Suicide Training 2025

[Audio] Hi there and welcome to the STS Suicide Prevention Training for 2025. I'm Kathleen Penner, one of the psychologists here at STS and I'm going to guide you through this training. This comprehensive program aims to equip our staff with critical knowledge and skills to identify, assess, and respond to suicide risk among the youth in our care. Over the course of this training, we'll cover important topics like types of suicidal behavior, mental health statistics, risk factors, warning signs, assessment tools, and intervention strategies. Our ultimate goal is to create a safer environment for all the students we serve and provide them with the support they need during difficult time. Let's dive in and get started!.

[Audio] In 2022, the United States faced a staggering reality: suicide deaths reached an all-time high of 49,500. This alarming statistic highlights the profound severity of our mental health crisis. Among our youth, the situation is particularly dire. Suicide is now the second leading cause of death for individuals aged 12 to 24, a deeply troubling fact that calls for our immediate attention. The mental health struggles faced by young people are further illustrated by the fact that nearly 1 in 5 adolescents report experiencing symptoms of major depressive disorder. This widespread issue reflects the challenges that many of our young people are grappling with every day. Additionally, we see a concerning trend among high school students, with about 42% feeling persistently sad or hopeless—a staggering 50% increase since 2011. These numbers serve as a wake-up call, underscoring the urgent need to address the growing mental health crisis, particularly among youth. As we reflect on these statistics, it's clear that we must take action. Comprehensive solutions and support systems are essential to help our young people navigate these challenges and foster a healthier future..

[Audio] Throughout this training, we will cover several important topics to enhance your understanding of suicide prevention and intervention. First, we will define the different types of suicidal behaviors, including suicidal ideation, suicide plans, suicide attempts, and completed suicides. Understanding the nuances between these terms is essential for recognizing the progression of suicidal behaviors and their implications. Next, we will discuss non-suicidal self-injury and how it differs from suicidal behaviors. We will also examine the key risk and protective factors associated with suicide. This knowledge will help you identify individuals who may be at a higher risk of suicide and understand the factors that can mitigate that risk. Finally, we will review the specific STS policies and procedures for suicide prevention. This will include guidelines for assessing risk, documenting concerns, and implementing effective intervention strategies. By understanding these core concepts, you will be equipped with the knowledge and tools necessary to effectively support individuals struggling with suicidal thoughts or behaviors..

[Audio] It is important for us to all be on the same page when using terminology, so let's define the types of suicidal behavior. Suicidal ideation refers to thoughts about ending one's life, though no specific plan is in place. These thoughts may reflect a desire to escape or an interest in death, but without concrete actions identified. Even though there's no plan at this stage, ideation still indicates significant distress and a need for support. Moving a step further, a suicide plan involves the identification of specific steps or methods that a person might use to end their life. While there's a plan, the intent to follow through might still be uncertain. Having a plan, however, is a serious progression from simple thoughts, showing that suicide has been considered in more detail, and intervention is critical to keep the person safe. A suicide attempt is an intentional act taken to end one's life, but it does not result in death. Often, a suicide attempt is seen as a serious cry for help or an expression of overwhelming pain. Any attempt, even if non-fatal, is a serious indication that immediate mental health intervention and ongoing support are needed. Suicide is the tragic and final outcome, where death is caused by self-injury with the intent to die. This leads to a devastating loss for families, friends, and communities, impacting all who knew the person. Every effort should be made to prevent this outcome by recognizing and responding to the earlier stages. To summarize, the key distinctions are that suicidal ideation involves thoughts only, a suicide plan includes specific steps or means, a suicide attempt is an intentional act without resulting in death, and suicide is the tragic outcome where death occurs with the intent to die. Recognizing these stages is crucial for identifying warning signs and providing the appropriate interventions. Each behavior signals different levels of distress, and understanding these differences helps us to respond with the right resources and support. Early identification and a caring response can make a real difference in reducing the risk of someone progressing from ideation to attempts or completion..

[Audio] Another type of behavior that is often associated with suicidal behavior is, non-suicidal self-injury, or NSSI. NSSI is defined as the intentional destruction of one's own body tissue without the intent to die. While non-suicidal self-injury is not an attempt to end one's life, it is often used as a coping mechanism for managing intense emotions. Recognizing this distinction is vital for providing appropriate support. This behavior is concerning and can manifest in several ways, including cutting, burning, hitting, or scratching the skin. It's important to understand that NSSI is distinct from a suicide attempt; the primary goal is not to end one's life but rather to cope with overwhelming emotional pain or distress. For many individuals, self-injury serves as a way to express feelings that may be too intense to articulate otherwise. Fortunately, there are various evidence-based interventions available to help those who are struggling with NSSI. These can include therapy options, skills training, and crisis support services that are designed to address the immediate needs of the individual. The focus of these interventions is twofold: first, it's essential to address the underlying issues that drive self-harm behaviors, such as trauma, anxiety, or depression. Second, teaching healthier coping mechanisms is critical. By equipping individuals with more effective ways to manage their emotions, we can help reduce their reliance on self-injury and promote healing..

