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POLICY
5141.5 |
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Suicide Prevention The Manchester Board of Education directs the establishment of procedures and guidelines to deal with Youth Suicide Prevention and Attempts as required by P.A. 89-168. The board recognizes that suicide is a complex issue and that, while the school may recognize potentially suicidal youth and can provide a general assessment of risk, it cannot make a precise clinical assessment of risk and provide in-depth counseling. The schools, therefore, must refer the youth to an appropriate place for a more precise assessment of risk and in-depth counseling. Any school employee who may have knowledge of a student who may be at risk for suicide must take the proper steps to report this information to the building principal or his/her designee who will, in turn, notify the school social worker, the student's family, and appropriate resource services. "Any school employee" includes but is not limited to certificated and/or licensed employees such as teachers, administrators, school social workers, guidance counselors, school psychologists, youth services personnel, and vocational instructors, school nurses, school medical advisors, and also includes such employees as paraprofessionals. The Board of Education endorses suicide prevention education for students and staff.
Adopted:
August 27, 1990 STUDENTS 5141.5 Suicide Prevention-Administrative Guidelines and Procedures for the Primary Prevention of Suicide: Because one of the functions of a school system is to provide an environment which will foster positive youth development, and because of societal changes which have resulted in increasing numbers of children who are at risk for suicide, Manchester Board of Education wishes to take a proactive stance in preventing the problem of youth suicide. Three areas must be addressed in the area of primary prevention. 1. Community Resources:
2. Staff Training
3. Age appropriate curriculum shall be developed based on factors found in Appendix A and Appendix B.
Crisis Team/Student Assistance Team (SAT): The SAT will vary between schools, depending on personnel available and the needs of each school. It may include the same staff who are standing members of the PPT. It may include some of the standing members of PPT and some additional staff. It may include a small core of staff appointed by the administrator. The crisis team may be core members of the PPT or SAT. Should the need arise, such as when the person in crisis may be on the crisis team, the Director of Student Support Services will arrange for extra support personnel to meet with the crisis team on a case-by-case basis. Documentation: All actions taken by school personnel should be carefully documented. Such records should express facts, observable behaviors, and actions. They should be placed in the student's health file. A copy should be submitted to the administrator, the Director of Pupil Personnel Services, and the School Social Work Department Head. Post Intervention Planning: When a student is ready to return to an educational program, the SAT will review the recommendations and determine further planning, adjustments to the educational program, and support services. Special Education: In general, there should be no incompatibility between these procedures and those governing students in a special education classification. The team should work closely with student support staff and involve them whenever appropriate. Contagion: Sometimes a suicide attempt or completed suicide will trigger other suicide attempts. There is no clear body of knowledge about how or why this occurs and what unique circumstances cause it. The best preventive measure against the contagion effect seems to involve careful identification and monitoring of students who may be in a risk category, efforts to reduce glamorization of the suicide, and carefully planned postvention activities. Drop-Outs: To the extent that the school continues to have contact with drop-outs located in the community, resources of the school should be utilized to be of assistance as appropriate to be determined by the principal. Anniversary Dates: The weeks, month of year anniversary of the death may trigger a delayed grief reaction or a suicide attempt modeled after the first. School personnel should be sensitive to this and intensify monitoring of students at these times. Suicide at School: Follow suicide attempt procedures as outlined. Most experts agree it is better to keep students at school, where adult support systems are available, than to send them home, where no adult supervisors might be available to them. Students should only be released to their parents or other responsible adults should they ask to leave school. Administrative Guidelines and Procedures for Students at Risk: When a staff member in the public school system other than a school resource officer, is confronted with a situation in which a student appears to be at risk of suicide due to life circumstances (see Appendix A, B), makes a statement of suicidal thinking, or it appears that an attempt at suicide is possible, that staff member is required to adhere to procedures, described below. Should a school resource to officer be so confronted, he/she shall adhere to procedures prescribed by the Manchester Police Department. 1. The staff member will immediately refer the student to the school social worker and the building administrator or his/her designee. If the school social worker is absent from the building, the building administrator will contact the school social work department head, who will coordinate the risk assessment. AT NO TIME DURING THIS PROCESS IS THE STUDENT TO BE UNSUPERVISED. In the event that a medical emergency exists, the school nurse will be notified immediately and emergency medical procedures will be followed. 2. The school social worker will meet with the student, immediately, for the purpose of establishing sequential facts or events leading to the crisis. 