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Crisis Intervention Suicide: more books (55)

Can We Prevent Suicide? (Ams Studies in Modern Society) by David Lester, 1989-02
Crisis Intervention Training (A Simple but Effective Crisis Counseling Model) [6 Audio Cassettes] by E. Michael Lillibridge, P. Gary Klukken, 1978
Attempted Suicide: A Practical Guide to its Nature and Management (Oxford Medical Publications) by Keith Hawton, José Catalán, 1987-02-26
The Clinical Science of Suicide Prevention (Annals of the New York Academy of Sciences)
Preventing Teenage Suicide: The Living Alternative Handbook by Polly Joan, 1987-08
Lifelines: Clinical Perspectives on Suicide
Suicide: Understanding and Responding : Harvard Medical School Perspectives by Douglas Jacobs, Herbert N. Brown, 1989-12
Talking with the Caller: Guidelines for Crisisline and Other Volunteer Counselors by n/e Cornell University Development Team, Suicide Prevention and Crisis Service of Tompkins County, 1998-10-01
Behavioral Emergencies: An Evidence-Based Resource for Evaluating and Managing Risk of Suicide, Violence, and Victimization
Suicide: The Hidden Epidemic by Margaret O. Hyde, Elizabeth Forsyth, 1986-10
Suicide Prevention and Intervention: Summary of a Workshop
Crisis intervention with the suicidal client by Sandra Brines, 1975
Teen suicide community/schools networking: Program implementation manual by Barbara Barrett Hicks, 1988
Military - civilian teamwork in suicide prevention: Mutual support within the community by Meyer Moldeven, 1986

lists with details

Suicide & Crisis Center In Dallas, Texas - 214.828.1000
suicidal, suicide prevention, counseling, counselors, Dallas, Texas, Fort Worth, Plano, crisis Debriefing Services, postvention, training, crisis intervention,
http://www.sccenter.org/
Suicide Crisis Intervention
01suicide crisis intervention. Bassuk, Ellen L., Stephen C. Schoonover Andrew D. Gill, eds. Lifelines, clinical perspectives on suicide.
http://www.preciousheart.net/Main_Archives/Crisis-Grief_Archive/11--Suicide/01--

Extractions: Lifelines, clinical perspectives on suicide New York: Plenum Press, 1982. My son my son: a guide to healing after a suicide in the family Atlanta, GA: Bolton Press, 1983. Byers, Dale A. Suicide: how God sustained a family Schaumburg, IL: Regular Baptist Press, 1991. Cain, Albert C., ed. Survivors of suicide Foreword by Edwin S. Shneidman. Springfield, Ill., Thomas, 1972. Suicide and bereavement New York: MSS Information Corp.: distributed by Arno Press, 1977. Doka, Kenneth J., ed. Living with grief after sudden loss: suicide, homicide, accident, heart attack, stroke Washington, DC: Hospice Foundation of America; Bristol, PA: Suicide and its aftermath: understanding and counseling the survivors New York: Norton, 1987. Green, Gerard. Coping with suicide: a pastoral aid Dublin: Columba Press, 1992. Attempted suicide: a practical guide to its nature and management Oxford; New York: Oxford University Press, 1982. nd ed., 1987, 211p. Hewett, John H. After suicide Philadelphia: Westminster Press, 1980. The counselor and suicidal crisis: diagnosis and intervention Springfield, IL:
Emergency/Crisis Links
reputation. crisis intervention, suicide. Boys Town library. crisis The Journal of crisis intervention and suicide Prevention. crisis UK
http://www.preciousheart.net/Main_Archives/Links_Folder/Crisis_Links.htm

