TRAUMATIC LOSS COALITIONS FOR YOUTH
October 2008 – March 2010
UNIVERSITY OF MEDICINE AND DENTISTRY OF NEW JERSEY
UNIVERSITY BEHAVIORAL HEALTHCARE
Behavioral Training and Research Institute
151 Centennial Avenue, Piscataway, NJ 08854
732-235-2810
http://ubhc.umdnj.edu/brti/TLC.htm
TABLE OF CONTENTS
TLC Central Team and Coordinators……………………
ii
Executive Summary……………….………………………
1
Goal Achievements Summary……………………………
2
Comprehensive Program Listing
 Goal 1……………………………………………….
4
 Goal 2……………………………………………….
6
 Goal 3……………………………………………….
7
 Goal 4……………………………………………….
9
 Goal 5……………………………………………….
10
 Goal 6……………………………………………….
12
 Goal 7……………………………………………….
13
 Goal 8……………………………………………….
13
Appendix 1 (Conference Evaluation Feedback)……………..
15
Appendix 2 (Mental Health / Suicide Prevention Training)......
23
Appendix 3 (Suicide Postvention/Trauma Response Training)..
25
Appendix 4 (Appreciation Letters)………………………….
26
Appendix 5 (Educational Components)……………………..
31
Traumatic Loss Coalitions for Youth Program
TLC Central Team and Coordinators
Donna Amundson, LCSW…Program Manager
Nancy A. Baird, MA…Resource Coordinator
Dotty Rodrick, DRCC…Resource Coordinator
Atlantic
Patty Weeks, LSW, Laura Pelouze, MA
Bergen
Sue Heguy, LCSW
Burlington
Kim Mattson, BA
Camden
Barbara Maronski, LSW
Cape May
Chris Miller, MA
Cumberland
Elvira Smith, MA, CSW
Essex
Arlene O’Connell, LPC
Gloucester
Barbara Maronski, LSW
Hudson
Silvana Gomez, MA
Hunterdon
Sherri Neville, MA
Mercer
Steve Olsen
Middlesex
George Scott, EdS, MFT
Monmouth
Elliot Katz, LCSW
Morris
Mary Vineis, BA, DRCC
Ocean
Karen Bright, MA, LPC
Passaic
Dan Silitsky, PhD
Salem
Amanda Casius, MS, LPC
Somerset
Melissa Callen, MA, LPC
Sussex
Dan Silitsky, PhD
Union
Pat Neary-Ludmer, PhD
Warren
Darrell Buckner, MSW, LSW
Traumatic Loss Coalitions for Youth Program
is dedicated to excellence in suicide prevention and in
providing a collaborative and coordinated mental health
response to a global or community crisis affecting our
school-age youth.
Executive Summary
The Traumatic Loss Coalitions for Youth Program (TLC) is a collaborative project which includes the Office
of the Prosecutor, the County Mental Health Administrator, and Superintendent of Schools in 20 New Jersey
counties. (Mercer County is an exception, being funded by the New Jersey Department of Health and Senior
Services.) The TLC has a dual mission: decrease suicide attempts and completions and provide a
coordinated mental health response to a death by suicide or other traumatic incidents.
The TLC addresses suicide prevention in several ways. One is through early identification of at-risk youth.
This includes providing ongoing county, regional and statewide training programs. It also includes assisting
schools in choosing and implementing safe, effective and best practice suicide awareness programming for
students. A potent risk factor for suicide is the presence of an undiagnosed or untreated mental health
disorder. TLC training has focused on increasing knowledge and skill in youth-serving individuals to assist
them in recognizing, referring and treating youth suffering with mental health disorders, or evidencing
warning signs of suicide.
An extremely important factor in suicide prevention is the provision of postvention in schools and
communities following a suicide attempt or completion. The purpose is to support the survivors, identify
youth at risk for suicide, and prevent further death through suicide contagion. TLC recognizes that
appropriate suicide postvention steeped in best practice and evidence-based principles is tantamount to good
suicide prevention.
The TLC trains crisis teams and works directly with youth, faculty and parents in the aftermath of a peer,
teacher or parent suicide using the Post Traumatic Stress Management (PTSM) suicide postvention protocol.
The goal of this best practice protocol is to give accurate information about suicide, address common
feelings and reactions, decrease feelings of responsibility, blame and scapegoating, encourage help-seeking
and spot and refer at-risk youth. The PTSM suicide postvention protocol also targets the immediate
reduction of the traumatic stress response, while augmenting coping, resiliency, and community bonding, all
important buffers against suicide.
The TLC has continued to build a statewide infrastructure that enables schools and community stakeholders
to access suicide prevention and intervention programs and practices. This infrastructure has exponentially
increased the trauma response capacity for youth following suicide, homicide, illness and accidents. Under
the direction of the New Jersey Department of Mental Health, Disaster and Terrorism Branch, this capacity
further extends to larger events such as natural disasters or terrorist strikes.
Improving the mental health of youth and preventing suicide is everyone’s responsibility. School personnel,
family members, counselors, fellow youth, coaches, law enforcement personnel, directors of youth programs,
primary care doctors, and faith-based leaders are all integral partners with the mental health community in
helping youth who are suffering with debilitating mental health disorders or are at risk for suicide.
To save lives and help youth in need, a public health approach is essential in which families and youthserving individuals in schools and communities become educated about the issues of mental health disorders
and suicide prevention, mobilize their resources, and share their ideas and expertise.
TLC Goal Achievements Summary October 2008 to March 2010:
Goal # 1
Conduct training programs on mental health disorders and suicide prevention for youth-serving
individuals and groups
TLC Central Team programs - number trained:
Coordinator sponsored programs - number trained:
Total trained during this report period:
4,699
5,041
9,740
Goal # 2
Conduct training programs for school and community personnel who must respond to the needs of
youth in the aftermath of suicide, homicide, accidental death, and other critical incidents such as a
natural disaster or terrorist strike (postvention)
TLC Central Team programs – number trained:
Coordinator sponsored programs – number trained:
Total trained during this report period:
1,407
1,041
2,448
Goal # 3
Provide on-site trauma response assistance to schools and communities including postvention after a
death by suicide, homicide, accident or illness, and other critical incidents
Number receiving postvention:
County LRT postvention hours:
Coordinators postvention hours:
TLC Central Team postvention hours:
LRT skill drilling meetings:
3,991
1,523
958
127
70
Goal # 4
Foster collaboration between youth-serving individuals and organizations
Number of attendees at Coalition meetings:
Number of Coalition meetings:
Number of educational components:
2,775
152
121
Goal # 5
Design suicide prevention and postvention programs with consultation from national experts for
schools and community-based organizations
More Than Sad: Teen Depression
More Than Sad: Preventing Suicide
Suicide Postvention Toolkit
Goal # 6
Disseminate information regarding suicide prevention, intervention, and postvention programs that
are considered Evidence Based (those that have been evaluated and proven effective), and Best
Practice (those that have been reviewed for accuracy, safety, and adherence to current standards in
the field)
TLC Central Team disseminated a list of Youth Suicide Prevention Programs from the Suicide
Prevention Resource Center Best Practice Registry and the SAMHSA National Registry of Evidencebased Programs and Practices (NREPP):
 More Than Sad-Teen Depression and More Than Sad-Preventing Suicide Programs
 A Safe Way to Memorialize a Death by Suicide: Guidelines for Schools
 Information about AFSP Out of the Darkness and Community Walks
 Youth Survivors of Suicide Information Fact Sheet
 Listing of Suicide Survivor Support Groups in New Jersey
 Reporting on Suicide: Recommendations for the Media
 Information on World Suicide Prevention Week and World Suicide Prevention Day
 Article highlighting the work of the American Foundation for Suicide Prevention
 Web addresses for Suicide Prevention Organizations
 Information about Second Floor – a NJ Youth Helpline
 Suggested books
Goal # 7
Develop and disseminate guidelines for youth-serving individuals following a local or global crisis
TLC Central Team developed and disseminated:
 Helping Children Cope in the Aftermath of the Haitian Earthquake
 Understanding Childhood Grief and How to Help: A Guide for Adults
 Guidelines for Helping Children Through Challenging Times
 Helping Parents Help Their Children: Information about Coping with Trauma
 Common Reactions Following Childhood Bereavement
 Tasks of Grieving
 Talking with Young Children about Death: Strategies for School Systems
 Information on Comfort Zone – A Bereavement Camp for Youth
Goal # 8
Provide training, consultation and technical assistance for TLC Coordinators
Regional Coordinator meetings held:
All County Coordinator meetings held:
Trainings held for Coordinators:
 PTSM skill building workshops
 PTSM advanced training workshops
 TII/CBI training workshops
10
3
8
4
2
2
TLC Comprehensive Program Listing October 2008 to March 2010:
Goal # 1
Conduct training programs on mental health disorders and suicide prevention for youth-serving
individuals and groups
 Suicide Awareness Training Workshops for Educators - Ongoing
TLC Training Team
TLC provides a two-hour Suicide Awareness Training for Educators to fulfill the professional development
requirement, per N.J.S.A. 18A:6-11. A team of clinicians experienced in the evaluation and treatment of
children and adolescents with mental health disorders and suicidal behaviors provide this training. The
content can be customized to meet the needs of a single school or an entire school district, as well as
mental health and social agency staff. On-site school counselors or administrators are included in the
presentation to talk about the specific protocols outlined in their school’s crisis plan for referring at-risk
youth for further evaluation and treatment. This program uses lecture, power point, video clips, and
interactive discussion to enhance the learning.
