COURSE TITLE:
YOUTH SUICIDE
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
MICHAEL SEDLER, D.Min., M.S.W.
mike@communicationplus.net
509/443-1605
50
50
COURSE DESCRIPTION:
Suicide continues to claim the lives of many individuals, despite a multitude of classes, programs
and books written each year. Suicidal behavior and completed suicides among youth is a growing
problem that is receiving increasing attention. It is one of the leading causes of death among youth, ages
15 to 24. Even more alarming is the increase in suicidal behavior among people. The teenage years can
be a turmoil, which includes mood swings and sadness. Depression is common and can be serious when
prolonged. Regardless of age, people who are depressed have a higher risk of suicidal behavior.
Many educators feel inadequately trained and unable to be a part of preventing this tragic
occurrence. This course will emphasize practical strategies and interventions to support those students
exhibiting suicidal behavior. Through the reading of a chosen book, analyzing case studies and workbook
assignments, you will learn: verbal and nonverbal warning signs of suicidal behavior
• Motivations for suicidal behaviors
• How suicide is used as a communication strategy
• Recommended responses and action to suicidal warnings
• How to develop resources and support systems for schools and students
• Specific intervention strategies for numerous scenarios
• To listen and talk with “potential” suicidal students
This class is recommended for all educators, specialists, administrators, and support personnel.
LEARNING OUTCOMES:
As a result of taking this course, participants will learn how to:
1. Identify signs of suicidal behavior in their students.
2. Recognize verbal/nonverbal warnings as they relate to suicide.
3. Develop strategies to aid in decreasing suicidal risk among students.
4. List suicidal indicators and specific intervention strategies for each one.
5. Organize a referral list of support agencies and individuals as it relates to suicide.
6. Assess appropriate interventions and integrate them into classroom routines.
7. Develop a school wide post-intervention plan including a Response Team approach.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may not be accepted into degree programs. Prior to registering determine with
your district, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT:
• Chosen text from bibliography plus all handout materials, case study, and samples.
Text may be purchased directly from publishing companies.
List of all companies and phone numbers are located in the back of the student manual.
MATERIALS FEE:
• Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes,
then scroll down and click on Youth Suicide manual. The manual will download as a PDF file to
your computer.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
Within each workbook, there will be an Assignment Checklist to be carefully followed.
IMPORTANT PRIVACY NOTE:
To maintain student privacy, please do not refer to student in your paper by their actual name. An alias or
designation “student #1” is acceptable.
A.
INFORMATION ACQUISITION
Assignment #1:
Read a book from the bibliography or one of studentʼs choice (instructor approved).
Before beginning the reading develop a list of questions you are hoping to have answered during this
course. As you go through the class, write out the answers to these questions. (minimum of five
questions). After completing the course send these questions and answers to instructor.
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #1ʼ.
Assignment #2:
Read all materials in the manual sent by instructor.
Assignment #3:
Review literature (minimum of four magazines, journals) on general topic of suicide.
Create an annotated bibliography. The annotation should include Title, Author, Publisher (or URL), length
of Article, year of publication and your review of information contained. Add your opinion of the value of
the contents of each article.
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #3ʼ.
Assignment #4:
Read enclosed case study (# 1) in manual, answer questions at end.
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #4ʼ.
Assignment #5:
Complete all required pages within the manual.
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #5ʼ.
Assignment #6:
Read your local newspaper (or listen to local news) and find an article (or story) pertaining
to suicide. Write a summary of information you found, and then compare and contrast this material with
information you found in #1, #2 and #3.
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #6ʼ.
Assignment #7:
Develop a minimum of 5 questions (and maximum of 10) to be asked of a professional who has worked in
the area of suicide prevention. Contact a counseling facility within your community (Mental Health,
Hospital, Private Practice). [Sample questions in manual]. Also ask these same questions to an individual
within your district (counselor, nurse administrator). Compare and contrast the answers from the
community personnel and the school personnel (2 pages).
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #7ʼ.
Assignment #8:
Keep a daily self-reflective journal for 3 weeks. Each person is to write a minimum of one paragraph per
day. The writings should reflect personal feelings and emotions of that particular day. The intent is to
sensitize individuals to the daily “ups and downs” of life. Using your 3 week journal, write out the
intervention strategies and coping mechanisms you use to minimize your “down” times (2 pages).
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #8ʼ.
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This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #9: (Required for 400 and 500 Level)
Using the “sample” program within the manual as a guideline, develop a school wide or district wide postintervention plan for suicidal behavior. If your school already has one in place, evaluate the effectiveness
of the plan. (2-3 pages)
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #9ʼ.
