These resources include Preparing for Infectious Disease Epidemics and The PREPaRE Model, Crisis Intervention, and Global Pandemic. Key to ensuring as equal access to these services as possible is knowledge of a range of communication options, the most basic of which is the telephone. Hands-on learning. National Association of School Psychologists (NASP) suicide assessment and intervention checklist during distance learning Click here to access this resource. Uncertainty about the circumstances of the pandemic may generate fear and worry about the future. Suicide Prevention Telehealth Opportunities and Challenges. This guidance is applicable regardless of the service delivery method. Recommended virtual suicide prevention practices. The National Association of School Psychologists (NASP) published its 3rd edition of the “Ready to Learn, Empowered to Teach” brief that outlines the seven key principles critical to an effective public education system. Given these observations, the need for school psychologists to continue to offer comprehensive suicide prevention is clear. However, doing so when youth are not attending brick and mortar schools requires knowledge of a range of telecommunication options, basic telehealth competence, and an appreciation of the unique challenges and opportunities of telehealth. For this population, consider encouraging access to The Trevor Project. As this special form of crisis intervention has the dual goals of intervening to help students cope with an extreme traumatic stressor and of minimizing suicide contagion (i.e., it is both prevention and intervention) many of the opportunities and challenges offered in Tables 4 and 5 are applicable. Table 5. Celebrating School Psychology Awareness Week, US Department of Education Hosts First Ever School Psychology Roundtable, U.S. Department of Education School Ambassador Fellowship, "Nothing is More Powerful than an Idea Whose Time has Come", Joint Statement from Members of the Disability Community and Allies on Gun Violence Prevention Policy and Mental Health Disabilities, School Safety and Gun Violence Prevention Messaging Should Not Escalate Anxiety, Namaste: Incorporating Advocacy into your "Practice" - Back to School 2019, Building Capacity for Safe and Successful Schools: 2019 Public Policy Institute Recap, 2019 NASP/GW Public Policy Institute Featured Speakers, House spending proposal addresses several NASP priorities, Affecting Change Through Social Media: Tips to Stay Engaged and Informed After Convention is Over. The following key should be used in examining this list. Behavioral and Mental Health , NPS/NPA , Related Services , Students with Mild Support Needs , Students with Significant Support Needs Sessions are offered at no cost and each lasts about 60-90 minutes. endstream endobj startxref Further, back-up modes of communication should always be established and employed in the event of virtual technology failures (e.g., a telephone number to call if an internet or cell phone connection is lost). LGBTQ+ students can be a high-risk group, especially if they view access to important social supports as no longer available, particularly if they are experiencing parental rejection or peer victimization. This requires implementation of many of the suicide prevention strategies identified above. If you think a youth is at immediate risk of suicide, call 911 immediately for help. Recognize that suicide can be a 24/7 challenge and that schools (and school-employed mental health professionals) do not operate around the clock. Finally, it continues to be important (arguably more important) to educate students and their caregivers about the risks of social media (e.g., cyberbullying). Resources For Distance Learning; Frequently Asked Questions! Whether provided in a school building or via telehealth connection, the school suicide intervention is necessarily a collaborative process, and school-employed mental health professionals should never be put in the position of going it alone. Effective distance learning; Student mental health; Behavior management (online + in person) ... Sheila Desai, Ph.D. is the Director of Educational Practice at the National Association of School Psychologists (NASP) and a Nationally Certified School Psychologist. Table 1. This will involve a mix of ordinary classroom learning, online learning and homework. 1. The Great Divide - Reaching Across the Aisle, NASP Releases Federal Policy Platform for 116th Congress, The Impact of 2018 Midterm Elections on the Future of Education, Achieving Funding Equity through State Funding Formulas. Combined, these factors will likely affect the severity of pre-existing anxiety and depression, lead to more alcohol and substance abuse, and increase domestic violence. Appreciate that school staff members are subject to the same suicide risk factors as their students. How Field Supervisors Can Encourage Advocacy Efforts Among Interns, Suicide Prevention within COVID 19 Pandemic, COVID-19 School Psychologist Practice Impact Survey, National and State School Psychology Association Membership Amidst a Global Pandemic, Secretary DeVos issues Waiver Requests to Congress, Senate Passes COVID-19 Education Stimulus Fund, Developing Relationships: Friend, Foe, or It’s Complicated, Vision 2020 - Advocacy in Action at Convention, Applications Open for FY 2019 STOP School Violence Grants, NASP Priorities Funded in FY 2020 Spending Bills, Nevada Finds its Advocacy Focus for SPAW 2019, What is Your Focus? Educators should look closely at data on participation in distance learning and should plan to survey parents, students, and staff, then analyze results with a lens of equity to meet needs. Suicide Intervention Telehealth Opportunities and Challenges. Other telecommunication options that might be employed to connect with students include Apple FaceTime, Facebook Messenger video chat, Duo Mobile, Google Hangouts Meet, Skype, and Zoom. 2. Recommended virtual suicide postvention practices. Telehealth and Virtual Service Delivery Resources, Notification of Enforcement Discretion for Telehealth Remote Communications During COVID-19 …, National Center for School Mental Health COVID-19 Resources, Zero Suicide – Telehealth Tips: Managing Suicidal Clients During COVID-19 Pandemic, COVID-19 Tips for Building Rapport With Youth via Telehealth, A Practical Guide to Video Mental Health Consultation. 