3. If the student is assessed as a low to moderate risk for suicide, the parents/guardian or caretaker will be notified of all conclusions reached on the same day of the referral. If parent/guardian is unavailable, continuous efforts will be made to contact them directly and a registered letter will be sent. An At Risk Report will be completed by the person assessing the risk. The student will be referred to the Student Assistance Team (SAT). 4. If the student is assessed as moderate to high risk for suicide, immediate contact will be made with a parent or guardian and a conference will be held the same day. In the case where a referral to the Department of Children and Families (DCF) is also indicated for an issue other than suicide, the Board of Education policy and guidelines on child abuse #5141.2 will take precedence with regard to contacting the parent/guardian. During the conference, the parent/guardian will be advised that an immediate evaluation by a mental health practitioner is indicated. Under no circumstances should a student who is assessed as high risk be allowed to go home alone. The student must be released only to a parent/guardian or other responsible adult. If reasonable attempts to reach the parent/guardian or other responsible adult in whose custody the child may be released are not successful, the case may be treated as a medical emergency and arrangements will be made to transport the student to an area hospital emergency room or mental health facility following emergency medical procedures. If the responding adult is judged to be nonfunctional, an attempt to reach another responsible adult may be made or the student may be transported following emergency medical procedures. If the student requires immediate medical attention, he/she will be transported to an area hospital following emergency medical procedures. The school nurse or other certified school personnel will arrange to have the parent/guardian or other responsible adult meet the student at the hospital. 5. A detailed report will be written on the appropriate form (At Risk Report) within twenty-four (24) hours by the individual who assessed the student. The report shall include: _____name
of student, birth date, school 6. Follow-up contact will be in accordance with the recommendations. 7. A copy of all reports will be submitted to the administrator, the Director of Student Support Services, and the School Social Work Department Head. The school copy of the report should be filed in the student's health and/or confidential file. 8. Failure on the part of the family to provide for the safety of the student in case of potential risk of suicide will be considered emotional neglect and reported to the Department of Children and Families (DCF) cf.5141.2 - Child Abuse/Neglect. 9. Students eighteen years or older and emancipated teens who refuse either school services or to follow recommendations will be asked to sign a document stating such refusal. This document will be a simple statement on a separate sheet of paper which will include: _____the
date and time 10. If such student is at imminent risk and refuses services offered, such student may be assessed as a danger to him/herself and emergency medical procedures would be followed. 11. If, as a result of the student's potentially suicidal activity, a need exists for changes in the student's educational program, the school's Planning and Placement Team may convene and consult with the student's parents/guardian, appropriate community agencies or mental health care providers, and, if feasible, the student to plan changes in the student's educational program. 12. The school social worker or certified school staff member who assumes responsibility for the case will maintain contact with the student's mental health provider(s) to support programming needs and follow-up procedures related to the student's functioning in the educational setting. 13. The student will be referred to the Student Assistance Team to determine whether additional support or planning is needed and to implement such a plan, if needed. After School Hours Staff Actions: If a staff member has become aware of a potentially suicidal student during after school hours, he/she should try to estimate the level of suicide risk by talking to the student and take the following actions: 1. Imminent Risk of Suicide: Contact the local police, give them information about the situation and the student's whereabouts. If the circumstances are very serious, stay on the phone or in contact with the student until someone can be enlisted to summon help. A contact should be made as soon as possible with the building administrator who will follow established guidelines. 2. No Imminent Risk of Suicide: Contact the building principal who will consult with the local crisis center and will act in accordance with existing guidelines. NOTE:
if the staff person is not able to assess the level of risk he/she should Administrative Guidelines and Procedures for Serious Attempt of Suicide or for Completed Suicide: When a serious attempt at suicide or a suicide occurs on school grounds, the following actions will take place: 1. The certified/licensed staff member who responds to notification of or who finds the person will institute emergency medical procedures: i.e. call school nurse and 911 first; and the administrator second. Do not presume the suicide is complete and the person dead. TIME IS OF THE ESSENCE. Only a physician can pronounce a person dead. 2. The administrator or his designee will:
3. The Crisis Team will:
4. The Director of Student Support Services or his designee will arrange for additional resources outside of the school system should that be necessary. He/she may inform the media and answer questions from the public or may designate a spokesperson to represent the Board of Education. Administrative Guidelines and Procedures for Suicide or Other Sudden or Traumatic Death Occurring off School Grounds or After School Hours: 1. Building administrator will notify the Superintendent who will notify the Director of Student Support Services or his/her designee as soon as information is received and confirmed. 2. Building administrator will convene the school Crisis Team as soon as possible. 3. The Crisis Team will:
4. The Director of Student Support Services will arrange for additional resources outside of the school system should that be necessary.