Assignment #10: (Required for 400 and 500 Level)
Contact instructor with update as to your progress, if you have any questions.
Assignment #11: (Required for 400 and 500 Level)
Meet with a fellow educator and share your school-wide or district-wide plan for suicide intervention.
Write a report of your observations.
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #11ʼ.
500 LEVEL ASSIGNMENT
Assignment #12: (500 Level only)
In addition to the 400 level assignments, complete one (1) of the following assignment options.
Option A) Mentor one other teacher in the methods and information from this class. Write up the results.
Include a 1 page written evaluation from the chosen teacher regarding the way you taught the information
and the content. (3-5 page paper)
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #12ʼ.
OR
Option B) Using the text read for the class, critique the book based on personal experiences. Those
experiences would include articles read, movies previewed and other assimilated information. Include a
bibliography of suggested materials to read to increase knowledge base. Any personal examples would
be beneficial. (3 page paper)
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #12ʼ.
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C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #13:
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: mike@communicationplus.net. Subject line to read ʻSuicide #13ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Michael Sedler, D.Min., M.S.W., brings over 25 years of educational experience as an administrator,
social worker, behavior specialist and teacher to each of his classes. He provides consultation and
seminars throughout the Northwest and Canada for schools, agencies and businesses. He has a
graduate degree in Social Work, a Doctor in Ministry degree as well as his teaching certification. All of
Mikeʼs classes are practical and “field tested” in schools and classrooms. Educators have found success
in implementing Mikeʼs clear and concise approaches.
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YOUTH SUICIDE
BIBLIOGRAPHY
You may pick a book not from the list with the instructorʼs approval.
To order a book, contact the publisher or purchase through a bookstore, on-line, or other retail outlets.
**Adolescent Suicide. William Kirk. Research Press, 1993. Prevention and intervention strategies for
teens. Helps answer the question: Why? (Grades 6 -12) www.researchpress.com 800-519-2707.
Breaking Point. Dorris Woods. Trafford Publishing, 2006. Looks at essence of teen suicide and trigger
factors that cause it. (grades 6 – 12). www.trafford.com 888-232-4444.
I Wasnʼt Ready To Say Goodbye. Brook Noel. Sourcebooks, Inc, 2003. Helping strategies to cope with
loss of loved one. (adult). www.sourcebook.com 800-432-7448.
I Wasnʼt Ready To Say Goodbye Workbook. Brook Noel. Sourcebooks, Inc, 2004. Step by Step support
and encouragement through grief journey. (Grades 7 – 12). www.sourcebooks.com 800-432-7448.
**No One Saw My Pain: Why Teens Kill Themselves. Dr. Andrew Slaby. W.W. Norton and Company,
1996. Understanding the emotional and psychological pain that leads to suicide (grades 6 -12).
www.wwnorton.com 800-233-4830.
Out Of The Darkness. Marion Cook. Arsenal Pulp Press, 2004. Teens talk to teens about suicide.
(Grades 5 – 12). www.arsenalpulp.com 604-687-4233.
Suicide. Emile Durkheim. New York: Simon and Schuster, 1979. Classic book on suicide and
psychological perspective. www.simonschuster.com 800-223-2336.
Take The Dimness Of My Soul Away. William Ritter. Morehouse Publishing, 2004. Personal process of
a parent after losing child. (Grades K – 12) www.morehousepublishing.org 800-877-0012.
The Grief Recovery Handbook. John James, Frank Cherry. Harper Collins Publishers. 1998. Strategies
in working with hurting people. (Grades K – 12). www.harpercollins.com 800-242-7737.
The Healing Book. Ellen Sabin. Watering Can Publishing, 2006. Interactive book helping children with
grief. (Grades K – 5). www.eruditor.com
What to Do When Good Enough Isnʼt Good Enough: The Real Deal on Perfectionism. Thomas
Greenspon. Free Spirit Publishing, 2007. Helping preteens and teens to understand and cope with
perfectionistic tendencies (Grades 3 – 7). www.freespirit.com 800-724-6527.
When Children Grieve. John James. Harper-Collins, 2002. Helping children with loss, death, and grief.
(Grades K – 12). www.harpercollins.com
800-242-7737
Why People Die By Suicide. Thomas Joiner. Harvard University Press, 2007. Survivor of suicide shares
his journey. (Grades 9 – 12). www.hup.harvard.edu
800-405-1619
Your Anxious Child. John Dacey. Jossey-Bass, 2001. How to teach coping skills to alleviate anxiety in
children. (Grades K -12). www.josseybass.com 800-225-5945
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