0 The only bow used in NASP® is a “Genesis®â€ compound which has no let-off and is adjustable from 10-20 pounds in draw weight at any draw length. School psychologist trainees are expected to complete applied experiences during practica and internships in order to attain professional competencies in NASP (2020) domains. It would be important to have the ability to subtly, but assuredly remove a student who is presenting with any degree of lethality from the lesson (and to provide them with the appropriate individual services). Be viewed through both developmental and cultural lenses. For web based training ... For the past couple of years, CEEM has been replaced as the silviculture certification training program by the new NASP program (National Advanced Silviculture Program). This is followed by a discussion of recommended practices. Learning Commission, 2018). CTLE, NASP, LMHC, and Social Work continuing education credits are available for a fee. Agencies and Associations Offering Suicide Prevention Guidance, National Association of School Psychologists, American Foundation for Suicide Prevention, Substance Abuse and Mental Health Services Administration, Centers for Disease Control and Prevention. Those students are still members of the traditional school they are enrolled in and remain under those associated NASP® rules. Promotes connectedness and reduces feelings of isolation, Efficiently shares suicide prevention messages with the entire school community (while maintaining physical distancing requirements). Information/Learning Center. Large group virtual meetings or assemblies should be avoided. Be shared with the school community (often via district and school webpages). Examples of the opportunities and challenges of using telecommunications to provide suicide intervention are offered in Table 5. Those students are still members of the traditional school they are enrolled in and remain under those associated NASP® rules. NASP members can now access the keynote addresses from 2016–2020, which are excellent sources of both self-study professional development and inspiration. Location: Bowling Green Learning Center (Old Dishman Elementary School) 503 Old Morgantown Rd Bowling Green KY 42101 US Google Directions Contact Email: mil2tam@yahoo.com Contact Phone: 2705371351 Instructors: Specific options that are HIPPA compliant include VSee and doxy.me. Scottish schoolchildren are set to return to classrooms in August using a "blended model". If you are currently dealing with a suicidal child or adolescent consider contacting the National Suicide Prevention Lifeline at 1-800-273-TALK or the Crisis Text Line, which can be reached by texting “HOME” to 741741. School suicide prevention must have clearly articulated connections to community resources. Regardless of the delivery platform there are certain suicide prevention tenets, protocols, and procedures to which we must attend. Finally, whenever making these services available, schools must work to ensure equal access for all students. From a shooting distance of 6 meters, you must achieve a minimum of 12 hits, out of 15 arrows (5 ends of 3 arrows) shot at an 80cm target spot (6 to 10 zones). Fletch Arrows – Easton Quick Bond Pen. Why Should School Psychologists Care About Medicaid? NASP-14: 2020 Inventory/Monitoring and Decision Support unit - OSU page 1 of 13 2020 NASP IMDS #14 – Distance Instruconal Plan Title: Inventory/Monitoring and Decision Support (IMDS) ... • learning objec8ves (LO) for specific “in-class” live lecture and exercise acPviPes, endstream endobj 271 0 obj <>/Metadata 39 0 R/Pages 268 0 R/StructTreeRoot 88 0 R/Type/Catalog>> endobj 272 0 obj <>/MediaBox[0 0 612 792]/Parent 268 0 R/Resources<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI]/XObject<>>>/Rotate 0/StructParents 0/Tabs/S/Type/Page>> endobj 273 0 obj <>stream To the extent they are continuing to provide school psychological services, it is essential that they have immediate access to supervision. That said, school districts are encouraged to consult their legal counsel regarding how to manage these situations. School-employed mental health professionals should work to identify and activate available protective factors that will serve to increase resiliency among these populations. How to Fletch Arrows Using the EZ Fletch Jig. Other electronically available resources that can support suicide risk assessment include the Columbia Suicide Severity Rating Scale (C-SSRS; particularly the short form) and SAMHSA’s Suicide Safe Mobile App. Among the first things school-employed mental health professionals should do as they consider service delivery via one or more of the telecommunication options is to acquire knowledge about this service delivery method. Recommended virtual suicide intervention practices. Distance Learning. NASP is also pleased to offer the Master Safety Professional (MSP) and Certified Safety Director (CSD) exams for qualified individuals. Whenever initiating a