RVTS Conference 2014
“Creating a School Culture of Prevention”
Frank J. Zenere, Ed.S.
School Psychologist, Crisis Management Specialist
Miami-Dade County Public Schools
Miami, Florida U.S.A.
June 3, 2014
Kristiansand, Norway
Greetings
from
Miami
Miami-Dade County
Public Schools
Fourth largest school district in the
U.S.A. (350,000 students)
73% of students eligible for free and reduced price lunch
91% of all Miami-Dade students are minority children
50% of all families are foreign born
More than
12% of households are headed by a family member with less than a
9th grade education
75% of families speak a language other than English at home
Miami-Dade entered the 21st century with graduation rates barely
55%
A CHANGING WORLD … CHANGING NEEDS
5
M-DCPS meets these
changing needs.
Student Safety & Health Priority Areas
School Safety
7
DID YOU KNOW?
8
Tragic incidents and large scale acts of violence in
schools anywhere in the United States are
EXTREMELY RARE.
Homicides on school grounds during the school
day are VERY RARE
9
U.S. Department of Justice, 2012
What does research say about the most serious
incidences of school violence?
10
Safe School Initiative Findings
11




Incidents of targeted violence at school rarely were
sudden, impulsive acts.
Prior to most incidents, other people knew about the
attacker’s idea and/or plan to attack.
There is no accurate or useful “profile” of students
who engaged in targeted school violence.
Most attackers engaged in some behavior prior to
the incident that caused others concern or indicated
a need for help.
United States Secret Service and the United States Department of Education, 2002
Safe School Initiative Findings
•
•
•
•
•
Most attackers had difficulty coping with losses or
personal failures.
Many had considered or attempted suicide.
Many attackers felt bullied, persecuted or injured
by others prior to the attack.
Most attackers had access to and had used
weapons prior to the attack.
In many cases, other students were involved in some
capacity.
United States Secret Service and the United States Department of Education, 2002
12
13
Bullying Statistics, 2010, U.S.A.





Approximately, 70-80% of school age students have been
involved in bullying during their school years, as a bully, victim
or bystander (Graham, 2011).
Children identified as bullies often experience significant
mental health problems such as depression (Swearer, Song,
Cary. Eagler & Mickelson, 2001).
Victims of chronic bullying suffer severe and profound
consequences including; depression, anxiety and are at
incresed risk of dropping out of school.
Cyberbulling victims are twice as likely to attempt suicide as
others who are bullied (Hinduja & Patchin, 2010).
90% of bullying takes place between 4th and 8th grades
(makebeatsnotbeatdowns.org ).
DID YOU KNOW?
There were 6,477
homeless students
identified in MiamiDade County Public
Schools in 2012-2013.
• Florida reported 117,612
AIDS cases to CDC,
cumulatively, from the
beginning of the epidemic
through December 2008.
• Florida ranked 3rd highest
among the 50 states in
cumulative reported AIDS
cases.
• Miami ranks as the top city in
the nation with the most
reported cases.
16
DID YOU KNOW?
Drug use by 12th grade
students in the U.S.A. over the
last year.
•Alcohol: 70.6%
•Marijuana: 34.3%
•Stimulants: 10%
•Other Opiates: 9.5%
•Tranquilizers: 7.3%
•Sedatives: 6.5%
•Hallucinogens: 6.2%
•Cocaine: 5.3%
•Inhalants: 4.2%
•Steroids:2.5%
•Heroin: 0.9%
17
United States Department of Justice, 2012
• Currently there are
approximately 27 million
people enslaved throughout the
world with 2.5 million located
in the USA.
• Florida, with one of the highest
incidences of human trafficking
in the country, has been
identified as a hub for human
trafficking.
• Trafficking can involve schoolage children—particularly
those not living with their
parents—who are most
vulnerable.
18
Mental Health in the U.S.A.
At least 1 in 5 children
and adolescents has a
mental health disorder
1 in 10 has a serious
disorder
90% of people who
develop a mental
disorder show warning
signs during their teen
years
Youth Suicide Data, U.S.A., 2010