1,365 trained
 Chronological Assessment of Suicide Events - the CASE Approach - October 2008-March 2010
Donna Amundson, LCSW, and George Scott, EdS, MFT
Both trainers have been certified to teach the CASE Approach by Shawn Shea, MD, its originator and an
internationally acclaimed innovator in the field of suicide assessment and intervention. The target audience
included counselors and clinicians from a variety of settings throughout the state. These trainings are an
integral part of the TLC’s suicide prevention efforts and are offered in the three regions each year. The
CASE Approach is a flexible, practical, and easily learned interview strategy for eliciting suicidal ideation,
planning, behavior, desire, and intent. Helping suicidal individuals share valid information about this
sensitive material while increasing their sense of safety with the interviewer can make the difference
between life and death. The CASE Approach is appropriate to use with adolescents of normal cognitive
development and adults.
882 trained
The CASE Approach Training was also offered to the following audiences during this report period:
Crisis Center and Screener Training
664 trained
Monmouth County Clinicians and Counselors
87 trained
UBHC Office of Prevention Services Summer Institute
20 trained
Mercer County Detention Center Staff
30 trained
Mercer County TLC
57 trained
Student Assistance Counselor Conference
60 trained
West Milford School District Crisis Team members
18 trained
Piscataway School District Crisis Team members
32 trained
Cape May School District
75 trained
Psychology Interns
13 trained
Individual clinicians and school counselors
155 trained
Total number trained in all CASE Approach programs during this report period:
2,093 trained
 Suicide: A Compassionate Approach to Intervention and Healing – October 2008
Rabbi Rebecca Sirbu, Frank Jones, MD, Karen Dunn Maxim, RN, MSN, Donna Amundson, LCSW
The TLC partnered with the Jewish Community Center Metro West in West Orange and the NJ Chapter of
the American Foundation for Suicide Prevention to present a conference for Jewish Clergy. (In 2007 this
conference was presented for Catholic Clergy.)
Topics included:
 How Jewish texts approach suicide
 How to speak with someone who is depressed/suicidal
 Symptoms of the mental health disorders that put people at higher risk for suicide
 Post suicide - reaching out to the family, what to say at a Shiva call, writing a eulogy
50 trained
 6th Annual Youth Suicide Prevention Conference – November 2008
We Have Many Children but None to Spare: Addressing Substance Abuse and Mental
Health Disorders in Youth
Ken Winters, PhD
When substance abuse disorders co-occur with mental health disorders the risk for suicide increases. This
vital information was the topic of the TLC’s annual Youth Suicide Prevention Conference, held in two
regions and co-sponsored with the American Foundation for Suicide Prevention – NJ Chapter.
341 trained
 Mental Health Disorders in Youth – Department of Education December 2008
Donna Amundson, MSW, LCSW, and George Scott, EdS, MFT
The TLC was asked by the NJ Department of Education to develop and provide a training module for their
Intervention and Referral Services Teams to assist them in recognizing mental health disorders in children
and adolescents. The purpose was to help educators and child study team members recognize symptoms of
mental health disorders and appropriately refer these youth for early intervention. This module was taught
regionally.
131 trained
 Columbine Ten Years After: The State of Threat Assessment in Our Schools – June 2009
William Leonard, PhD
Dr. Leonard presented on the threat assessment model he developed for schools in New Jersey to detect
youth at risk for harm to self and/or others. This statewide conference was held at the UMDNJ-Robert
Wood Johnson Medical School, Bush Campus.
273 trained
7th Annual Youth Suicide Prevention Conference – November 2009
Ethnocultural Variables in Youth Suicide Prevention
Kenneth Hardy, PhD, Tazuko Shibusawa, PhD, and Luis Zayas, PhD
These three internationally known presenters spoke about the African American, Asian and Latino cultural
perspectives relative to suicide. The conference was held in three regions and was co-sponsored with the
American Foundation for Suicide Prevention-NJ Chapter; UMDNJ – UBHC – Center for Healthy Schools,
Families and Communities, and the Multicultural Family Institute, Highland Park, NJ.
296 trained
 Rutgers University Conference on Suicide Prevention – February 2010
Donna Amundson, MSW, LCSW
Panel participant – Suicide Prevention Conference, Busch Campus
150 trained
 TLC training programs offer continuing education contact hours, and therefore, must adhere to the high
standards imposed by the licensing boards of the participating disciplines. University Behavioral
HealthCare’s Training and Consultation Resources Department issues these contact hours and mandates
that participants complete an evaluation of the course.
We are pleased to report that ratings for TLC sponsored programs are consistently high for both course
content and speaker/trainer effectiveness as evidenced by evaluation results and comments. We have
included samples of evaluation feedback (Appendix 1).
 The TLC Coordinators also personally provided or co-sponsored workshops and trainings in suicide
prevention and mental health issues in their respective counties (Appendix 2).
5,041 trained
Goal # 2
Conduct training programs for school and community personnel who must respond to the needs of
youth in the aftermath of suicide, homicide, accidental death, and other critical incidents such as a
natural disaster or terrorist strike (postvention)
To continue to build suicide postvention and trauma response capacity, the TLC has been training TLC
Coordinators, Lead Response Team (LRT) members, school crisis teams and community mental health
clinicians throughout the state in evidence-based protocols. The following trainings were provided by
Robert Macy, PhD, founder and director of the Center for Trauma Psychology (CTP) in Boston,
Massachusetts. Attendees received certification in each of these trainings by the CTP.
 20 Hour Post Traumatic Stress Management (PTSM) and Psychological First Aid –
With Ethnocultural, Gender and Developmental Specificity – January 2009 and October 2009
Robert D. Macy, PhD
The goal of this training is to enable trainees to respond to traumatic incidents and large scale disasters
with evidence-based public health/mental health intervention protocols incorporating ethnocultural, gender
and developmental specificity so that the majority of survivors are stabilized and/or referred appropriately
within the first 72 hours of the incident or disaster occurring.
207 trained
 Trauma and Grief in Youth Training - February 2009
Donna Amundson, MSW, LCSW and George Scott EdS, MFT
This half-day workshop provides administrators, counselors, crisis team members, and nurses with
information that will help them assist youth in the aftermath of a traumatic death. Topics include: the
traumatic stress response, complicating factors of traumatic grief, common responses and needs of a
grieving child or adolescent, specific issues after a death by suicide or homicide, how schools can assist
grieving youth, and managing traumatic loss incidents in schools. This workshop was presented regionally
and to individual school districts upon request.
822 trained
 6.5 Hour Advanced PTSM Training in Suicide Postvention Protocols – February 2009 and March 2010
Robert D. Macy, PhD
The purpose of this training is to help those who have already been trained in the PTSM 20 hour certificate
course to apply suicide-specific postvention protocols to PTSM group models. Content includes a review
of the detailed literature regarding the epidemiology of suicide and the risk and protective factors
associated with attempts and completions. It also includes identifying issues arising from deaths caused by
suicide.
132 trained
 6.5 Hour Advanced PTSM Training in Homicide and Gang Violence Postvention Protocols – February
2009 and March 2010
Robert D. Macy, PhD
The purpose of this training is to help those who have already been trained in the PTSM 20 hour certificate
course to apply homicide and gang violence specific postvention protocols to PTSM group models.
Content includes a review of the epidemiological literature regarding homicide and gang violence, and an
examination of issues arising with death by homicide.