virtual suicide intervention, appreciate that safety planning is essential. The ABCs of Distance Learning: How Parents Can Reduce Stress. Albany, GA 31705. Text TALK to 552020 for English or HABLAR for Spanish. Experiential, or kinesthetic learners can struggle with e-learning content because of its presentation and limited opportunities for a hands-on approach. Supporting School Reentry with SEL. [1] When initiating virtual suicide prevention, it might be helpful to consider guidance offered by NASP specifically intended to support the school-employed mental health professional’s response to the pandemic. NASP Influence on Efforts to Reduce Violence and Improve School Safety, NASP Hosts Congressional Briefing on School Safety, 2018 GW/NASP Public Policy Institute: Early Bird Registration Ends 5/28, Federal Legislation to Address the Critical Shortage of School Psychologists, Statement of NASP President John Kelly Federal School Safety Commission Public Listening Session, NASP Leader Addresses the Effect of Media Coverage on School Violence at Federal Safety Commission Meeting, Advocacy, Leadership and Legislation...”Are we there yet?”, Advocating for School Mental Health Services within State Policy, Congress Poised to Provide Increased investments in Education, Mental Health, and School Safety, Government & Professional Relations Awards, Paul H. Henkin Memorial Scholarship Award, Disclosure of information in health and safety emergencies, Preparing for Infectious Disease Epidemics, The PREPaRE Model, Crisis Intervention, and Global Pandemic. Albany, GA 31707. This is followed by a discussion of recommended practices. The information provided was largely obtained from school psychology program directors. Comprehensive School Suicide Prevention in a Time of Distance Learning (PDF), Preparing for Virtual School Suicide Assessment Checklist (PDF), Conducting a Virtual Suicide Assessment Checklist (PDF), 4340 East West Highway, Suite 402, Bethesda, MD 20814, P: 301-657-0270 | Toll Free: 866-331-NASP | F: 301-657-0275, © 2020 National Association of School Psychologists, NASP: The National Association of School Psychologists, A Career in School Psychology: Frequently Asked Questions, Information for Principals and Administrators, Model School Psychology Intern Supervisor Recognition, Guidance Regarding Graduate Intern Hours in Response to School Closures, Proposal Submission Guidelines for NASP Publications, Suggestions for Funding PREPaRE Trainings, Organizations That Have Held PREPaRE Workshops, Excellence in School Safety and Crisis Response Recognition, Stress and Anxiety: I’m Not Just the Presenter, I’m Also a Client, Social Media and Crisis Intervention: Opportunity and Danger, Thinking Versus Knowing: The Key to Measuring Intelligence, Self-Regulated Strategy Development (SRSD), Testing Accommodations: From the 2019 Admissions Scandal to the Bigger Scandal of Poor Decision-Making, Trauma, Stress, and the Postpandemic Opening of School: Let’s Not Pathologize Students’ Emotional Needs, How to Prevent Students From Experiencing Psychosis, Promoting School Psychological Service Delivery Through Active Self-Care, Problem-Solving the Complexities of Reading Comprehension, National School Psychology Certification Board Members, Excellence in School Psychological Services (ESPS) Recognition Program, Graduate Program Approval and Accreditation, Informal Ethical Problem Solving of Colleague's Misconduct, Notification of NASP Ethical Disciplinary Action, Ethics and Professional Practices Board Members, Using Ethical Problem-Solving to Respond to Racism (Webinars), State School Psychology Credentialing Requirements, NASP 2020 Practice Model Organizational Principles, Government and Professional Relations (GPR) Committee, 2020 Presidential Election Results: A Promising Future for School Psychology, NASP Outlines Vision for Effective Schools, UASP's Successes through Visibility, Advocacy, and Partnership. Specifically, school suicid… The traditional, on-campus EdS and PhD degrees in the School Psychology Program hold full approval status from the National Association of School Psychologists (NASP) and national recognition by CAEP. Table 4. ASU West Campus. Innovations in Practicum and Internship: Field Experiences during Distance Learning, NASP Graduate Education Committee (Updated 6.16.2020; activities that school psychologist trainees may complete virtually during field experiences (i.e., practica and internships) to continue their competency development, aligned with the new NASP Standards) In addition, encourage teachers to remain vigilant to the potential negative impact of lessons involving the topic of suicide on sensitive students. At a minimum, when using telehealth it is important to obtain informed consent, and when doing so to notify students and their primary caregivers of the privacy risks of virtual service delivery. In addition, school-employed mental health professionals should strive to ensure that not only is their physical service delivery space private, but they should also know the physical location of the student and work to ensure that they have privacy as well. As listed in Table 1, there are a variety of international, national, and federal agencies and associations that provide such guidance. Specifically, the need for physical distancing may increase a sense of social isolation. The NASP, or National Association of School Psychologists, is a governing organization that oversees professional practice in the field. Whenever providing direct instruction, always begin each lesson by identifying where students are located and the availability of parents and other caregivers, and ensure a back-up communication options are available if technology fails during sensitive conversations (e.g., a student has expressed behavior associated with any degree of lethality). 