Suicide was the third leading cause of death for 15-24
year olds.
For youth aged 15-19, the suicide rate was 13.62 per
100,000; for children 10-14, the rate was 1.29 per
100,000.
Male youth die by suicide four times more frequently than
female youth.
The majority of youth who died by suicide used firearms
(44.5% of deaths). Suffocation was the second most
common method (39.7% of deaths).
American Association of Suicidology
Youth Suicide Data in Norway
Age 15-24, Male and Female
80
70
Number of Suicides
60
50
40
30
20
10
0
2010
2011
Year
2012
Youth Suicide Data in Norway
Age 15-24, Male
70
60
Number of Suicides
50
40
30
20
10
0
2010
2011
Year
2012
Youth Suicide Data in Norway
Age 15-24, Female
25
Number of Suicides
20
15
10
5
0
2010
2011
Year
2012
Youth Suicide Data in Norway
Age 15-24, Male and Female
90
80
70
Number of Suicides
60
50
40
30
20
10
0
2007
2008
2009
Year
2010
2011
2012
Why Schools Should Address Suicide
Maintaining a safe school environment is part of a
school’s overall mission.
 Other prevention activities (e.g., violence, bullying,
substance abuse, etc.) can also reduce suicide risk
(Epstein & Spirito, 2009).

Programs that improve school climate and promote
connectedness help reduce suicide risk (Blum, McNeely &
Rinehart, 2002).

Activities designed to prevent suicide and promote
student mental health reinforce the benefits of other
student wellness programs.
Preventing Suicide: A Toolkit for High Schools, 2012
Why Schools Should Address Suicide




26.1% of high school students, grade 9-12, felt sad
or hopeless for two or more weeks
16 % of high school students, grade 9-12, seriously
considered suicide in the previous 12 months
8% of students, grade 9-12, reported making at
least one suicide attempt in the previous 12 months
30%-40% of teens who die by suicide have made a
prior attempt
USA, Youth Risk Behavior Survey, 2011, CDC, 2012
Why Schools Should Address Suicide
Approximately 90% of youth suicide victims suffer from
some form of mental illness, the majority of which have a
mood disorder. Mental illness can impact student
performance in the following ways:

Difficulty concentrating
 Academic difficulties
 Disruptive behavior
 Problems with peers
 Increased irritability and aggression
 Poor judgment
 Excessive sleeping
Why Schools Should Address Suicide
A student suicide can significantly impact other
students and the entire school community.
 Taking appropriate and timely actions following a
suicide is critical in helping students cope with the loss
and preventing additional tragedies.
Preventing Suicide: A Toolkit for High Schools, 2012
Why Schools Should Address Suicide
Schools have been sued for negligence for the
following reasons:
 Failure to notify parents if their child appears to be
suicidal
 Failure to get assistance for a student at risk of
suicide
 Failure to adequately supervise a student at risk
Preventing Suicide: A Toolkit for High Schools, 2012
Components of Comprehensive School
Suicide Prevention Plans








Policy and procedures
Universal, targeted and indicated prevention
Gatekeeper training
Screening
Risk assessment protocol
Resource identification
Case management
Postvention plan
Miller, D., SUNY
Suicide Prevention Components
Tier 3: Intensive,
Individual Interventions
1-5% individual students
Tier 2: Targeted, classroom,
group Interventions
5-10% students
Tier 1: Universal, Prevention
and Interventions
80-90%% individual students
Suicide Prevention:
Universal Program Perspectives


Focus upon reduction of risk factors – intrapersonal
and interpersonal.
Enhance protective factors - intrapersonal and
interpersonal (family, school, community)
Risk Factors and Protective Factors
33