MANCHESTER
BOARD OF EDUCATION REPORT OF SUICIDE PREVENTION ANY STAFF MEMBER Immediately
contacts
***At Risk Report is sent to: Health File, SSW Dept. Head, PSS Director 1. Do not
keep, or promise to keep, information related to suicide confidential
with the 2. NEVER LEAVE STUDENT UNSUPERVISED at any time until the social worker has assessed the situation. 3. Refer the student, immediately, to the SCHOOL SOCIAL WORKER for an assessment of the situation. If your school social worker is not available, call 647-3473 SSW Dept., tell them you need someone to assess possible suicide right away. 4. Notify NURSE first if it is a MEDICAL EMERGENCY, then notify principal and school social worker. 5. In SERIOUS
EMERGENCY, TIME IS OF THE ESSENCE, CALL 911 FIRST, 07/02 SCHOOL
SOCIAL WORK DEPARTMENT RISK OF SUICIDE - WHAT TO LOOK FOR Many children express feelings of sadness, of not being loved, of feeling worthless. However, when such feelings are persistent or intense, there is cause for worry. When children talk about ending their life or make attempts to do so, immediate action must be taken to make the child physically safe. NEVER LEAVE ANYONE ALONE IF YOU HAVE A SUSPICION THEY MIGHT HARM THEMSELVES OR SOMEONE ELSE. GET HELP QUICKLY. IF YOU FIND SOMEONE SERIOUSLY ATTEMPTING SUICIDE, INSTITUTE EMERGENCY MEDICAL PROCEDURES WHICH IS TO CALL THE SCHOOL NURSE AND 911 AS THE FIRST RESPONSE, THEN CALL THE ADMINISTRATOR AND OTHER HELP. NEVER PRESUME THE SUICIDE IS COMPLETE. These are some characteristics of depression: ·
Despair over the loss or potential loss of something or someone important Appendix
A The following life crises, behaviors and circumstances have been identified by experts as potential risk factors for suicide. No one can say with certainty which specific life conditions and personality traits may combine to result in suicide. Nor can we say why one person commits suicide and another with similar circumstances does not. Staff should become familiar with these risk factors and make referrals to the principal or his/her designee when they are observed. Family Factors Suicide
of a family member (especially of a parent or sibling). Environmental Factors Suicide
of someone the youth has known or identified with. Behavioral Factors Past history
of suicide gestures or attempts. Chronic
or unexpected disciplinary crises at home or school. Personal Factors Frequent
periods of feeling down. Psychiatric Factors Affective
disorder diagnoses. Appendix
B The following supplement is designed to provide more in-depth information concerning some of the more important risk factors for suicide as listed in Appendix A. 1. Previous Suicide attempts - even if these attempts were not deemed to be very serious and even if they occurred in the past and were not followed by therapy or counseling, they indicate increased risk for further attempts. 2. Sexuality Conflicts - Gay and lesbian youths have a high incidence of suicide than heterosexual youths: this is true even if the young person has not outwardly defined him/herself as homosexual but is still struggling with sexual identity issues. 3. Exposure to AIDS - The knowledge that one's sexual partner has contracted or been exposed to AIDS may result in a higher risk for suicide even if this person has not taken the AIDS test but believes him/herself to be in danger of contracting it. 4. Low Self Esteem and Social Skills - Students who are continually being rejected by others (or have that perception) may become self-rejecting, self-hating and self-harming. 5. Serious Risk Taking - A disregard for one's personal safety whether expressed through unnecessary risks taken in athletics or recreational activities or through daredevil driving while drunk may indicate an ambiguity about wanting to live. 6. Alcohol/Drug Abuse - Many troubled students initially use alcohol/drugs to "medicate" their pain only to discover that over time this use increases their depression and problems. 50-80% of suicidal teens are alcohol/drug involved. 7. Sexual, Physical, Emotional Abuse - The self-blame, quiet, shame and self hatred experienced as a result of abuse, as well as the "loss" of the parent as a trusted adult increase risk for suicide even if the abuse occurred years earlier. 8. Suicide of a Family Member - especially a parent, increases risk for the child even if the suicide has been kept a "secret" and especially if no counseling was ever provided to survivors. 