6). The National Association of School Psychologists (NASP) indicated there has been a ercent peatalu in the gorwh ot f new school psychoolgy The Notorious RBG, a Pandemic, and an Election. In addition, service providers must work to identify and account for youth on the opposite side of the “digital divide,” and use appropriate telecommunication options (e.g., telephones). The data contained within are provided as a service to the school psychology community as well as those with an expressed interest in the field, including potential program applicants. An especially challenging group is homeless youth, and when meeting their needs collaboration with community mental health is essential. This document begins to provide such guidance as well as recommended suicide prevention, intervention, and postvention strategies. Earn NASP-approved CEUs with Dr. Branstetter. It is important to note the U.S. Department of Health and Human Services has offered that telehealth can be provided via these platforms “… without risk that OCR might seek to impose a penalty for noncompliance with the HIPAA Rules related to the good faith provision of telehealth during the COVID-19 nationwide public health emergency” (HHS.gov, para. Contributors: Richard Lieberman, Melinda Cruz, Rob Coad, Stephen Brock. In addition, before attempting to initiate any suicide intervention, service providers should document exactly when the intervention began and ended, the physical location of the student (i.e., street address, room wherein they are communicating from), as well as that of their primary caregivers. NASP is … The following introduction and materials are directed for our SPORT2 trained district suicide prevention task forces. ASU East Campus. Specifically, school-employed mental health professionals must ensure that students with disabilities are able to access these services (see the U.S. Department of Education for more information). School-employed mental health professionals need to be able to obtain parental consent to monitor treatment and be able to facilitate school re-entry (even if the student is returning to a virtual classroom). Table 6. Schools cannot address the challenges of suicide prevention on their own. As is the case for any memorial developed after a suicide death, strive to make sure that they focus on the promotion of mental wellness and the prevention of future suicides (and do not romanticize or glorify the suicide victim or suicide death). Encouraging the use of headphones with a microphone will give more privacy (and will also cut down on background noise). For example, Suicidal Thinking and Threats: Helping Handout for Home is available from the NASP webpage. The National Association of School Psychologists’ (NASP) Program Accreditation Board defined distance education similarly, as an educational process where instruction occurred without the learner and the instructor being physically in the same place at the These include activities that address the immediate risk associated with the student who has suicidal thoughts. NASP’s live training, by design, can support all types of learners. © 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org. Phone: (229) 500-2000 Facebook; Twitter; Instagram In other words, if traditional schools are requiring students to participate in distance learning through on-line education to maintain their progress and grades. In particular, students themselves, as well as teachers, need to know exactly what to do when a student is suspected of having suicidal thoughts. Table 2. In addition, consider reposting NASP’s guidance on addressing anxiety and anxiety disorders and Preventing Youth Suicide, and consider making use of the comprehensive collection of resources that can be found in Helping Handouts: Supporting Students at School and Home. Social media should be monitored, not only to help identify individuals at-risk for suicide, but also for the presence of virtual memorials. Wear comfortable clothes and closed toed shoes. Alumni. Virtual suicide prevention should involve promoting access to resources that support mental wellness, as well as those that address mental illness and give specific guidance on suicide prevention. Distance Learning opportunities are integrated in the list. Browse our on-demand webinars below to expand your learning on your own time. For more information on suicide prevention and intervention for schools and on COVID-19, visit NASP’s COVID-19 Resource Center at www.nasponline.org/COVID-19. Virtual suicide intervention necessitates that youth who have suicidal thoughts are brought to the attention of school-employed mental health professionals. The following school psychology programs have been approved/nationally recognized by the National Association of School Psychologists.The following key should be used in examining this list. Table 1. Lack of consistency in routines or structure in the day may heighten feelings of being out of control and unable to cope. Always strive to make use of available privacy and encryption tools and ensure the highest degree of confidentiality possible (e.g., avoid the use of public internet connections). Comprehensive suicide prevention in a time of distance learning (Handout). Regardless of the delivery platform there are certain suicide prevention tenets, protocols, and procedures to which we must attend. Continue to provide social and emotional learning opportunities (and look to CASEL for guidance on such during the pandemic). 