Suicide prevention efforts seek to reduce risk factors and
increase protective factors.
Risk Factors are characteristics that make it more likely
that a person will think about suicide or engage in suicidal
behaviors - could create the impetus for a suicidal act.
Protective Factors are not just the opposite or lack of risk
factors. They are conditions that promote strength and
resilience and ensure that vulnerable individuals are
supported and connected with others during difficult times,
thereby making suicidal behaviors less likely.
Risk Factors
Previous
suicide attempt/ gesture
Feelings of hopelessness or isolation
Psychopathology (depressive
disorders/mood disorders)
Parental psychopathology
Substance abuse disorder
Family history of suicidal behavior
Life stressors such as interpersonal
losses (relationship, social, work) and
legal or disciplinary problems
Access to firearms
Physical abuse/Sexual Abuse
Conduct disorders or disruptive
behaviors
Sexual orientation (homosexual,
bisexual, and trans-gendered youth)
Juvenile delinquency
School and/or work problems
Contagion or imitation
exposure to media accounts of
suicidal behavior in
friends/acquaintances)
Living alone and/or runaways
Chronic physical illness
Aggressive-impulsive behaviors

Protective Factors
Family cohesion (family with mutual
involvement, shared interests, and
emotional support
 Academic achievement
 Good coping skills
 Perceived connectedness to school
 Good relationships with peers
 Lack of access to means for suicidal
behavior
 Help-seeking behavior/advice seeking
 Impulse control

Problem solving/conflict resolution
abilities
 Social integration/opportunities to
participate
 Sense of worth/confidence
 Stable environment
 Access to and care for
mental/physical/substance disorders
 Responsibilities for others/pets
 Religiosity (a controversial topic
currently)

Universal Prevention Components
Universal Prevention Components





Skill building lessons for students
Suicide awareness education, including knowledge of
warning signs (Middle and Senior High Schools)
Promote help-seeking
Screening of all students
Gatekeeper training for caregivers
Suicide Prevention Curricula
Purpose
 Provide information about suicide prevention
 Promote positive attitudes
 Increase students’ ability to recognize if they or their
peers are at risk of suicide
 Encourage students to seek help for themselves and
their peers.
Preventing Suicide: A Toolkit for High Schools, 2012
Suicide Prevention Curricula
Content
 Basic information about depression and suicide
 Warning signs that indicate a student may be in
imminent danger of suicide
 Underlying factors that place a student at higher risk
of suicide
 Appropriate responses when someone is depressed or
suicidal
 Help-seeking skills and resources
Preventing Suicide: A Toolkit for High Schools, 2012
WHAT WE DO KNOW…



Presenting information to students can increase
knowledge, positively affect referral practices and
change their negative attitudes toward suicidal youth
Talking about suicide with youth, including warning
signs, does NOT result in negative, unintended side
effects
Reliable and valid screening and assessment measures
and methods are available
Miller, D., SUNY
WHAT WE DO KNOW
The following have lead to reductions in self- reported
suicidal behavior
 Providing information to students regarding suicide
awareness and intervention
 Teaching students problem solving and coping skills
 Reinforcing protective factors, while addressing risk
factors
Miller, D., SUNY
MIAMI-DADE COUNTY PUBLIC SCHOOLS SUICIDE
PREVENTION COMPONENTS
Universal Level
 Comprehensive Student Services Program PK-12:
Meets the academic, personal/social,
career/community awareness and health needs of all
students. This program provides students with nonacademic skills that promote and support student
achievement and individual growth.
COMPREHENSIVE STUDENT SERVICES PROGRAM