Extractions: Click Lighthouse to Expand Each Category Major World Crisis , Aid, Relief Organizations American Academy of Experts in Traumatic Stress American Association of Suicidology Crisis Centers in Your Area American Red Cross the world's premier disaster relief organization, bar none, also having one of the best Red Cross Site Directories I've seen, including safety tips, dog first aid, child poisoning, water purification to hurricane preparedness to comprehensive guidance on disaster relief and an International Directory of Red Cross/Red Crescent National Organizations on the web Befrienders International American Association of Suicidology CARE works to affirm the dignity by attempting to relieve human suffering, to provide economic opportunity, to build sustained capacity for self-help Crisis Centers Crisis Centers in United States, Canada, International; a part of
What We Do
IF YOU ARE FEELING SUICIDAL CALL 911 or 3717995 IMMEDIATELY. CLICK HERE FOR INFORMATION ABOUT suicide. crisis intervention RESOURCES. Infoline 211.
http://counseling.sacredheart.edu/crisis 1.htm

Extractions: TAKE ONLINE SCREENINGS FOR DEPRESSION.ANXIETY, EATING DISORDERS AND ALCOHOL ABUSE. IF YOU ARE FEELING SUICIDAL CALL 911 or 371-7995 IMMEDIATELY CLICK HERE FOR INFORMATION ABOUT SUICIDE. CRISIS INTERVENTION RESOURCES Infoline 211 Suicide Hotline 1-800-203-1234 Greater Bridgeport Crisis Line What can I do to help someone who is thinking about suicide? 1. Take it seriously. MYTH: The people who talk about it don't do it. Studies have found that more than 75% of persons who completed suicides demonstrated warning signs in the weeks or months preceding the attempt. Anyone expressing suicidal feelings needs immediate attention. MYTH: Anyone who tries to kill himself must be crazy. Actually, only 10% of all suicidal indivduals are psychotic. Most suicidal people suffer from depression. Depression is treatable with medication and psychotherapy. MYTH: The person's problems are not big enough to commit suicide over. You can never know or understand the way a person is feeling about a situation. It is not how bad the problem is, but how intensely it is affecting the individual. 2. Remember: Suicidal behavior is a cry for help.
Suicide Prevention : A Crisis Intervention Curriculum For Teenagers And Young Ad
Resource Record. suicide Prevention A crisis intervention Curriculum for Teenagers and Young Adults (Human Service Series). Title
http://www.hamfish.org/resources/record/43/
CRISIS INTERVENTION
PROVIDERS. ROLE PLAY SCENARIOS WILL DEAL WITH crisis AND suicide intervention. NONREIMBURSABLE FEE $75.00. VARIABLE FORMAT 24-32 HRS.
http://www.post.ca.gov/catalog/2101.htm

Extractions: COVERS COMMUNICATIONS SKILLS AND TACTICS THAT CAN BE EMPLOYED BY FIRST RESPONDERS WHEN CONFRONTING PERSONS IN CRISIS SITUATIONS SUCH AS SUICIDE BY COP, BARRICADED SUSPECT, HOSTAGE TAKER, ETC. HIGHLY PARTICIPATORY AND SKILLS-FOCUSED INSTRUCTION. IN ADDI TION TO SKILLS AND TACTICS TO USE WITH PERSONS IN CRISIS, INSTRUCTION ALSO COVERS OFFICERS SAFETY AND TECHNIQUES TO USE TO TRANSITION ASSIGNMENT TO OTHER LAW ENFORCEMENT PERSONNEL. SUCCESSFUL COMPLETION OF THIS TRAINING SATISFIES TACTICAL AND INTERPERSO NAL COMMUNICATIONS PSP REQUIREMENTS.
VolunteerMatch - Crisis Intervention & Suicide Prevention Center
crisis intervention suicide Prevention Center is located in Burlingame, California. crisis intervention suicide Prevention Center, Back . View Opportunities.
http://www.volunteermatch.org/orgs/org13506.html
VolunteerMatch - YFA Suicide Prevention And Crisis Intervention
YFA suicide Prevention and crisis intervention is located in Burlingame, California. YFA suicide Prevention and crisis intervention, Back . View Opportunities.
http://www.volunteermatch.org/orgs/org29153.html