111 trained
 27.5 Hour Classroom Based - Rainbowdance Intervention (CBI®) and Traumatic Incident Intervention (TII)
Trainings – March 2010
Dicki J. Macy, BC-DMT; Robert D. Macy, PhD; Valerie Blanc BC-DMT
Both CBI and TII are evidence-based, trauma-informed, psychosocial interventions for youth facing
traumatic stress exposures. The protocols include group interventions involving a series of highly
structured expressive-behavioral activities. CBI is a five-week 15-session protocol and TII is a one week-3session protocol. The aim of these activities is to significantly reduce traumatic stress reactions, anxiety,
fear and depressed mood, while increasing hope, self esteem, self efficacy, daily functioning and
adaptational skills. The protocols allow and guide children to do what they do best - playing without
competition, being challenged and learning, being engaged in safe relationships, and creative problem
solving.
135 trained
 The TLC Coordinators also personally provided or co-sponsored workshops and trainings in suicide
postvention and trauma response in their respective counties (Appendix 3).
1,041 trained
Goal # 3
Provide on-site trauma response assistance to schools and communities including postvention after a
death by suicide, homicide, accident or illness, and other critical incidents
Schools and communities can request suicide postvention and other trauma response assistance from the
TLC. The Coordinators and their Lead Response Teams (LRTs) can assist schools in several different ways:
lead the trauma response effort on site, work alongside the school’s crisis management team, or provide
behind the scene coaching on or off site.
The TLC follows an Incident Command System and the Lead Response Teams are activated by invitation
only, although TLC Coordinators often outreach to an affected school to offer assistance. The Coordinator or
their designee act as the leader of the Lead Response Team. During the initial phone contact the Coordinator
conducts an assessment of the incident. The Coordinator and the Incident Commander (usually the school’s
principal) determine response objectives and the level of support or interventions needed. The Coordinator
contacts the TLC Program Manager to outline the response plan. The plan is either approved or other
suggestions are made, and the Coordinator deploys the Lead Response Team. Most of the time the
Coordinators work on site with their teams. In a few counties with existing school crisis teams, the
Coordinators work collaboratively with the existing team leader in providing the response.
The TLC Program Manager remains available for consultation and support throughout the response and also
assists in deploying additional responders from other county LRTs when needed. Coordinators arrange for
responders not involved in the postvention to provide Care for the Caregiver intervention at the conclusion of
the response for the Lead Response Team and the school crisis team members. Care for the Caregiver
services are routinely offered to any school’s crisis team even if TLC response services are not provided. The
TLC Coordinators also follow up with schools in the days and weeks following the postvention to provide a
continuity of care to their consultancies during critical intervals.
Due to requests from families, schools and community programs, the TLC Central Team has been increasing
outreach to bereaved families following a death by suicide where youth have been affected. The TLC Team
offers up to three home visits to assist the family in the hours and days after the loss to address issues
prevalent in the aftermath of suicide. Families needing more intervention are referred to local resources. In
several cases, families have recommended TLC services to others who are newly bereaved by suicide. In our
estimation, that is the highest form of recognition for the value of the work being done.
All school, family and community responses are subsequently reviewed in the TLC monthly regional
Coordinator meetings where lessons learned are discussed to help the Coordinators refine their skills. These
follow-up discussions ensure that the tenets of the PTSM and CBI/TII models are adhered to.
The Coordinators hold five skill drilling/self-care meetings each year. These meetings are offered to LRT
members and anyone in the county who has been PTSM/CBI/TII trained and would like an opportunity to
practice the skills. The Coordinators use these meetings to increase competence and confidence, promote
camaraderie and support, and teach self-care activities to prevent compassion fatigue and burnout.
 Suicide Contagion Consultation October 2008
The TLC provided PTSM suicide postvention in a high school in the central region of the state following
two adolescent suicides occurring in April and June 2008. After the second suicide the TLC brought
together local stakeholders for a meeting. Included in this meeting was the district superintendent, school
principal, mayor, local parents, chief of police and juvenile officers from the affected towns. A larger
parent meeting followed the stakeholder meeting that same evening and approximately 40 parents and 25
youth attended. The TLC and the County Mental Health Administrator promoted the formation of a youth
suicide task force to further the suicide prevention efforts.
Two presentations for the affected community were sponsored by the TLC, the NJ Chapter of the
American Foundation for Suicide Prevention (AFSP) and the County Mental Health Administrator:

Madelyn Gould, PhD and Robert Macy, PhD, two international experts in suicide contagion, along with
Donna Amundson, LCSW, from the TLC central team, provided a presentation on suicide contagion and
recommended containment strategies for community stakeholders in September 2008.

The second presentation in October 2008 was for parents, community members, and school personnel
and was given by David Shaffer, MD, an international expert on youth suicide. The workshop was
entitled Helping Teens Through Troubled Waters: What We Need to Know.
Dr. Shaffer presented on mental health disorders in suicidal teens, suicidal ideation, how suicides occur
and the risk of suicide contagion in teens and young adults. Dr. Shaffer also talked about providing
depression education and the importance of case finding in identifying teens at risk for suicide. He
focused on the general considerations and use of screening programs, and presented information on the
Columbia Teen Screen, an evidence-based program that can be implemented in schools and
communities. Packets of information about Columbia Teen Screen were distributed to school
administrators and other attendees.
 Letters of Appreciation Following Postvention Assistance
Feedback from affected schools, communities and families consistently reflects gratitude
for the TLC’s assistance and highlights the knowledge, professionalism and compassion of the
responders. Included are samples of letters received during this reporting period (Appendix 4).
Goal # 4
Foster collaboration between youth-serving individuals and organizations
The Traumatic Loss Coalition for Youth Program’s unique, statewide infrastructure provides a mechanism
for fostering collaboration between youth-serving individuals, agencies, and organizations. It also facilitates
easy dissemination of information to a large number of stakeholders around the state. The TLC supports
county coalitions headed by a Coordinator. The Coordinators receive ongoing training, consultation and
technical assistance from the TLC Central Team.
 The TLC Central Team and County Coordinators work very closely with Prosecutors, Police Officers,
Mental Health Administrators, County and District Superintendents, Principals, Medical Examiners,
School - Based Counseling Program Administrators, the NJ Department of Education, and Juvenile Justice
Personnel.
 In addition, the TLC Central Team works closely with the Division of Mental Health Services-Disaster and
Terrorism Branch (DTB). TLC Lead Response Teams remain ready to assist the DTB when called upon.
Many of the Lead Response Team members have received Disaster Response Crisis Counselor (DRCC)
certification through the DTB. Additionally, a number of PTSM training credits have been approved for
use in DRCC recertification.
 The TLC Lead Response Teams were called upon several times during this report period to work
collaboratively with the DTB. This included:




Providing PTSM and CBI groups intervention for youth and families from a Catholic parish following
the murder of their pastor
Providing CBI group intervention for Haitian-American youth in an after school program in Union
County
Presently planning CBI group intervention for Haitian immigrant youth in Union, Essex and Monmouth
Counties
Presently planning teleconferences with Liberty Science Center for school personnel in Essex, Union,
and Monmouth Counties to assist them in working effectively with the unique issues of trauma and loss
in children who have survived the Haitian earthquake
 The TLC Central Team works very closely with the American Foundation for Suicide Prevention, the
Suicide Prevention Resource Center, the UBHC Center for Healthy Schools, Communities and Families,
and the Multicultural Family Institute. These organizations have co-sponsored TLC suicide prevention
programs and generously provided funding to launch TLC suicide prevention initiatives.
 The TLC Central Team also works closely with University Behavioral HealthCare’s Cop to Cop program
in providing postvention for children and families of police officers who have died by suicide or homicide,
or accidents occurring in the line of duty.
 The TLC Central Team has worked with several other organizations during this report period. The
Substance Abuse and Mental Health Services Administration (SAMHSA), the National Association of
State Mental Health Program Directors (NASMHPD) and the Education Development Center, Inc. (EDC)
organized an external workgroup to guide the development of a suicide prevention toolkit for staff in high
schools. Donna Amundson was invited to be a part of this workgroup that included approximately 16
national and international experts in youth suicide prevention.
 TLC Central Team has participated on the following councils and boards:
 Governor’s Council for Youth Suicide Prevention.
 NAMI Rutgers Advisory Board.
 Monmouth County Youth Suicide Prevention Task Force
 TLC County Coalitions
TLC Coordinators host county coalition meetings throughout the school year. Coalition membership
includes but is not limited to educators, mental health providers, law enforcement personnel, members of
community agencies, and leaders of faith-based organizations. The largest number of attendees represents
school systems and mental health agencies. The purpose of these meetings is to provide a forum in which
these often disparate groups of individuals can network, disseminate information, and review best practices
in the areas of mental health, trauma and suicide prevention.
