Suicide Prevention Training

     Today (well, long ago when I started writing this and scheduled this to be posted for), my college class covered suicide prevention training. In my school's state, it will be required for licensure starting in July. My college used QPR training from QPR Institute for Suicide Prevention. QPR can be as life saving as CPR.QPR is meant to show the person that you care and give them hope.

There are three basic parts to QPR:
1. Question - Most people will ask for help or communicate their struggle within a week of their suicide attempt. It's important to listen and take it seriously. I was also taught that it is best to be direct when asking if they are considering suicide because it will lower their anxiety and risk of impulsive act. Don't ask in a negative way (You're not suicidal, are you?).
2. Persuade - Listen. Suicide isn't the problem; something deeper is. Offer hope. Take them to get help. You're not a counselor, but you can visit one together.
3. Refer - It is best if you can directly take the person to someone who can help like a counselor. Even getting them to consider going for help is good, but it is best to ensure that they are getting help.

Some other interesting things I learned:
-Elderly are among the highest group of people who commit suicide since they lose hope and can feel alone.
-Suicide can even affect young children.
-Many suicidal children will tell friends.
-Girls are more likely to be depressed, but boys are more likely to attempt suicide, especially after a crisis event (break up, discipline problems, humiliating event, ect.).


How does this apply to me as an elementary teacher?
-I should be on the lookout for signs and students reaching out for hope.
-I should refer to a good counselor and follow up regularly rather than giving counsel myself.
-I need to teach my students when they need to break promises and tell an adult.
-I need to show my students that I care for them and give them hope even when they feel alone, stressed, and desperate.

Has anyone else had QPR training for your licensure? How do you address this topic in your classroom?