Extractions: The YFA Suicide Prevention and Crisis Intervention program offers 24-hour crisis, parental support, and drug/alcohol hotlines, with access to over 5000 referrals to area service providers. In addition, we provide a Youth Intervention Team which responds to crisis situations in local schools. We also offer educational services to local schools and organizations.
Crisis Intervention And Suicide Services
, Referral Code. Child Abuse Hotline/Helpline,548 pm, May 22nd 2004. crisis intervention and suicide Services. Name, Phone Number,
http://www.thelisteningear.net/referrals/show_cat.php?catid=4
Help, Inc.
Shasta County Alcohol and Drug Program Providing suicide prevention, crisis intervention, and information and referral services in Shasta County since 1971.
http://www.helpshasta.org/Default.htm
Crisis Intervention: International Coaching And Emergency Resources
and gangs; MentalHealth-Matters crisis intervention, suicide, self-injury, depression, suicide prevention, etc. suicide Prevention
http://www.soulwork.net/international.htm

Extractions: Transcript - Resources Soulwork International Services Soulwork Life Coach Training Soulwork Coach Training Soulwork Solutions trains people to coach people like you to manage and resolve life, organizational and emergency challenges. Learn how to coach individuals, partners, teams, families and organizations to resolve physical, medical, emotional and relationship crises. Soulwork home study programs should become available in 2004. We also provide or train co-operative teams refugee coaching and international leaders Soulwork Coach Training Soulwork Home Study Diploma Search Soulwork Systemic Solutions Graduates of Soulwork Systemic Coaching are available internationally; yet are currently (2004) mostly in Europe. We seek sponsors and organizers to make Soulwork trainers and Soulwork training easily available in your country - either for private (in-house) seminars, professional meetings or public education.
PPGG :: Hotlines
crisis intervention/suicide Prevention Hotlines. Helpful Links. crisis intervention/suicide Prevention Hotlines, Phone . San Francisco and Alameda Counties.
http://www.ppgg.org/education/hotlines_crisis.asp
Youth Yellow Pages - Suicide
comprehensive phonebased service that provides information and referrals to community services, child care options, crisis intervention, and suicide prevention
http://www.infoline.org/Teens/YellowPages/Suicide.asp
NASP Crisis Resources
suicide. crisis and Loss Information for Educators (practical 20 page guide to preparing for and managing crisis intervention); crisis
http://www.nasponline.org/NEAT/crisismain.html

Extractions: Crisis Website Links NEAT For information about the National Emergency Assistance Team (NEAT), click here . In an emergency, NEAT members can be reached directly or through NASP. To contact a team member through NASP during business hours, call 301-657-0270 and ask for Susan Gorin, NASP Executive Director, or Ted Feinberg, NASP Assistant Executive Director. You can also e-mail NEAT members 9/11 Anniversary Materials Guidelines for Responsible Media Coverage of the September 11 Anniversary (HTML) Guidelines for Responsible Media Coverage of the September 11 Anniversary (PDF) Remembering September 11, 2001 - Suggestions for Crisis Teams (HTML) Remembering September 11, 2001 - Suggestions for Crisis Teams (PDF) Remembering September 11, 2001 - Tips for Adolescents (HTML) Remembering September 11, 2001 - Tips for Adolescents (PDF) Remembering September 11, 2001 - Tips for Parents
Crisis Intervention And Suicide Prevention At The Workplace
Sivesind and Mehlum, Lars crisis intervention and suicide prevention at the work place (First published in the Norwegian journal Suicidologi 1999, no. 3.).
http://www.med.uio.no/ipsy/ssff/engelsk/menuprevention/Mehlumcrisis.htm