Philosophical Basis
Program Content
Program Modes of Delivery
Resources
Philosophical Basis
Our Vision- The Division of Student Services
provides the necessary resources and services for
students to be successful in school, work, and in life.
School
Counseling
Professionals
45
School
Social
Workers
Individual Counseling
Group Counseling
Family Counseling
Crisis Prevention
Crisis Intervention
Community Resources
College Assistance
Career/Goal Exploration
Evaluation
Consultation
Academic Advisement
School
Psychologists
TRUST
Specialists
School
Counselors
Program Content
Student Development Framework
(standards and benchmarks)
Four (4) Areas of skill development
 Academic
 Personal/Social
 Career/Community Awareness
 Health and Wellness
Program Modes of Delivery

The program modes of delivery organize the work
of student services personnel into direct and indirect
activities and services. They include the direct
services to students, parents, teachers, and
administrators through curriculum, planning,
responsive services, and indirect services of
system support.
Resources

The Comprehensive Student Services Program PKAdult is supported by resources in the form of
personnel, funding, policies and procedures, and the
community.
Goals




Eliminate or reduce barriers to student achievement
Maximize student personal, emotional and social
growth
Promote and enhance a healthy and safe learning
environment
Provide support to teachers, administrators and
staff
Miami-Dade County Public Schools Suicide
Prevention Components
Universal Level
 Curricula to Promote Healthy Relationships/Youth
Empowerment: provides developmental and
transitional strategies to promote physical and
psychological health, and the social-emotional wellbeing of all students (e.g., teen dating violence,
sexting).
“To Reach Ultimate Success Together”
TRUST
PROGRAM
What Is TRUST?
This is a comprehensive student assistance program
designed to provide prevention, intervention, referral,
and follow-up services to students and their families
who may be experiencing problems in the area of
substance abuse and other self-defeating behaviors.
The TRUST Focus



Minimizes student risk factors.
Promotes protective factors.
Creates a research-based approach to substance abuse.
Who Are Our TRUST Specialists?

Master’s or doctoral level professionals with
degrees in counseling, psychology, social work, or
related field.

Certification in guidance and counseling, school
social work, school psychology.
TRUST Specialist’s Role





Implement substance education curriculum
Implement staff in-service trainings
Assist administrators and other Student Services staff
in working with drug involved youths
Provide individual, group and family counseling
Provide community resources
TRUST Curriculum Focus

Substance Abuse Education



Substance Abuse and Risk –Taking Behaviors
Identify The Media’s Influence on Social Culture
Science/Social Studies Curriculum Infusion

Managing Your Emotions
Skills for Developing Healthy Relationships and Responsible
Behavior
Components of Solving Conflicts

Developing Good Decision-Making/Assertive Refusal Skills

Methods To Change Unwanted Behavior

Developing Peer Leaders


Typical or Troubled

Typical or Troubled: program developed by the
American Psychiatric Foundation aimed at training
school personnel to recognize signs of potential
student mental health concerns and seek assistance
from appropriate staff. The program will be
adapted for parents and students.
A program of the American Psychiatric Foundation
Brought to you via the Office of Exceptional Student Education
and the Division of Student Services
Typical or Troubled:
School Mental Health Education
NOTICE
TALK
ACT
Everyone Can Make a Difference
Every
Adult
School
Staff
Parents
Main Components of Presentation
State of the problem
Treatment
Steps to take
Warning signs
Normal teen development
Types of mental health problems
Referral process
Talking to parents
Managing the Classroom
Typical? or Troubled?
62 • Typical or Troubled?
TM
Typical Teens
• Complex period of rapid change,
transition
• Challenges: fitting in, defining
identity, competing demands
(school, home)
• Sometimes - other home issues
(divorce, violence or substance
abuse)
Bottom line: May display
alterations of mood,
distressing thoughts, anxiety,
and impulsive behavior.
• Experiencing more than
normal developmental
challenges
• Without treatment, more
likely to have serious
problems:
• Academic
• Relationships
• Employment
• Typical or Troubled?
TM
Signs of
Trouble
Teen Mental Health Disorders
Mood disorders
Anxiety disorders
Psychotic disorders
Behavioral/disruptive disorders
• Typical or Troubled?
TM
Gatekeeper Training
Universal level
 Staff Webinar: recorded suicide prevention webinar
for school personnel. Webinar builds knowledge in
the areas of suicide awareness, risk and protective
factors, warning signs, myths and help-seeking.
Early Warning Signs