The TLC Coordinators are mandated to provide at least three coalition meetings per year. Most coalitions
have opted to meet more than this, and the mean number of meetings held is four per year. Several
counties still meet once a month by popular demand. This indicates a continued need and interest in this
type of collaboration among youth-serving individuals, agencies, and organizations. The coalition
meetings include a one hour educational component and Educator Professional Development Credits are
available for attending. The topics are chosen by the coalition members and reflect the unique and diverse
needs of the communities in each of the counties (Appendix 5).
Goal # 5
Design suicide prevention and postvention programs with consultation from national experts for
schools and community-based organizations
Schools and other organizations are often willing to address the issue of suicide prevention with their staff
and students but do not have programs that are safe and easy to use. Many current suicide prevention
programs provide information about the risk factors and warning signs for suicide. While this is important,
we know that untreated depression and other mental health disorders put youth at higher risk for suicide. The
TLC believes that giving youth and youth-serving individuals information about mental health disorders can
help to decrease stigma, promote early detection, referral and treatment, and encourage help-seeking
behaviors.
Schools also need assistance when a student or faculty member takes their life. Easily accessed information
that is informed by experts in the field is critical to providing a safe, compassionate and effective
postvention.
 Suicide Prevention Programs
TLC began to provide suicide awareness training for teachers around the state prior to N.J.S.A. 18A:6-11.
These trainings included information on mental health disorders and suicide risk factors, protective factors
and warning signs. These trainings were well received and requests for the training increased. The need
for the training surpassed TLC resources, and it became apparent that one way to fill the need was to
develop a training program that could be easily implemented by local or onsite licensed professionals. It
was also evident that additional funding would be needed to develop this type of program. The TLC
Central Team brought this idea to the American Foundation for Suicide Prevention (AFSP), and it was met
with a great deal of interest.
As a result, an advisory group was formed and it was led by David Shaffer, MD, Professor of Psychiatry
and Pediatrics College of Physicians & Surgeons, Columbia University, and Chief of the Department of
Pediatric Psychiatry, New York Presbyterian Hospital. Members of this advisory group included national
and international leaders in the field of suicidology; Madelyn Gould, PhD, M.P.H., Professor of Clinical
Epidemiology in Psychiatry at Columbia University, College of Physicians and Surgeons, and a Research
Scientist at the New York State Psychiatric Institute; Karen Dunne-Maxim, MSN, RN, founder and
former Program Manager of the TLC Program, and past president to the American Association of
Suicidology; Moira Rynn, MD, Medical Director for the Columbia University Clinic for Anxiety and
Related Disorders for Children; Robert Gebbia, Executive Director of the American Foundation for
Suicide Prevention; Ann Haas, PhD, Director of Prevention Projects of the American Foundation for
Suicide Prevention; Paula Clayton, MD, Medical Director of the American Foundation for Suicide
Prevention; Gail Griffith, mother of a depressed teen and author of Will’s Choice: A Suicidal Teen, a
Desperate Mother and a Chronicle of Recovery and Donna Amundson, MSW, LCSW, Program
Manager of the TLC.
The result was the production of two training programs: More Than Sad: Preventing Teen Suicide for
school personnel and other adults who work with youth and More Than Sad: Teen Depression, for high
school youth. Each training program includes a DVD and a facilitator guide, and can be purchased
separately or as a comprehensive suicide prevention package. (It is also important to note that initial
funding for this film project was provided by the New York State Office of Mental Health).
Donna Amundson was one of the individuals asked by AFSP to review the facilitator guide for the student
video and provide feedback. In addition, TLC was asked to help pilot the More Than Sad: Teen
Depression video program in several New Jersey schools. The video was well received, and students and
teachers provided feedback that was incorporated into the final edit of the program prior to the film’s
release nationwide.
AFSP was approached by a nationally syndicated television show for teens to film a class being taught
using the More Than Sad: Teen Depression video program and also interview the teacher and students
about their reactions following the presentation. AFSP has asked TLC to provide a school willing to
participate in this endeavor, and this is presently being arranged.
 Suicide Postvention Programs
The TLC realized that developing an updated postvention guide for schools would require additional
funding. The Suicide Prevention Resource Center (SPRC) and the American Foundation for Suicide
Prevention (AFSP) were approached and very willingly took the idea and moved it forward, generously
providing the needed funding. The result was a plan to create an online suicide postvention toolkit that
would be a consensus document that included information gleaned from an advisory group of national and
international experts in the fields of youth suicide prevention and postvention, and trauma response. This
group included: Madelyn Gould, PhD, M.P.H.; Karen Dunn-Maxim, MSN, RN; David Litts, OD, the
Associate Director of the Suicide Prevention Resource Center; Annette Beautrais, PhD, Senior Research
Scientist, Yale School of Medicine, and Research Associate Professor, Psychological Medicine, University
of Otago, Christchurch, New Zealand; Robert Macy, PhD, the Founder and Executive Director of the
Boston Children’s Foundation and Co-Founder and Director of the International Center for Disaster Resilience;
Elizabeth McCauley, PhD, a Professor in the Department of Psychiatry & Behavioral Sciences at the
University of Washington; Christopher Le, CEO of Emotion Technology LLC, and former Resource and
Information Manager at the National Suicide Prevention Lifeline, and Suicide Prevention Specialist at the
Suicide Prevention Resource Center, and Frank Zenere, Ed.S, School Psychologist for the Miami-Dade
County Public School's Student Services Crisis Team, and past Chair of the National Association of School
Psychologists National Emergency Assistance Team.
Members of the toolkit writing team are: Peggy West, PhD, MSW, Senior Advisor, Suicide Prevention
Resource Center; Gayle Jaffe, MSW, MPH, Senior Prevention Specialist, Suicide Prevention Resource
Center; Joanne Harpel, JD; M. Phil, Director Survivor Initiatives, American Foundation for Suicide
Prevention, and Donna Amundson, MSW, LCSW, Program Manager Traumatic Loss Coalitions for
Youth Program.
Goal # 6
Disseminate information regarding suicide prevention, intervention, and postvention programs that
are considered Evidence Based (those that have been evaluated and proven effective) and Best Practice
(those that have been reviewed for accuracy, safety, and adherence to current standards in the field)
The TLC infrastructure is ideal for disseminating suicide prevention, intervention and postvention
information to a large number of individuals throughout the state. Each Coordinator has a county database,
and the TLC Central Team has its own database comprising more than 3,000 individuals in New Jersey, New
York, Massachusetts, and Pennsylvania. Pertinent information is mailed or sent electronically.
The TLC publishes a Newsletter that is distributed electronically three times during the school year. Each
edition contains a column highlighting the activities of each county coalition, as well as lists of upcoming
training initiatives, suicide prevention and traumatic stress resources, and recommended books.
The TLC maintains a website that is continually updated throughout the year and includes information and
guidelines for schools and communities focused on suicide prevention and postvention, trauma and grief.
The website also includes information about TLC trainings and has online registration capability.
Additionally, the TLC Newsletter is posted on the website and is available as an adobe file for ease in
downloading.
During this reporting period, TLC distributed the following information:
 Suicide awareness and prevention programs for youth included in the Suicide Prevention Resource Center
Best Practice Registry and the SAMHSA National Registry of Evidence-based Programs and Practices
(NREPP) – posted on the TLC website and the Fall 2009 TLC Newsletter
 Announcements and information regarding the AFSP suicide prevention video package More Than SadTeen Depression and More Than Sad-Preventing Suicide – mailed to county and district
superintendents, printed in the Newsletter and posted on the website
 A Safe Way to Memorialize a Death by Suicide: Guidelines for Schools – mailed to county and district
superintendents, printed in the Newsletter and posted on the website
 Information about the AFSP Out of the Darkness Walk and the AFSP Community Walks – mailed to
county and district superintendents of schools who had experienced a suicide during this report period,
printed in the Newsletter and posted on the website
 Youth Suicide Information Fact Sheets – posted on the website
 Survivors of Suicide Information Fact Sheet and listings of Survivor Support Groups – posted on the
website
 Reporting on Suicide: Recommendations for the Media Fact Sheet – posted on the website
 Information on World Suicide Prevention Week and World Suicide Prevention Day – posted on the
website
 Article highlighting the work of the American Foundation for Suicide Prevention – printed in the
Newsletter
 Web addresses for Suicide Prevention Organizations – printed in the Newsletter and posted on the
website
 Suggested books related to suicide prevention, postvention, trauma and grief are included in every issue of
the Newsletter
Goal # 7
Develop and disseminate guidelines for youth-serving individuals following a local or global crisis
Parents, school personnel, and other caring adults are vitally important in supporting youth following a
traumatic loss or other crisis event. They are, however, often at a loss as to how to best help. Guidelines that
are practical, easy to understand and readily accessible can be extremely helpful to any adult who is faced
with a grieving or traumatized child. During this report period, the TLC has developed and disseminated the
following guidelines:
 Helping Children Cope in the Aftermath of the Haitian Earthquake- mailed to all county and district
superintendents and posted on the website
 Understanding Childhood Grief and How to Help: A Guide for Adults – posted on the website
 Guidelines for Helping Children Through Challenging Times – posted on the website
 Helping Parents Help Their Children: Information about Coping with Trauma – posted on the website
 Common Reactions Following Childhood Bereavement – mailed to all county and district superintendents




and posted on the website
Tasks of Grieving – posted on the website
Talking with Young Children about Death: Strategies for School Systems – posted on the website
Comfort Zone – A Bereavement Camp for Youth – printed in the Newsletter
Second Floor – NJ Youth Helpline – printed in the Newsletter
Goal # 8
Provide training, consultation and technical assistance for TLC Coordinators
Working in the field of suicide postvention and trauma response is important work, and it is very rewarding.