Extractions: Violence Violence at the workplace may be defined as events where a person is harassed, called names, threatened or attacked under circumstances relating to his or her work, and which imply an obvious or suggested threat against safety, well-being or health (Svanstrøm and Knudsen 1997). Violence and threats of violence in the workplace are not uncommon. According to the "Living Conditions Study of the working environment" from 1996, 6% of the female (7% in the 25-44 years age bracket) and 5% of the male (8% in the 16-24 years age bracket) respondents stated that they were subjected to violence or threats of violence twice a month or more frequently. Far more people are, however, affected by this problem, as though experiencing such problems more rarely, they will nevertheless be under a constant fear of such a thing happening. Robbery Banks and post offices have long been particularly prone to robberies, but are gradually becoming more robbery-proof, and other workplaces have become more vulnerable. Corner stores, service stations, shops with long opening hours, taxis and some bus drivers are frequent venues or victims of robberies.
ED315700 1990-00-00 Suicide And Sudden Loss: Crisis Management In The Schools. H
Coping, Counseling Techniques, Counselor Role, crisis intervention, crisis Management, Death School Role, Stress Management, suicide Identifiers ERIC Digests
http://www.ed.gov/databases/ERIC_Digests/ed315700.html

Extractions: Source: ERIC Clearinghouse on Counseling and Personnel Services Ann Arbor MI. Suicide and Sudden Loss: Crisis Management in the Schools. Highlights: An ERIC/CAPS Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC THE SCHOOL-AS-COMMUNITY Hawton (1986) and Perrone (1987) found that peers of adolescents who attempted suicide are vulnerable because suicide is higher: - among persons with unstable social relationships; - when a population is self-contained (as in school-as-community and school-as-institution); - when imitative behavior is common; - when the element of bravado exists; and - when the act is sure to be noticed. Balk (1983) further identified acute emotional responses of students after the death of a peer. He revealed that while peer support and chances to talk with friends about the death at such a time of loss were important aids in coping with death, many peers feel uncomfortable talking about death. They frequently avoid the survivors to decrease their discomfort of not knowing what to say or how to say it. Balk maintained that young people sometimes hide their feelings of grief because such feelings often are not considered acceptable in public, and as a result, adolescents are often confused about the source of their recurring grief reactions.
May 1990 HIGH SCHOOL SUICIDE CRISIS INTERVENTION By David Fisher
May 1990 HIGH SCHOOL suicide crisis intervention By David Fisher, MA Deputy Pinnellas County, Florida, Sheriff s Office Teen suicidea tragic realityis a
http://www.textfiles.com/law/lebmay03.law