Withdrawal from friends and family
Preoccupation with death
Marked personality change and serious mood changes
Difficulty concentrating
Difficulties in school (decline in quality of work)
Change in eating and sleeping habits
Loss of interest in pleasurable activities
Frequent complaints about physical symptoms, often
related to emotions, such as stomachaches, headaches,
fatigue, etc.
Persistent boredom
Loss of interest in things one cares about
Late Warning Signs











Actually talking about suicide or a plan
Exhibiting impulsivity such as violent actions, rebellious behavior, or running away
Refusing help, feeling “beyond help”
Complaining of being a bad person or feeling “rotten inside”
Making statements about hopelessness, helplessness, or worthlessness.
Not tolerating praise or rewards
Giving verbal hints with statements such as: “I won’t be a problem for you much longer,”
“Nothing matters,” “It’s no use,” and “I won’t see you again”
Becoming suddenly cheerful after a period of depression-this may mean that the student
has already made the decision to escape all problems by ending his/her life
Giving away favorite possessions
Making a last will and testament
Saying other things like: “I’m going to kill myself,” “I wish I were dead,” “or “I shouldn’t have
been born.”
Myths About Suicide
 Talking to someone about suicide may give him or her
the idea.
 Anyone who tries to kill him or herself is irrational or
insane.
 People who talk about suicide don’t usually do it, they
just want attention.
 If someone is determined to take his or her own life
there is nothing you can do about it.
The Samaritans, 2014
BeSafe Anonymous Reporting
System: students are made
aware of multiple methods of
contacting school police to
report knowledge of
individuals planning to selfharm or harm others;
reinforced by campus posters.
WHAT WE DO KNOW…



Screening tools have been used effectively at schoolwide, class-wide and individual levels
Screening assessment measures can accurately and
effectively identify at-risk and high-risk youth
The use of screening procedures does NOT lead to an
increased level of self-reported distress or suicidal
behavior
Miller, D., SUNY
Targeted Prevention Components
Suicide Prevention Components
Targeted level
 Student Assistance Profile: At the end of each
grading period, counselors receive a printout on
each student that reviews major areas of
functioning including academic performance,
attendance and behavioral concerns. Students
demonstrating difficulty in several areas meet with
a school counselor.
Suicide Prevention Components
Targeted level
 Student Support Team: multidisciplinary team that
discusses at-risk students and determines best
course of intervention.
 Group Counseling Services: school-based small
group interventions exploring grief issues, GLBTQ
student support, dropout prevention, anger
management and other areas of concern.
Suicide Prevention Components
Targeted level
 Health Connect in Our Schools: program that
addresses health needs of children through health
promotion, education and care. These school-based
teams are located in at-risk communities and consist of
one nurse, two health aides, and a clinical social
worker.
 Postvention: peer survivors of student suicide are
provided services focused upon addressing grief
responses, prevention of contagion effects, and
maintaining a safe, secure and positive school climate.
Skill-Building Programs for Students at Risk of
Suicide
Purpose


Build coping, problem-solving and cognitive skills
Address related problems such as depression and other mental
health issues and substance abuse
Content



Problem- solving and coping skills exercises
Activities to improve resilience and interpersonal relationships
Focus on the prevention or reduction of self-destructive
behavior
Indicated Prevention Components
YOUTH SUICIDAL BEHAVIOR:
ASSESSMENT AND INTERVENTION








Conduct mental health status examination
Conduct suicide risk behavior assessment
Involve law enforcement, if necessary
Contact parent/guardian
Provide supervision
Provide recommendations for community-based
mental health resources
Provide follow-up support
Document the process
Crisis Hotline Reporting


The crisis hotline is used to report select student
risk behaviors that have come to the attention of a
school staff member, whether the behavior
occurred on campus or in the community.
The school mental health professional that is
working with the student is responsible for
reporting the risk behavior, after the crisis
situation has been stabilized.
How and What to Report?