It is also very demanding. Frequent exposure to trauma and loss can result in vicarious traumatization and
compassion fatigue which can have physical and emotional repercussions. In addition to providing training
and consultation, the TLC Central Team assists the Coordinators and their County Lead Response Teams in
maintaining physical and emotional health by promoting good self-care habits and monitoring trauma
exposure. This includes debriefing after a postvention and decreasing exposure to traumatic events when
needed.
The TLC Central Team supports the work of the 21 Coordinators and meets with them regularly throughout
the year. Regional meetings are held monthly. The purpose of these meetings is to share information,
increase collaboration, review trauma responses provided, and practice PTSM skills and self-care.
In addition, there are two All County meetings held each year. One is scheduled at the beginning of the
school year and another at the end of the year in June. These meetings are very helpful in bringing together
all 21 Coordinators to receive training, share information and strengthen the statewide team through team
building activities.
Coordinators also email their coalition and LRT meeting agendas to the Central Team. The agendas are then
emailed to every Coordinator statewide. The purpose is to continue to strengthen the network and spark ideas
for coalition meeting topics and speakers.
*******
This report is respectfully submitted by the Traumatic Loss Coalitions for Youth Program
Central Administrative Team:
Donna Amundson, MSW, LCSW, Program Manager
Nancy Baird, MA, Resource Coordinator
Dotty Rodrick, DRCC, Resource Coordinator
Appendix 1
Conference Evaluation Feedback
 Chronological Assessment of Suicide Events - the CASE Approach – October 2008-March 2010
Donna Amundson, MSW, LCSW, and George Scott, EdS, MFT
Faculty
5 Highest Rating
Donna Amundson,
1
LCSW
1
Knowledge in content area
3
4
5
1
1
9
5
84
64
642
671
1
2
3
4
5
3
2
3
13
12
119
114
613
613
Relevancy:
1
2
3
4
5
1
2
2
2
2
2
21
32
117
116
581
564
1
3
4
5
1
2
3
1
124
56
652
687
1
1
1
1
6
6
4
5
103
81
630
647
Content:
1
2
Appropriate for intended audience
Consistent with stated objectives
Information could be applied to practice
Information could contribute to achieving personal, professional goals
1
Clarified content in response to
questions
2
George Scott, Ed.S.
2
Content consistent with
objectives
“I would love an opportunity for follow-up training (e.g.-assessing level of risk; Best Practices regarding
school protocols. Great job! Thank you. The CASE role-play was great.”
“Excellent presenters, excellent; info. Thank you. How about doing a 2 day intense workshop”
“Chronological assessment (4 regions) slide is great… Would’ve appreciated spending more instructional
time here, perhaps separate handout, to use after or in addition to role play. Awesome and
moving….good to experience. Thanks!"
“Presenters worked well together – more than was good for length of presentation. Excellent
presentation; practical, not overwhelming, great to see approach in action via role play. Better
explanation of theory and more info on impact of culture and ethnicity would have been helpful. Thank
you for being with us today! Keep up the great work!”
 Suicide: A Compassionate Approach to Intervention and Healing - October 2008
Rabbi Rebecca Sirbu, Frank Jones, MD, Karen Dunn-Maxim, RN, MSN, Donna Amundson, LCSW
“Just wanted to tell you how valuable the conference was this week. Thanks for making it happen!”
“Thank you for the excellent program on Suicide. I learned so much…”
6th Annual Youth Suicide Prevention Conference – November 2008
We Have Many Children but None to Spare: Addressing Substance Abuse and Mental
Health Disorders in Youth
Speaker: Ken Winters, PhD
5 Highest Rating
1
2
3
4
5
1
2
3
1
3
1
2
15
7
19
26
27
65
73
71
154
113
128
Knowledgeable in content areas
Content consistent with objectives
Clarified content in response to questions
Content:
1
2
3
4
5
1
2
17
7
14
20
35
37
65
69
107
101
Appropriate for intended audience
Consistent with stated objectives
Relevancy:
1
2
3
4
5
1
2
7
13
21
21
32
32
79
68
96
95
Information could be applied to practice
Information could contribute to achieving personal, professional goals
“Thank you for your continuous efforts to educate the community on suicide prevention. Keep up the good
work TLC.”
“Great Presentation-A lot of info-useful like a refresher course. I would like to hear more about current
trends in today’s youth. What exactly are they using & how.”
“I appreciated the confirmation of the link between frontal lobe development & judgment & impulse &
how they relate to substance use/abuse.”
 Columbine Ten Years After: The State of Threat Assessment in Our Schools – June 2009
Speaker: William Leonard, PhD
5 Highest Rating
1
2
3
4
5
6
7
Knowledge of subject matter
Content consistent with objectives
Clarity of presentation
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support participant learning
Content:
1
2
2
3
4
5
1
1
3
8
11
3
3
9
3
15
19
22
11
9
14
30
33
42
43
38
35
30
146
130
109
107
125
132
125
1
2
3
4
5
5
13
45
115
3
17
44
116
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
2
1
Information could be applied to practice
Information could contribute to achieving personal, professional goals
1
2
3
4
5
1
2
16
17
53
61
106
97
“Dr. Leonard provided valuable, relevant information regarding school threat assessment from the
behavioral perspective. His keen acumen and insight into this topic significantly demonstrates and
makes a compelling argument why this should be a mandatory requirement and statewide initiative for
school districts. Having been involved in child safety/school security issues and initiatives my entire
professional career; I laud his efforts and important program. Take the show on the road as much as
you can! It is needed, necessary and will keep schools safe.”
“Very informative. Communication and defining process are the big issues that need to be addressed in
my district. Thanks for the tool. It is greatly appreciated and I will try to implement.”
 7th Annual Youth Suicide Prevention Conference – November 2009
Ethnocultural Variables in Youth Suicide Prevention
Kenneth Hardy, PhD, Tazuko Shibusawa, PhD, and Luis Zayas, PhD
Faculty: Kenneth Hardy, PhD
5 Highest Rating
1
1
2
3
4
5
6
7
2
2
3
2
2
2
10
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
2
3
4
5
1
5
2
9
4
8
7
5
22
21
36
29
31
26
19
30
160
137
149
140
148
156
90
2
3
4
5
2
1
1
2
5
8
6
7
7
13
26
36
29
34
27
26
31
152
135
144
136
141
143
126
1
2
Faculty: Tazuko Shibusawa, PhD
5 Highest Rating
1
1
2
3
4
5
6
7
2
2
1
1
2
1
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
Faculty: Luis Zayas, PhD
5 Highest Rating
1
2
3
4
5
1
2
3
4
5
6
7
2
1
2
3
1
3
1
5
11
9
9
5
4
11
31
41
37
41
14
17
37
145
98
133
122
50
49
128
1
2
3
4
5
1
1
4
34
137
3
37
107
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
Content:
1
2
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
3
1
1
Relevancy:
1
2
3
4
5
1
2
1
2
2
7
8
36
31
131
135
Information could be applied to practice
Information could contribute to achieving personal, professional goals
“I always look forward to your workshops – very valuable information – also please continue to offer
workshop @ Luciano (Conference) Center @ Cumberland County College – very convenient to go to –
pleasant setting. Thank you.”
“Workshop was excellent and speakers were engaging, informative, and extremely knowledgeable. Not
only was workshop helpful and effective in working with suicidal youths of diverse cultures but also in
working with youths of diverse cultures as a therapist, teacher, etc.”