Extractions: May 1990 HIGH SCHOOL SUICIDE CRISIS INTERVENTION By David Fisher, M.A. Deputy Pinnellas County, Florida, Sheriff's Office Teen suicidea tragic realityis a rising national phenomenon and the second leading cause of death among teenagers. (1) No school system or police department is immune from its psychological devastation. After two students at Dixie Hollins High School in Pinellas County, Florida, committed suicide, the number of reported suicide threats rose. To meet this crisis, the school's administration established a suicide crisis intervention team. The team is composed of two assistant principals, two guidance counselors, and the school's resource officer (SRO), each of whom have counseling experience and graduate degrees. ROLE OF THE SRO Most districts within the State of Florida have full-time school resource officers assigned to specific schools. In addition to law enforcement duties, SROs counsel students, teach classes, and act as resources for the school. Also, they receive training in crisis intervention and are the only persons on school campuses with the authority to initiate and transport a student for involuntary psychiatric evaluation. The key to the effectiveness of SROs is gaining acceptance and credibility among both the students and faculty. This can be done in a number of ways. For example, SROs can speak to students informally to show interest in them, or may discuss the suicide prevention team with faculty members. Also, through active involvement in such school activities as sports events and musical programs, they can change the image of SROs from ``enforcer'' to friend. Presentations by the SROs on stress awareness and management to students and the faculty can also help remove the stigma for someone seeking personal help or referring a friend. STUDENTS AT RISK Suicide crisis intervention team members are trained to identify those students who may be considering suicide. They also instruct teachers about the warning signs of suicide, because teachers have the most direct contact with students and are the most likely to recognize these signs first. Warning signs can appear in written assignments turned in by students or in behavioral clues that may express ideas of self-destruction or depression. Teachers are cautioned to be particularly attentive to warning signs during the peak stress times for adolescents, such as grading periods, homecoming, and prom and graduation weekends. COUNSELING Upon referral, each student in crisis is seen by a team member as soon as possible. Anyone seeking help is assured of confidentiality up front; however, the counselor will advise the student that it may become necessary to subsequently notify mental health professionals to ensure personal safety. Communication is never discouraged during counseling sessions. Team members allow the student to express thoughts and beliefs freely. In many cases, just having an adult show concern and pay attention to what is being said is all that the student needs to ease the crisis. Usually only one team member counsels a student, but the other team members are later informed of the session. However, when dealing with an active suicidal threat, it is important to have several team members involved. In such cases, the potential victim is kept calm and is never left alone for any reason until additional help is obtained, and the team member having the best rapport with the student acts as the primary counselor. EVALUATION Understanding teen suicidal behavior aids the evaluation process. Many times, there is no real intent by the teen to commit suicide, rather the actions are simply a ``serious cry'' for help. However, talk of suicide should not be dismissed or taken lightly. There is always the danger that teens making suicide threats may actually miscalculate and accidently complete the act or cause serious bodily injury. Oftentimes, in suicidal pacts, teens may be talked into carrying out suicidal threats by other students and may feel the need to attempt suicide to ``save face.'' With transient or situational depression, a young person may have suffered a loss of a significant relationship, social status or self-worth or may be reacting to unidentified stressors. Although such situations may not appear unsurmountable to adults, the perceived trauma levels may well be exceptionally high to teens who lack the experience and coping skills to effectively deal with the stress. Teens who are organically or chemically imbalanced are rarely identified, difficult to work with, and can only be diagnosed by a highly skilled physician. In such cases, when suicide is suspected, the only appropriate action is to advise parents to seek medical attention for their teen immediately. The main operating principle of the suicide crisis intervention team is to LISTEN, EVALUATE, AND GET HELP. The evaluation is not intended to be clinical in nature, but to assist in determining appropriate help options. SUICIDE ATTEMPTS During an attempted suicide at school or a barricaded situation that may result in suicide, the SRO is the one who takes the necessary steps to ensure safety. This includes trying to locate and secure weapons and drugs from the student, trying to coax the student into a secure area, such as an office, and removing onlookers as quickly as possible from the scene. School administrators or backup officers may assist as needed. If a firearm is involved, the SRO does not approach the student directly, but maintains cover while communicating with the potential victim. Because of the possibility of a hostage situation, school personnel are instructed not to get involved. The SRO handles the situation alone until the weapon is secured. As soon as possible, the SRO begins communicating with the individual by asking the student's name. All conversation is conducted in a calm, casual manner, during which the SRO expresses concern for the student's well-being and indicates a willingness to help. Once the student is identified, pertinent background data are obtained from school records and family members are notified, even though they are kept from the scene and are not allowed to converse with the student. Of course, in