SAVE also worked closely with several leading experts in the field of suicide prevention. Experts consulted on program content, design, and current best practices for school based programs. In A Crisis? Upon completion of LEADS: for Youth, students will gain the following: Increased knowledge of depression, depression symptoms, and facts about suicide.
Increased ability to recognize risk factors and protective factors for suicide and suicide warning signs.
Objective: Suicide is one of the leading causes of death among youth today. Schools are a cost-effective way to reach youth, yet there is no conclusive evidence regarding the most effective prevention strategy.
We conducted a systematic review of the empirical literature on school-based suicide prevention programs. Individual studies were rated for level of evidence, and the programs were given a grade of recommendation. Activities are designed to restrict access to handguns, drugs, and other common means of suicide. Intervention after a suicide. These programs focus on friends and relatives of persons who have committed suicide.
They are partially designed to help prevent or contain suicide clusters and to help adolescents and young adults cope effectively with the feelings of loss that follow the sudden death or suicide of a peer. After categorizing suicide prevention efforts according to this framework, an expert group at CDC reviewed the list to identify recurrent themes across the different categories and to suggest directions for future research and intervention.
Strategies in suicide prevention programs for adolescents and young adults focus on two general themes. Although the eight strategies for suicide prevention programs for adolescents and young adults differ, they can be classified into two conceptual categories:.
Strategies to identify and refer suicidal adolescents and young adults for mental health care. This category includes active strategies e. Some passive strategies are designed to lower barriers to self-referral, and others seek to increase referrals by persons who recognize suicidal tendencies in someone they know.
Strategies to address known or suspected risk factors for suicide among adolescents and young adults. These interventions include promoting self-esteem and teaching stress management e. Although restricting access to the means of committing suicide may be critically important in reducing risk, none of the programs reviewed placed major emphasis on this strategy. Suicide prevention efforts targeted for young adults are rare. With a few important exceptions, most programs have been targeted toward adolescents in high school, and these programs generally do not extend to include young adults.
Although the reasons for this phenomenon are not clear, the focus of prevention efforts on adolescents may be because they are relatively easy to access in comparison with young adults, who may be working or in college.
Links between suicide prevention programs and existing community mental health resources are frequently inadequate. In many instances, suicide prevention programs directed toward adolescents and young adults have not established close working ties with traditional community mental health resources.
Inadequate communication with local mental health service agencies obviously reduces the potential effectiveness of programs that seek to identify and refer suicidal adolescents and young adults for mental health care.
Some potentially successful strategies are applied infrequently, yet other strategies are applied commonly. Despite evidence that restricting access to lethal means of suicide e. Other promising strategies, such as peer support programs for those who have attempted suicide or others at high risk, are rarely incorporated into current programs. In contrast, school-based education on suicide is a common strategy.
This approach is relatively simple to implement, and it is a cost-effective way to reach a large proportion of adolescents. However, evidence to indicate the effectiveness of school-based suicide education is sparse. Educational interventions often consist of a brief, one-time lecture on the warning signs of suicide -- a method that is unlikely to have substantial or sustained impact and that may not reach high-risk students e.
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