“Thank you for all your work to organize this conference. Dr. Hardy was exceptionally engaging thoughtprovoking and inspirational. Acknowledgement to Tazuko for discussing LGBTQ as risk factor.”
 20 Hour Post Traumatic Stress Management (PTSM) and Psychological First Aid –
With Ethnocultural, Gender and Developmental Specificity - January 2009 and October 2009
Robert D. Macy, PhD
January 2009
5 Highest Rating
1
2
3
Content:
1
2
1
1
1
1
2
1
Information could be applied to practice
Information could contribute to achieving personal, professional goals
October 2009
5 Highest Rating
Knowledge of subject matter
Content consistent with objectives
Clarity of presentation
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support participant learning
Content:
1
2
2
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
2
3
4
5
6
7
2
Knowledgeable in content area
Content consistent with objectives
Clarified content in response to questions
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
1
1
1
1
1
4
5
2
7
6
97
88
91
3
4
5
1
8
90
1
11
86
2
3
4
5
2
1
2
18
15
81
82
2
3
4
5
2
7
14
10
6
4
12
72
66
61
63
67
69
59
1
1
1
1
1
1
1
1
1
2
3
4
5
1
10
65
3
11
60
3
4
5
1
9
10
64
64
1
Relevancy:
1
1
2
1
1
Information could be applied to practice
Information could contribute to achieving personal, professional goals
3
2
“Dr. Macy is a great presenter-very dynamic speaker and obviously knowledgeable about the subject. I am
really inspired by him and the rest of the attendees. As someone who is not yet in the field, I am so that I
was able to be involved and interact with such amazing people.”
“This is by far one of the best trainings. The information that was provided to me will be extremely helpful
in the work I do. Thank you”.
“Excellent presentation, even though I have been doing Train/Crisis Mgt for years, it was goods to know I
an on the right track. I can now implement protocol in my school”.
 Trauma and Grief in Youth Training – February 2009
Donna Amundson, MSW, LCSW, and George Scott, Ed.S., MFT
Faculty
5 Highest Rating
Donna Amundson,
1
LCSW
Knowledge in content area
2
George Scott, Ed.S.
3
4
5
2
24
223
21
217
1
Content consistent with
objectives
2
3
4
5
2
3
4
5
1
5
37
204
1
7
42
197
2
30
204
1
4
31
192
Content:
1
2
1
Clarified content in response to
questions
1
2
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
1
2
3
3
Information could be applied to practice
Information could contribute to achieving personal, professional goals
3
4
5
10
44
203
6
46
200
2
3
4
5
1
16
16
63
59
169
173
“Excellent workshop, extremely informative. This really could have been a full day workshop. Would
love to attend a full day workshop – this was an extremely worthwhile workshop!”
“Excellent educators. Was a great refresher and assisted in keeping skills honed. Would be perfect to
provide Mr. Scott’s part of the presentation directly to superintendent. Will contact him to set up
training.”
“Loved way materials was presented. Would really like to attend further training in treating
students/clients experiencing grief/trauma. Would love to participate in further trainings with these
trainers. Excellent presentation.”
 6.5 Hour Advanced PTSM Training in Suicide Postvention Protocols – February 2009 and
March 2010
Robert D. Macy, PhD
February 2009
5 Highest Rating
1
2
3
Content:
1
2
1
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
1
Knowledgeable in content area
Content consistent with objectives
Clarified content in response to questions
Information could be applied to practice
1
2
3
4
5
1
2
1
5
10
9
37
27
30
2
3
4
5
7
35
12
25
1
2
2
3
4
5
1
10
30
2
Information could contribute to achieving personal, professional goals
March 2010
5 Highest Rating
1
2
3
4
5
6
7
2
2
3
1
1
1
2
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
2
1
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
Content:
1
12
3
4
5
4
2
1
3
3
30
26
27
28
27
27
29
4
5
4
26
1
1
2
3
Information could be applied to practice
Information could contribute to achieving personal, professional goals
30
25
4
5
3
3
28
28
“As a school counselor, this topic (suicide) is one that needs to be constantly explored and updated. I
found the presentation by Dr. Macy and Donna was extremely valuable. Thank you.”
“Robert Macy is amazing! Chock full of information! A dynamic speaker – completely holds my attention.
No complaints or feedback necessary. Donna’s information is always welcome… she is a world of
knowledge. Thank you for all of your time.”
 6.5 Hour Advanced PTSM Training in Homicide and Gang Violence Postvention Protocols – February
2009 and March 2010
Robert D. Macy, PhD
February 2009
5 Highest Rating
1
2
3
Content:
1
2
3
4
5
1
4
1
2
11
8
62
50
50
2
3
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
4
5
17
50
16
45
3
4
5
5
2
32
26
28
38
3
4
5
4
5
4
33
25
28
28
6
1
2
Information could be applied to practice
Information could contribute to achieving personal, professional goals
March 2010
5 Highest Rating
1
2
3
4
1
2
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
2
1
Knowledgeable in content area
Content consistent with objectives
Clarified content in response to questions
1
2
2
1
1
5
6
7
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
Content:
1
2
Relevancy:
1
2
1
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
1
Information could be applied to practice
Information could contribute to achieving personal, professional goals
5
3
4
28
29
29
3
4
5
3
3
25
2
2
1
18
2
3
4
5
1
9
8
24
22
2
1
“The presentation, information, and interaction were excellent.”
“Robert is an amazing presenter. He keeps the audience engaged. The only thing that might improve his
presentations is updating statistics if available.”
“Great! Love him!”
 27.5 Hour Classroom Based - Rainbowdance Intervention (CBI®) and Traumatic Incident Intervention (TII)
Trainings – March 2010
Dicki J. Macy, BC-DMT; Robert D. Macy, PhD; Valerie Blanc BC-DMT
CBI: Robert D. Macy
5 Highest Rating
1
2
3
4
5
6
7
1
2
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
3
1
4
5
1
1
47
46
48
46
47
47
43
4
2
2
7
CBI: Dicki Johnson Macy
5 Highest Rating
1
2
3
4
5
6
7
Content:
1
2
2
Information could be applied to practice
Information could contribute to achieving personal, professional goals
3
4
5
1
1
1
6
2
5
7
44
44
44
43
48
44
43
3
4
5
2
6
42
7
43
3
4
5
1
10
9
40
40
1
1
2
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
2
1
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
1
2
TII: Robert D. Macy
5 Highest Rating
1
2
3
4
5
6
7
1
2
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
3
4
5
1
1
1
3
4
1
1
2
48
48
45
45
47
48
43
3
4
5
1
1
1
2
1
1
1
48
48
46
48
46
47
44
3
4
5
4
43
3
39
3
4
5
2
1
5
6
40
41
TII: Dicki Johnson Macy
5 Highest Rating
1
2
3
4
5
6
7
Content:
1
2
2
1
2
Appropriate for participant’s education level, experience and licensure
level
Consistent with stated objectives
Relevancy:
1
2
1
Knowledge in content area
Content consistent with objectives
Clarified content in response to questions
Effectiveness of the presentation
Currency of information
Responsive to participant’s questions
Ability to utilize appropriate technology to support learning
1
Information could be applied to practice
Information could contribute to achieving personal, professional goals
2
“Was a pleasure to have Dicki Johnson Macy with us – she has superior knowledge, techniques and ability
to get it across.”
“Awesome – uplifting. Well worth the fight with my district for time away from district to attend.”
“Excellent Workshop! Thank you both for teaching us. Awesome Team – Intense Learning – I am so
grateful to both of you!”
“The experience was personally satisfying. I am excited about conducting these exercises in the school
where I work.”
 Suicide Awareness Training Workshops for Educators - Ongoing
TLC Training Team
“I really enjoyed George’s presentation – he seems to have a wealth of knowledge & experience. I
appreciate our school making this an integral part of staff orientation.”
“The presenter brought the topic down to our level. She clearly has a lot of experience in this field. Very
good job.”
“I feel better prepared for not only the kinds of things that students may bring up, but how to react. Very
well done.”