the case of serious injury or drug overdose, getting medical assistance is the overriding consideration. The SRO takes custody of the individual by any means necessary and as soon as possible, while ensuring officer safety, and arranges for medical transport. The SRO should be aware of local medical facilities that accept psychiatric patients. FOLLOWUP CARE Followup care could possibly be the most important part of suicide crisis intervention. Even though the crisis may appear to be over, and the individual appears to be recovering, there is the chance the teen is simply regaining energy to complete the suicide. Visits by a team member to the student in treatment keeps the student from feeling forgotten, isolated, or betrayed. Once the student returns to school, there is a critical phase of readjustment, and periodic visits with a team member are encouraged. The student still needs to know that someone cares and that help is available by only asking for it. Helping the student develop and maintain positive involvement in school and community activities is also essential during followup care. Programs involving other students have been successfully used, and working with organizations having service-oriented goals gives teens a sense of purpose and directs their energy and focus outward. CONCLUSION Members of the suicide crisis intervention team are not certified mental health professionals. However, they are capable of evaluating the needs of a troubled student and getting the proper help in a timely manner. By using such strategies as quick response intervention, building positive relationships with students, learning basic alert and assessment techniques, and being aware of available resources, the suicide crisis intervention team has been able to help students. Since the inception of the team program in 1987, there have been no completed or life-threatening suicide attempts among the Dixie Hollins High School student population. FOOTNOTE (1) Richard H. Schwartz, M.D., Teenage Suicide: Symptom or Disease (Springfield, Virginia: Straight, Inc., 1987), p. 4. Appendix KEY RISK SUICIDE INDICATORS High Priority Indicators * Active attempt or threat * Direct statements of suicidal intent * Recent attempts or self-inflicted injury * Making final arrangements, such as making a will or giving away items of personal value * Specific method or plan for suicide already chosen Other Indicators * Feelings of hopelessness or helplessness * Loss of interest in friends or activities * Depression/aggression (sometimes masked as vandalism or poor behavior) * Drug and/or alcohol abuse * Preoccupation with ``heavy metal'' music, morbidity, satanism or the occult * Friend or relative who committed suicide * Previous suicide attempts * Excessive risk-taking * Recurrent or uncontrolled death thoughts or fantasies * Low self-esteem * Loss of a family member or relationship, particularly by death or rejection * Frequent mood swings/self-imposed isolation * History of child abuse (physical or sexual) * Chronic physical complaints or eating disorders * Sexual identity conflicts * Unreasonably high expectations for academic or athletic performance SRO PROCEDURES TO FOLLOW DURING SUICIDE ATTEMPTS * Ensure backup and emergency service units are out of sight of the suicidal teen * Listen attentively and patiently, responding with understanding and empathy * Ask questions that encourage the teen to express feelings or events leading to the crisis * Be nonjudgmental * Do not oversimplify solutions or make statements that trivialize the situation * Avoid threatening gestures or flippant comments * Call in mental health professionals, clergy, or any one else who could possibly reach the troubled teen * Suggest alternatives to suicide that can be made available to the teen * Do not rushtake whatever time or steps necessary to get help for the troubled teen HELP OPTIONS * Counseling * Contact parents * Peer support * Community resources, such as family counseling centers, licensed private agencies, hospital outpatient services, government agencies * Voluntary emergency mental health examination at a licensed facility * Involuntary examination and admission at an approved mental health facility
American Association Of Suicidology - Dedicated To The Understanding And Prevent
The membership of AAS includes mental health and public health professionals, researchers, suicide prevention and crisis intervention centers, school districts
http://www.suicidology.org/displaycommon.cfm?an=1
"No Permanent Solutions" -Crisis Intervention Hotlines
crisis intervention/suicide Hotlines In Your Community. In New York. Broome County 7299100. Cayuga County 877-400-8740. Chemung County 737-5369.
http://www.wskg.com/no-permanent-solutions3.htm
Crisis Intervention
Chapter 6 When crisis Is A Danger. 6.05 Explain Thomas Szaszs concept that suicide intervention techniques may undermine the ethic of selfresponsibility
http://www.cotc.edu/gbourne/gbourne_files/5297Syllabus2W00.htm

Extractions: Central Ohio Technical College Division of Allied Health and Public Service Winter Quarter, 2000 January 5, 2000 - March 25, 2000 Syllabus, Part II Course Title: Crisis Intervention Course Number: Course Description: This course emphasizes the assessment of diverse crisis situations with emphasis on the use of short-term intervention and problem-solving techniques to help individuals and families de-escalate crisis situations and develop appropriate coping techniques. Students must demonstrate skills in laboratory experiences. This course is not open to students with credit for 5287. Course Goals: Upon completion of this course, the student should be able to: Explain the basic theoretical approaches to crisis intervention. Assess the affective, cognitive and behavioral domains in a crisis situation. Explain the basic concepts of facilitative listening. Participate appropriately as an observer and participant in facilitative listening role-plays. Differentiate between crisis intervention and long-term therapy. Demonstrate evaluation and intake procedures appropriate to telephone crisis lines and walk-in crisis situations.

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