285 0 obj <>stream 270 0 obj <> endobj Addressing stress and promoting mental wellness can be supported by the use of smartphone apps, and a resource for selecting mental health apps can be found at PsyberGuide. This gauge helps NASP® participants determine the turns on a limb bolt. These guidelines should include specific guidance on how to document and report suicide prevention activities. These tests are undergoing ANAB (ANSI National Accreditation Board) accreditation and NASP is offering a discount on these credential-building exams prior to accreditation. There are good reasons to believe that a global pandemic will influence suicide risk. [1] Just as would be done in a brick and mortar school, virtual suicide prevention service delivery should identify and assertively support vulnerable populations (e.g., those exposed to suicidal behavior; known to be challenged by mental illness, disabilities, and bullying/cyberbullying; with housing insecurity and who are homeless; with trauma histories; and with histories of nonsuicidal self-injury). There are a number of other supports available by text, phone, and web to get help while maintaining social distancing. Before initiating any form of telehealth, familiarity with state telehealth laws is important, and consultation with school district legal counsel is advised. NASP® Alumni; NASP® Selects New Alumni Director; Notes. Employ clear guidelines for how school-employed mental health professionals and their administrators, supervisors, and interns respond to the challenge of youth who are suicidal. Distance education can occur synchronously (i.e., in real time) or asynchronously, which allows for maximum flexibility in student schedules (Higher Learning Commission, 2018). This should include how to contact any primary caregivers that might be in the home. Finally, as with any school psychological service, suicide intervention is a skill that requires ongoing professional development, and service providers should seek out such training (for example, the LivingWorks Start training). As is the case for suicide intervention, suicide postvention is a skill that requires ongoing professional development, and service providers should seek out such training (for example, the American Foundation for Suicide Prevention and Suicide Prevention Resource Center’s After Suicide: A Toolkit for Schools provides critical guidance for schools addressing the aftermath of a suicide death). Morrell NASP Eternity Target International 80 centimeter target face. Recognize that youth are more susceptible to suicide contagion than other age groups (and that social media can fuel contagion). As experienced in the pandemic school closures during the Spring 2020 semester, accessing these experiences during periods of distance learning is challenging. Your Easton 1820 Arrow. However, because suicide intervention is crisis intervention, parental consent is not required and the absence of parents should not prevent a suicide intervention. CARD Albany now offers distance education opportunities for professionals and parents on topics related to autism at no cost. By Rebecca on September 18th, 2020 in For Parents, ... Be sure to watch to the end for my big shout out for us to focus on Social Emotional Learning (SEL)! Provides prevention documents and resources (e.g., Promotes collaboration with community service providers (geographic boundaries are minimized), Effective platform for psychological education (e.g., social–emotional learning) that promotes mental wellness and builds resiliency, Empowers teachers and other caregivers with knowledge of risk factors and warning signs, and how to address suicidal thoughts and behavior, Reduced stigma associated with asking for mental health services, Ensuring safe messaging; might be viewed as giving excessive attention to suicide and, in doing so, romanticizing/glorifying suicidal behavior, Knowing the exact location of youth and their caregivers when delivering lessons, increase risk of exposure to a death by suicide, give access to suicide images or methods that may normalize suicidal behavior and increase contagion, give excessive attention to events that precipitate suicide death and increase contagion, Meeting the needs of youth who do not have internet connections, Homeless youth, those in foster care, and those without access to the internet or computer will not benefit, Requires backup communication plans (e.g., phone numbers), May be in living situation where space is an issue, Potential for real-time connection with primary caregivers, Hotlines and crisis text lines readily available (and have been shown to be helpful to those who choose to use them), Real-time collaboration with community service providers (geographic boundaries are minimized), Improved collaborative relationships with agencies that can respond directly to a student’s home (e.g., law enforcement and social service agencies), Many virtual platforms operate 24/7, and school is not a 24/7 resource, Knowing the exact location of youth and their caregivers, Responding when suicidal behavior is imminent, Responding when caregivers are not available, Teachers’ ability to address lethality when it is identified during instruction, Obtaining consent to access confidential medical information, Addressing student re-entry into the virtual classroom, Homeless youth, those in foster care, and those without access to the internet or a computer will not benefit, Monitoring social media and virtual platforms helps to identify at-risk youth, Addressing memorials and memorial webpages, The ability to identify and connect with affected or traumatized students. 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