Appendix 2
Mental Health and Suicide Prevention Training
Provided or Sponsored by Coordinators
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Psychiatric Disorders & Suicide Awareness
Difficult Patients
Healing After Suicide
Suicide Contagion: How Can We Protect Our Children
Adolescent Suicide: Recognizing Risk and Prevention Strategies
Understanding Self-Harming Behaviors
Recognizing Emotional Distress in Your Child
The Partnership of TLC with North Brunswick Schools
Overview of Emergency Programs for Children in Bergen County
Mental Health Issues in Schools
What Can the TLC Offer to Schools
Suicide Awareness in the Schools
Fostering Resiliency in Youth
How to Talk to Your Kids About Anything and Survive
Suicide Awareness During the Transition to College-“What to do when a friend is depressed”
Law enforcement Response to Mental Health/Traumatic Situations
TLC and Screening Services
QPR-Suicide Prevention for Clergy/Intro to TLC
Suicide Prevention: Identifying Signs and Symptoms for Suicide and Depression
Psychiatric Disorders & Suicide Awareness
TLC in Monmouth County: Who We Are and What We Do
CIACC Review of Services for Schools, DCF, DYFS and DCBHS
Juvenile Justice and the Education System
Raising an Empathic Child
Social Skill Communication Deficits in Children with Nonverbal Learning Disorder, Aspergers
Syndrome
CIACC Education Subcommittee-Education in Out of Home Placements
The Value of the TLC to Non-public School Staff, Students and Families
Behavioral Health Services
Early Childhood Grief
TLC Overview
System of Care
Introduction of TLC program
The Traumatic Loss Coalition
CIACC
What Parents Can Do to Help Children Who Experience Grief, Loss & Trauma
Overview of Traumatic Loss Coalition in Gloucester County
Overview of TLC and Creating Trauma Informed School Systems
TLC in Middlesex County
I&RS Teams and Mental Health Issues in the Classroom
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Chronological Assessment of Suicidal Events
Identification and Prevention of Adolescent Suicide
Recognizing and Responding to Suicidal Adolescents
Issues in Adolescent Suicide: Keeping Your Child Safe
Positive Coping Skills-Resiliency Training
CIACC Education Subcommittee
Overview of TLC Services-Part of Education Subcommittee Training
Suicide Prevention, Intervention and Postvention
Understanding What Schools Can Do About Bullying and Sexual Harassment
Suicide Prevention: Identifying Signs and Symptoms for Suicide and Depression Part II
Coping with Parental Unemployment
Navigating the System in Making Referrals for Suicidal Students
Tasks of Grief
School Phobia
Understanding Adolescents
TLC and Using Creative Arts with At-Risk Students
The Involvement of TLC with SBYSP During the Year
Traumatic Loss Services in Warren County
An Overview of the Traumatic Loss Coalition
Rachel’s Challenge
Working with the Haitian Population
Substance Abuse-Disaster Response
Appendix 3
Suicide Postvention and Trauma Response Training
Provided or Sponsored by Coordinators
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Crisis Prevention and Trauma Response
Responding to Sudden Traumatic Loss in Schools and Elements of Crisis Response
Coping with Traumatic Loss
Community Response Team/Community Economic Pressure
How the TLC Program Can Assist the Cop to Cop Program
Preparing for a Crisis-Review of Crisis Plan
Crisis Management Plans and Traumatic Loss
Navigating and Coping Through Personal Crisis and Traumatic Loss
Managing Crises in the Schools
Working with Law Enforcement in the Crisis/Trauma Response
REMS Meeting at the BC Office of emergency Management
LRT
DRCC Training on Ethics
School Entry by Other Organizations
Managing Crisis in the Schools
Bergen County TLC Services and LRT
Bergen County Emergency Services 101-PESP, FCIU, 262-HELP & TLC
Developing and Integrating a Crisis Plan that Works for You
Crisis Response Team Training
Self Care
Crisis Planning for Special Needs Population
PTSM and Psychological First Aid
Managing Trauma and Loss in Schools
Taking Care of the Caregiver During a Disaster
Understanding RH Services
Crisis Postvention for the Hampton Township Crisis Team
Superintendent’s Roundtable
Building Trauma Informed School Systems and Crisis Team Preparedness
Classroom/Community Based Interventions
Assisting Children and Adolescents in Disaster
Appendix 4
Appreciation Letters
To: Traumatic Loss Coalition - Camden/Gloucester Counties
This is to formally thank the coalition and their wonderful presenters, Karen Maxim, Donna Amundson
and Linda Garrett for the excellent training provided for our staff on Suicide Awareness and Crisis
Team Building. We are so fortunate to have been able to network with your organization after the
several tragedies we experienced first hand last year. Your support and expertise has helped us to
grow tremendously in our understanding of the process of response and recovery.
This knowledge will benefit our entire school district and neighboring communities for many years to
come. We look forward to working with you in the future as we refine our processes and take new
steps toward broadening our horizons.
Pam Nielsen
Pine Hill Public Schools
To: Stephanie Mulfinger-Bergen County
I would like to take this opportunity to express my heartfelt appreciation to you and your team for your
professional servic4s. I am extremely grateful for the dedication to each young seasonal employee and
this community during a most trying time. Your cooperative and empathetic style guided us through a
difficult situation and helped us find comfort in a time of pain. Your knowledge, skills and support
effectively consoled all; from the youngest camper to our veteran staff members. I am so grateful.
I thank you on the behalf of our village community. I value your service and expertise, and will praise
you and your agency so that others may also be helped.
Nancy A. Bigos, Recreation Superintendent
Village of Ridgewood Parks & Recreation
To: TLC Central
Stephanie Mulfinger
On behalf of the Wyckoff Board of Education and administrators, I would like to extend our heartfelt
thanks and appreciation to you for your assistance in the counseling of our students, parents and staff
due to the recent passing of a middle school student. Your efforts in accomplishing effective grief
counseling are to be commended and with your assistance, we were able to endure such a tragic event.
Wyckoff is truly fortunate to have such professional caring and compassionate support groups that
come together during times of need. We greatly appreciate your selfless time and efforts.
Janet Razze, Ed.D.
Superintendent of Schools
To: Arlene O’Connell-Essex County
Thank you for your help. I know from the discussion in the building that the people here appreciated
your involvement and found it very helpful. Your intervention was appropriate and necessary and will
contribute to the healing process.
Frank Digesere
Bloomfield Schools
To: Sue Heguy-Bergen County
Thank you so much for all your help in guiding us through our two recent deaths. It is so good to know
there is support that we can access with a phone call and you and your team really provided us with
much needed assistance.
On behalf of our administration, the staff and the students, please accept our heartfelt appreciation and
best wishes for your continued success in your efforts with the Traumatic Loss Coalition.
Joanne Stickles
Emerson Junior-Senior High School
To: Sue Heguy-Bergen County
I wanted to thank you, Trish, Teresa, and Alex again for coming. Your presence was very much
appreciated by Dr. Romano, the staff who were with the students, and most definitely by the students
themselves. They felt cared about and supported. Your speaking with them really helped them to
understand what they were experiencing. Alex was also very helpful in giving them clear direction in
how to deal with the media. Trish, Teresa, you, and Alex let them know that 0ersons really cared and
were there for them. They are doing better today and the memorial service was really beautiful and
helped to give them closure and peace. On behalf of myself, the staff (especially Sun and Barbara),
and the students thank you so much.
Barbara Pitocco
Fort Lee School
To: Staff of Piscataway High School-Middlesex County (Excerpt from Commendation Letter)
The New Jersey Traumatic Loss Coalition (Middlesex County), headed by Mr. George Scott, provided
us with tremendous support, counsel, and guidance. I extend my sincere appreciation to them for all
their work. They not only provided us with trauma response, they are also working with us in our
efforts to promote suicide prevention.
Michael A. Wanko
Principal, Piscataway High School
To: Dan Silitsky-Passaic County
Thank you for taking time out of your demanding schedule to assist us during a difficult time at our
high school. The services provided and your commitment to assisting students in need was evident
during the day. We appreciate your ongoing efforts to make Passaic County a model for coping with
traumatic loss. Take Care.
William Betar, Director of Pupil Services
Passaic County Technical Institute
To: Dan Silitsky-Passaic County
When the safety of our children is of utmost concern, your superb response to our crisis was critical. I
would like to personally thank you and your staff members for coming into our school district on
Monday morning, January 12, to meet with our faculty and to advise them of the procedures to follow
in informing their students about the prognosis of their principal.
On behalf of the Byram administration and staff, your conscientiousness and sensitivity to our children
was most appreciated.
Gayle Strauss
Superintendent, Township of Byram
To: Donna Amundson-TLC Central
I want to thank you for a great presentation. We got excellent feedback from staff who found it very
relevant to their clinical practice. I even noticed your influence on our program psychiatrist when I sat
in with him on an assessment a few days after he saw the presentation. His questions integrated
several of the techniques you teach. Keep us posted on the trainings you are planning for trainers. We
are interested.
