the Psychological
Wellbeing Service (PWS). The PWS would assess the situation in
more detail. PWS would likely offer short-term solution focussed
therapy, with or without the use of some self-help materials.
36. Medium risk
• Encourage the student to access the Psychological Wellbeing
Service
• Encourage the student to see their G.P.
• Encourage them to refer to First Step in Cumbria, Mindsmatter in
Lancashire, Tower Hamlets Primary Care Psychology Service, EIDR
• Samaritans have a national number 116 123. They have local
branches you can visit
• 1-5 Angus St, London
• 16 Hartington St, Barrow
• 21 Sun Street Lancaster
• 119-123 Botchergate, Carlisle
37. High risk
• If the student is known to adult mental health services, ask the
student if you can contact the student’s care coordinator to get
some crisis support.
• Crisis Resolution & Home Treatment Team for your area (usually by
a single point of access for all of adult mental health services)
• Cumbria campuses should ring: the student’s GP first for an emergency
appointment
• Lancaster campus should ring: SPoA 01524 550504
• London: Tower Hamlets 020 8121 5499 Crisis & Emergency, Liaison and Home Treatment
Team
• Or 111 to speak to someone on the NHS helpline
38. Very high risk
• Will require a 999 call
• Paramedic will assess
• Police have specific duty under the MHA to take a person to a
place of safety
• You will likely need support from a colleague
• If available one of the Psychological Wellbeing Service staff can
assist – but note all but the manager are part-time
39. High or Very high risk - Postvention
• Use the Incident Reporting mechanism so that key people within
the University are made aware of the situation and can monitor the
situation
• Do give yourself time to reflect on the situation. Speak to your line
manager to gain support! But don’t gossip – remember
compassion, dignity and empathy!
• Consider contacting the Employee Assistance Programme (EAP) if
you are deeply affected
• If you haven’t already done so, contact the Psychological Wellbeing
Service Manager (Dave Wilson) or the Head of Learning Services
(Honor Rhodes – who also has lead safeguarding responsibilities)
41. Last points!
• Just want to thank you all for attending
• It’s not an easy subject to listen to and discuss, but it might save
someone’s life!
• Please remember the support available to you – it can be
emotionally draining discussing suicide, and you need to look after
Number 1!