9. Teens with Chronic, Serious Problems - within their families, their schoolwork, their peer relationships or their community may respond by acting negatively, getting into even more difficulty with their parent, the law or school officials, leading to the perception that there is "no way out." 10. Learning Disabled or gifted Students - who experience feelings of alienation and being different from their peers may become increasingly discouraged and hopeless about things ever getting better. 11. Family Alcoholism - may result in feelings of guilt, shame, isolation and inability to control one's life or meet parental expectations; this is especially aggravated by the "code of silence" children learn leading to feelings of hopelessness, helplessness and alienation. 12. Compulsive Achievers - or perfectionists who are chronically unable to meet their own or parental standards or who interpret lower achievement levels s failure may become so self-rejecting and self-loathing as to become self-harming. 13. Running Away - Suicide screenings of runaway young people have shown that over 50% of them have thought about suicide as an answer to their problems. There is also a high correlation between running away and family abuse and alcoholism. 14. School Problems - Academic or Beahvioral - Many young people experience school as a place where they feel like a failure. A negative cycle may develop in which the young person does poorly at school because of low self esteem, lower ability levels or preoccupation with personal or family problems: the school problems put more pressure on the young person adding to already present feelings of worthlessness and hopelessness which in turn result in further social problems, etc., etc. 15. Loss - Of any kind whether due to death, divorce, failure to achieve a goal, breaking up with a girlfriend or boyfriend, moving, going off to college, etc., often results in feelings of grief, embarrassment, isolation, alienation, insecurity and aloneness. Without an adequate support system these feelings may become overwhelming for the young person. 16. Fascination with Death, Violence, Satanism - is often expressed through music, clothing, posters in their rooms and behavior. This fascination may indicate that the young person is pre-occupied with thoughts of death and self-harm. If such a fascination becomes a pre-occupation; that is, the young person's life begins to change significantly, the potential for suicide must be seriously considered. 17. Psychiatric Disorders - Certain psychiatric diagnoses, specifically clinical depression, conduct disorders and certain affective disorders have been identified by the National Institute of Mental Health researchers as risk factors for suicide. Appendix
C It is important to note that adolescence is often a time of change and mood swings. When considering possible warning signs of suicide, you should look for the pattern (several related signs), the duration (2 or more weeks of a given pattern), the intensity and the presence of a particular crisis event. You should measure these against what is perceived to be normal for a given adolescent. Perhaps, most importantly, you should trust your instincts. When in doubt, seek help. Any young person exhibiting some combination of these signs is probably in need of some type of help. Many of the risk factors listed in Appendix A are, in hindsight, seen as early warning signs for suicide following a suicide death. Observation of the following signals of severe emotional distress or overt suicide warning signs, especially when combined with two or more risk factors from Appendix A must be reported to the principal or his/her designee as soon as possible. Early Warning Signs Difficulty
coping with any of the risk factors in Appendix A.
Increased
frequency and/or quantity of alcohol and other drug use. Persistent
physical complaints (especially if no physiological basis can be found)
such as headaches, Late Warning Signs Threatening
to commit suicide, openly talking about death, not being around, not
being wanted Preciptating Events - Often one event will seem to trigger a suicide or suicide attempt. The most common of these seem to be: Loss of
a close relationship through: |
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©2005
Manchester, CT - Board of Education
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