Rob Goldberg
Acute Partial Hospital Program, Newton Memorial Hospital
To: Dan Silitsky-Sussex County
Thank you so much for your kind words and expression of support at our most recent School Based
Youth Services Advisory Board meeting on May 13, 2009. Our grant dictates that we host an Advisory
board comprised of members of outside agencies on a regular basis and that the Advisory board has a
good understanding of our services and how we meet the challenges of areas that we cannot directly
provide services to. Agencies such as Traumatic Loss Coalition is a prime example of how
collaboration goes a long way in assisting and supporting our teens and helping them become the most
effective and healthy young adults they can be as well as offering our support to the Sussex County
youth community through the TLC. We thank you sincerely for being committed to our program and
supporting our services and our students.
With deepest appreciation.
Suzanne Sarner, MA, LPC
Director, SBYSP/APPI
To: Sue Heguy - Bergen County (Following the Death of a Student)
I just wanted to thank you and your team again for all the help and support you provided to our
students and staff last week. As you know it was an extremely difficult week for all of us and your
response to our crisis helped tremendously.
Toni Bongard, Principal
Lindbergh Elementary School
Palisades Park
To: Arlene O’Connell - Essex County (Following the Death of a Faculty Member)
I just wanted to thank you for assisting us this past week. This was a difficult time for everyone in the
building as well as for some of the students in the high school. If any of my counterparts are unsure on
what you do, please feel free to forward their questions or concerns to me as I fully support the things
that your organization does and what you do personally to assist our district. Great talk this morning
to the Superintendent’s!
Gene Polles, Ed.D.
Superintendent of Schools
Cedar Grove Township School District
To: Arlene O’Connell - Essex County (Following the Death of a Faculty Member)
I would like to thank you for all your time and guidance in such a difficult time!! It is comforting to
know that we have a shoulder to lean on when in need!!! Thank you and have a happy holiday.
Nicholas Norcia
Cedar Grove Township School District
To: Arlene O’Connell - Essex County (Haitian Earthquake)
Could not have done it without your help.
M. Sean Lovell, MSW, LSW
I&R Team Coordinator
Central High School, Newark
To: Arlene O’Connell - Essex County (Haitian Earthquake)
Thank you again for responding so quickly to my phone call and for scheduling a visit the next day.
You helped a great deal in relieving some of the anxiety and pressure the family workers were
experiencing. The feedback was positive. We are planning to further support these Family Workers
next week with training through Michele Van Horn and Eileen Walton.
Audrey Lassiter
Supervisor of Early Childhood
Irvington Public Schools
To:
Arlene O’Connell - Essex County (Haitian Earthquake)
Arlene! You are the best!!! What a life saver you and your team are!!!! Thank you again!
I will be in touch. We are thinking of running a night program for students and parents…
Elizabeth Maddalena, Ed.S.
Director of Student Support Services
West Orange
To: Arlene O’Connell - Essex County (Haitian Earthquake)
I hereby would like to express my most sincere gratitude for all the help and assistance during the
crisis situation our Haitian students and their families have faced during the last month. You have
been a great source of support and information. Your work with the students and staff at West Orange
High School during the days following the earthquake of January 12th, and your support for the parents
during the evening meeting on February 17th helped all of us during this time of great need.
Your guidance will never be forgotten. We greatly appreciate all that you have done.
Ana Marti ESL/Bilingual Supervisor
The Public Schools
West Orange
To: Dan Silitsky - Passaic County (Following the Death of a Faculty Member)
I just wanted to thank Dan and Becky again for coming out yesterday to Wayne Hills H.S. So far,
today is going smoothly with no major issues. We seem to have everything under control at this point
in time. With the break coming up, I think people are just hanging in until then so I do not believe we
will require any additional assistance at this time. If that changes I will let you know. Thanks for all
your help.
Donna King
Student Assistance Counselor
Wayne Hills High School
To: Mary Vineis-Morris County (Following the Illness of a Staff Member)
I want to thank you so very much for your kind words and expertise you extended to my home town.
My daughter (who can be a tough) thought the program was very helpful. I even received a call from
one of the boys moms stating that he found it of assistance. Vince certainly enabled the men to put
things in perspective. Coach Paul, spoke at length after the program.
I was worried about the turnout, but certainly the outcome was wonderful. I hope I won't need the
services of the coalition soon in my community, but know you are there.
If I can assist you in any way, please don't hesitate to call. Thanks,
KJ Feury
Appendix 5
Educational Components at Coalition Meetings
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Anger and Aggression
Sexual Minority Youth
The Mistreatment in Schools of Gay and Lesbian Teenagers
NIMS/ICS and START Team Middlesex County
Understanding & Preventing Compassion Fatigue
Collaborative Problem Solving
The Practical Issues of Managing Crises in Schools
Cancer Support for the Whole Family, the Whole time
Healing Through Creative Arts
Services Provided to Schools-Hudson Hospice
Different Stages of Grief
Grief Speaks
Introduction to Union County’s New Detention Center in Refugee Program
Bipolar Disorder in Children and the Controversial Issues Related to Diagnosis
NAMI New Jersey Services
Educating the Educator
Involuntary Outpatient Commitment: Status and Implications
AID-NJEA Mental Health Support Services
In Our Own Voice, Living with Mental Illness
Understanding RTI-How Can We Use the Model to Work with Troubled Students
Gloucester County Children’s System
NJ Mental Health Helpline
The New Workings of DYFS
Dance Movement Therapy
Impact of Technology on Our Youth
Mandated Reporting of Child Abuse in the School System
Community Outreach and Collaboration Efforts
Crisis Response with Children on the Spectrum
U2smart-Program for Teenage Fathers
An Overview of the NJ Child Care System: DYFS, CMO, FSO, School Crisis Response Team,
Family Success Center
The Children’s Acute Care System
Death, Dying and Bereavement Facts: Born Again Christian Faith
Death, Dying and Bereavement Facts: African-American
Death, Dying and Bereavement: Muslim
Multicultural Family Institute
NJ Mental Health Cares
Compassion Fatigue
Working with Youth and Their Medication
Art Therapy as a Tool for Dealing with Trauma & Loss
EMDR
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Crisis Management Principals
Stabilization Techniques
Child & Family Crisis Intervention to Union County School Systems-Trinitas Hospital
Risk Assessment Measures
Jason’s Message: Prescription & OTC Drug Abuse Prevention
Binge Drinking
Suicide Contagion
Suicide Prevention Training: Train the Trainer
Suicide Intervention and Postvention
Risk Factors for Suicide in Youth
Internet Dangers
Child Assault Prevention
Sticks and Stones
Therapy & Childhood Trauma
Cyber Bullying-Internet Safety
Everything You Wanted to Know About Illegal Harassment in the Schools but Were Afraid to Ask
Cyberbullying, Sexting and other Online Behaviors
An Overview of the Division of Child Behavioral Health Services in Atlantic County
Children’s Services-Hudson County
Discussion & Update of NJ DRCC
Working with Children After a Crisis
The Use of Creative Arts in Grief and Trauma Work
Children and Grief and the Power of Music Therapy
Grief and Loss in Youth
The Other of Side of Sadness
Separation & Loss in Foster Placement & Adoption
Understanding Family Court
Self-Injurious Behaviors
Presentation of AFSP Video “More Than Sad” with Discussion
Yoga, Relaxation and Meditation
Changes at DYFS
County Preparation for H1N1
Managing Difficult Behaviors in School
The Continued Danger & Prevalence of AIDS in the Community
DYFS-The New Case Practice Model
Language Barriers and Cultural Competency
Play Therapy with a Family Connection
EMDR Therapy and Childhood Trauma
Camden County Referral Programs
Middlesex County Children’s Interagency Coordinator Council
Services Available in Middlesex County
Loss and Separation
The Stigma of Rape and Its Resulting Trauma
Holding Trauma in our Bodies
Preparing Schools and Agencies to Respond in Camden County
High Point’s Perspective on a Crisis
Preparing for Crisis Intervention in School
Crisis Response in the School Setting
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Building the Lead Response Team
Mental Health and Substance Abuse
Dealing with Alcoholism and Drug Abuse in the Urban Community and Its Relation to Suicide
Substance Abuse in Adolescents
Under Age Drinking in Union County
Review of NJ Mental Health Cares Hotline
Suicide Prevention: Understanding Warning Signs
Understanding & Working with LGBTQ in Youth
Assessing Suicide Risk
Involuntary Outpatient Commitment
Maine Youth Suicide Prevention Intervention and Postvention Guidelines
Research in Suicide Clusters
The Choking Game
Gang Awareness in Cape May County
Dealing with Teenage Violence in the Urban Community
Summary-Presentation on Columbine
Dealing with Teenage Abuse and Sexual Assault in the Rural Community
Traits of Random Actor Violence and Prevention