Contact the Crisis Hotline at 305-995-CARE (2273)
Identify if you are calling to complete a report or if you
require immediate consultation
Report knowledge of the following behaviors:
Suicidal ideation, threat or gesture
Suicide attempt
Homicidal ideation, threat or gesture
Self-injurious behavior
Consultation



Consultation may include discussion of District
response procedures, risk assessment guidelines and
intervention strategies.
Crisis Team members may also assist schools in
identifying and locating appropriate resources for
individuals and families.
It is sometimes just helpful to have a colleague listen
and reflect upon your concerns.
Treatment and Case Management
Barriers to Treatment of At-Risk Youth





Neither teens nor the adults who are close to them
recognize symptoms as a treatable illness
Fear of what treatment might involve
Belief that nothing can help
Perception that seeking help is a weakness or a
failure-stigma
Feeling too embarrassed to seek help
American Foundation for Suicide Prevention, 2011
Facts About Treatment



Some depressed teens show improvement in 4-6
weeks with structured psychotherapy alone
Most others experience significant reduction of
depressive symptoms with antidepressant medication
Supplementary interventions (exercise, yoga,
breathing exercises, changes in diet) improve mood,
relieve anxiety and reduce stress that contributes to
depression
American Foundation for Suicide Prevention, 2011
Facts About Antidepressant Medications



Medications work by restoring brain chemistry back
to normal
A small percentage of youth show agitation and
abnormal behavior that may include increased
suicidal thoughts and behavior
Since 2004, FDA warning recommends close
monitoring of youth taking antidepressants for
worsening of symptoms, suicidal thoughts or behavior,
or other changes
American Foundation for Suicide Prevention, 2011
School Actions Following Treatment/Hospitalization








Schedule a Student Support Team meeting upon return to school
Ask parent/guardian to sign the Mutual Consent for Release of
Information form
Discuss who, if any, staff member(s) they would like to inform about the
suicidal behavior event
Adjust classroom schedule and work load to accommodate the student’s
needs
Designate school support person(s)
Be aware of any medications student is taking along with potential side
effects
Provide assistance in preparing responses to potential questions from
peers
Check on the student regularly following his/her return to school
SUICIDAL BEHAVIOR AMONG AT-RISK STUDENT
POPULATIONS
Suicide and Bullying, is there a Connection?



Nearly 25% of 10th grade students who reported being
bullied also reported having made a suicide attempt in the
past 12 months( Youth Suicide Prevention Program, 2010-2011).
Half of 12th grade students who reported being bullied also
reported feeling sad and hopeless almost everyday for two
consecutive weeks ( Youth Suicide Prevention Program, 2010-2011).
In one study, researchers found a clear relationship between
cyberbullying and suicide; 78% of suicide victims had been
subjected to bullying at school and online (American Academy
of Pediatrics, 2012).
Suicide and Bullying, is there a connection?


A study conducted by Klomek, et al.,2011 found that
exposure to bullying had relatively few outcomes for
the majority of youth. The only group that showed
suicidal ideation and behavior following high school was
youth who suffered from depression at the time they
were bullied.
Another longitudinal study links exposure to prolonged
bullying to the development of serious mental disorders
(depression and anxiety) in later life. 25 % of this group
reported suicidal ideation or behavior as an adult
(Copeland et al., 2013).
Suicide and Bullying:
Limits to Research Findings



