Suicide Intervention in Schools

Poland, Scott

doi:10.1016/b0-12-657410-3/00795-9

Cited by 14 publications

(19 citation statements)

References 18 publications

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“…Experts recommend that potentially suicidal students be assessed for the lethality of suicidal ideation to determine the appropriate course of action (Brock & Sandoval, 1997;Poland, 1989). In such situations, it is ethically permissible to meet with the student without parent consent and to gather the most complete information possible about the student's thoughts and plans before discussing the limits of confidentiality (Jacob & Hartshorne, 2003).…”

Section: Identifying At-risk Studentsmentioning

confidence: 99%

“…The parents of the high-risk student should be required to go to the school for a conference and pick up their child, advised to increase supervision and remove access to means of self-harm, and referred to a mental health professional with expertise in suicidal youth. If parents are unwilling to follow through on treatment recommendations, it is appropriate to warn them that failure to seek assistance for their child is neglectful and that child protective services will be contacted (Brock & Sandoval, 1997;Poland, 1989).…”

Section: Identifying At-risk Studentsmentioning

confidence: 99%

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Suicide intervention: Training, roles, and knowledge of school psychologists

Debski

Spadafore

Jacob

et al. 2007

Psychology in the Schools

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Practitioner-members of the National Association of School Psychologists (N ϭ 162) completed questionnaires regarding their suicide prevention and postvention roles, training, preparedness, and knowledge. Most were crisis team members, yet less than one-half reported graduate training in suicide risk assessment and less than one-fourth in postvention. Compared to nondoctorallevel practitioners, doctoral-trained practitioners felt better prepared to handle suicidal students. Most respondents had participated in a suicide risk assessment in the past 2 years, with few using standardized measures. Performance was moderately strong on questions about knowledge of risk factors, warning signs, and appropriate steps to respond to a suicidal student, but respondents showed less familiarity with postvention recommendations intended to discourage contagion. Training suggestions were identified.

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Section: Identifying At-risk Studentsmentioning

confidence: 99%

Section: Identifying At-risk Studentsmentioning

confidence: 99%

Suicide intervention: Training, roles, and knowledge of school psychologists

Debski

Spadafore

Jacob

et al. 2007

Psychology in the Schools

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“…It should be noted that use of the SSRAP is not a substitute for the establishment of a therapeutic alliance and its ability to elicit honest responses will be enhanced if used within the context of genuine empathy and validation. Thus, the importance of well-honed interpersonal skills to the integrity of the assessment process cannot be overemphasized (Poland, 1989).…”

Section: A Few Caveats and Final Thoughtsmentioning

confidence: 99%

A School-Based Suicide Risk Assessment Protocol

Boccio

2015

Journal of Applied School Psychology

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Suicide remains the third leading cause of death among young people in the United States. Considering that youth who contemplate suicide generally exhibit warning signs before engaging in lethal self-harm, school-based mental health professionals can play a vital role in identifying students who are at risk for suicidal behavior. Nevertheless, the assessment of vulnerable children and adolescents is a challenging undertaking, with many variables considered relevant to the determination of a student's suicide risk level. This article introduces school-based mental health professionals to the Student Suicide Risk Assessment Protocol, an evaluation tool developed by the author to aid in the determination of student suicide potential, assist with the selection of appropriate interventions, and allow for documentation of school personnel's actions taken to mitigate a student's suicide risk.

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“…In the case of some school-based health clinics pregnancy counseling may also be an option (Peak & Hauser McKinney, 1996). Crisis counseling requires knowledge and skills in grief/bereavement counseling, suicide intervention, conflict resolution, and management of acute aggression (Poland, 1989).…”

Section: Counselormentioning

confidence: 99%

Professional preparation of pediatric school psychologists for school‐based health centers

Shaw

2003

Psychology in the Schools

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The growth of school-based health centers parallels the development of the subspecialty of pediatric school psychology. School psychologists have had minor roles in most school-based health centers. In many cases, school psychologists with training in the foundation of school psychology do not have the specific skills to meet the role and function in a school-based health center. However, there is a niche for the skills that can be provided by a school psychologist with subspecialty training in pediatric school psychology. A description of the potential roles for school psychologists in school-based health centers is presented. The professional preparation beyond foundation school psychology training required to succeed in these roles is discussed. A detailed model for predoctoral internships and postdoctoral residencies for the professional preparation of pediatric school psychologists is presented. With this advanced level of training, school psychologists are well prepared to meet the expanded role and function required in school-based health clinics.

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Suicide Intervention in Schools

Cited by 14 publications

References 18 publications

Suicide intervention: Training, roles, and knowledge of school psychologists

Suicide intervention: Training, roles, and knowledge of school psychologists

A School-Based Suicide Risk Assessment Protocol

Professional preparation of pediatric school psychologists for school‐based health centers

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