Although involvement in bullying is related to a greater
likelihood of suicidal thoughts and behavior, one cannot
conclude that bullying causes suicidal thoughts and
behaviors
Most studies have looked at the correlation between
bullying and suicide at one point in time; more
longitudinal studies are needed
Other factors, such as mental health problems and family
history of suicide, play a much larger role in predicting
suicidal thoughts and behaviors than bullying (stopbullying.gov,
Suicide Prevention Resource Center, 2011)
Suicidal Behavior among LGBTQ Students



LGB high school students and students unsure of
their sexual orientation were 3.4 times more likely
to have attempted suicide in the last year than their
straight peers (Garafalo et al., 1999).
30.1 percent of transgender individuals reported
they have attempted suicide (Kenagy, 2005).
Numerous studies cite that LGB youth have higher
rates of suicide ideation than their straight peers
(Massachusetts Dept. Of Education, 2006).
Suicidal Behavior Among LGBTQ Students

Being LGBT is not in isolation a risk factor for
suicidal behavior; however, stressors that they face,
including discrimination and harassment- are
directly associated with suicidal behavior
American Association of Suicidology
Suicidal Behavior Among LGBTQ Youth:
Implications for Prevention




Provide professional development for school staff about issues
faced by LGBTQ youth, including the elevated risk for suicidal
behavior, victimization, and family rejection
Develop policies and procedures for responding to youth
suicidal behavior and self-injury
Create and enforce non-discrimination polices that extend
equal rights to all sexual orientations and gender identities
Develop school-based support groups for LGBTQ youth and
their families
Suicide Prevention Resource Center, 2008
YOUTH SUICIDE PREVENTION:
CULTURAL IMPLICATIONS
It is estimated that by the year 2030, minority children will outnumber white
children in the United States. Therefore, the availability of quality mental health
services for minorities is critical to the future of our nation (CDC, 2005).
Youth Suicide Prevention:
Cultural implications








Be aware of cultural protective factors
Understand the role of acculturation
Determine the impact of religion and spirituality
Understand the interpretations of distress across cultures
Be aware of attitudes toward help-seeking, especially mental
health services
Understand the role of family in treatment
Dispel cultural myths
Be aware of the battle between collectivism vs. independence
Goldston et al., 2008
Suicide Prevention in M-DCPS:
Historical Perspective




1980-1988 : Student Suicide Rate 5.5/100,000
1989:
Program Implementation
1989-2006: Student Suicide Rate 1.4/100,000
1990-2005: Suicide Rates for Youth 5-19 years
M-DCPS Suicide Rate 1.3/100,000
Florida Suicide Rate 3.0/100,000
USA Suicide Rate 3.5/100,000
Student Risk Behavior: Five Year Review
Risk Behavior
2008-09 2009-10
2010-11
2011-12
2012-13
4
2
4
1
7
35
38
39
31
67
39
36
28
17
26
279
237
202
90
207
288
357
346
271
310
Self- Injury
Homicidal Threats
133
182
149
65
242
4
86
118
84
103
Homicidal Ideations
106
82
42
11
27
Homicidal Gestures
0
0
0
5
2
Misc. Risk Behaviors
96
49
33
118
255
Missing Persons
Total
364
342
400
285
220
1,348
1,411
1,301
978
1,488
Suicides
Suicide Attempts
Suicidal Gestures
Suicidal Threats
Suicidal Ideations
Student Suicide Data, Rate per 100,000
2008-09
2009-10
2010-11
2011-12
2012-13
1.2
0.6
1.2
0.3
2.0
2.5
2
1.5
1
Suicide Rate
0.5
0
2008-09
2009-10
2010-11
2011-12
2012-13
Student Suicide Attempt Data, Rate per 100,000
2008-09
10.1
2009-10
11.0
2010-11
11.2
2011-12
8.9
2012-13
19.1
25
20
15
Suicide
Attempts
10
5
0
2008-09 2009-10 2010-11 2011-12 2012-13
“We really need to put more resources in prevention.
No matter how well we plan, you can’t plan for
everything. The big lesson is that there are limits to
our response.”
- James Steinberg
QUESTIONS