[Audio] Suicide rates among young people have reached an all-time high, with suicide now the second leading cause of death for those aged 12 to 24. This heartbreaking statistic highlights the urgent need for increased mental health support and intervention for this vulnerable age group. In addition, nearly 1 in 5 adolescents report symptoms of major depression. This significant increase in mental health challenges among youth is deeply troubling and reflects a growing crisis that cannot be ignored. Even more concerning, approximately 42% of high school students report feeling persistently sad or hopeless—a 50% increase since 2011. This sharp rise in emotional distress and feelings of despair among young people signals a critical need for action. These alarming trends in suicide, depression, and hopelessness make it clear that we must prioritize greater mental health resources, awareness, and support for young people. Without meaningful intervention, these issues will likely continue to escalate, jeopardizing the future health and well-being of an entire generation..

[Audio] Detained youth often come from backgrounds marked by significant trauma. Many have faced experiences such as family separation, abuse, and exposure to violence. These are deeply distressing events that can leave lasting scars, and unfortunately, trauma exposure is common within this group. The effects of such trauma are severe and pervasive. Many detained youth experience chronic mental health struggles, including anxiety, depression, and symptoms of post-traumatic stress disorder (PTSD). For young people, coping with these issues without adequate support can be overwhelming, and the burden of untreated trauma often compounds within the setting of detention. As a result, detained youth are at a particularly elevated risk of suicide. The combination of trauma, mental health struggles, and lack of support creates a critical need for intervention. Understanding the mental health challenges of these vulnerable individuals is essential to preventing further harm. By working to provide trauma-informed care and accessible mental health resources, we can help address the unique needs of detained youth and offer them pathways to healing and resilience..

[Audio] Detained youth come from a variety of cultural backgrounds, each with unique risk factors and mental health needs. Recognizing these differences is essential if we're to provide effective and respectful support. A culturally responsive approach allows us to acknowledge and address the diverse experiences that shape how mental health issues manifest, as well as how they are understood and addressed within different communities. Cultural factors play a significant role in shaping mental health perceptions and experiences. For example, some communities may view mental health struggles differently, or there may be variations in how individuals express distress. Being mindful of these cultural nuances allows us to respond more appropriately and avoid misinterpretations that could impact care. To truly support detained youth, we must offer culturally sensitive and appropriate interventions. This means creating programs and resources that not only respect but also incorporate their diverse backgrounds. When we understand and honor the unique perspectives of each individual, we can deliver mental health support that is not only more effective but also inclusive, ensuring that all young people receive the care they deserve..

[Audio] Risk factors for suicidal behavior are multifaceted and can significantly increase an individual's vulnerability. One of the primary risk factors is trauma. Past experiences of abuse, violence, or significant loss can leave lasting emotional scars that contribute to feelings of hopelessness and despair. Mental illness is another critical factor. Conditions such as depression, anxiety, and personality disorders can profoundly affect a person's thoughts, emotions, and behaviors, making it challenging to cope with life's stresses. Those with untreated mental health issues are at a higher risk of suicidal thoughts and actions. Family instability also plays a significant role. A chaotic home environment, characterized by conflict, neglect, or lack of support, can exacerbate feelings of isolation and hopelessness in young people. This instability often leaves individuals without a reliable support system to turn to in times of crisis. Substance abuse is another serious risk factor. The misuse of drugs and alcohol can intensify mental health struggles, impair judgment, and lead to impulsive behaviors, increasing the risk of suicide. Substance use can also serve as a maladaptive coping mechanism for individuals dealing with emotional pain. Finally, a lack of effective coping strategies can leave individuals ill-equipped to handle stressors and challenges. Without healthy ways to process emotions or deal with conflicts, individuals may resort to self-destructive behaviors or feel overwhelmed, leading to a higher risk of suicide. Understanding these risk factors is crucial for identifying individuals who may be struggling and providing them with the necessary support and intervention to help mitigate these risks..

[Audio] Protective factors are characteristics that can help reduce the risk of suicide by providing support, stability, and resilience in the face of challenges. These factors can be personal strengths or external resources that offer vital support for mental health and well-being. One powerful protective factor is problem-solving skills. When individuals can effectively manage conflicts and challenges, they're more likely to find non-violent and constructive ways to handle difficult situations, reducing stress and preventing crisis escalation. A future orientation and having reasons for living are also protective. These give individuals a sense of purpose, hope, and motivation to keep moving forward, even when faced with adversity. This forward-looking mindset is a buffer against feelings of hopelessness and can be a powerful source of resilience. Cultural and religious beliefs that discourage suicide and emphasize self-preservation are another protective factor. Beliefs that value life and promote self-care can offer important moral and emotional support, reinforcing the desire to overcome struggles. Access to quality healthcare—both mental and physical—is critical for addressing underlying mental health conditions. Having reliable care ensures that people receive the treatment and support needed to manage mental health challenges effectively. Finally, strong support systems, including family, friends, and community resources, are essential. A network of caring individuals provides a sense of belonging and security, serving as a safety net that individuals can turn to in times of need..

[Audio] The warning signs and symptoms we'll discuss today are grouped into four main categories: behavioral changes, emotional indicators, verbal cues, and physical signs. Each of these can offer insight into a person's mental state and signal when someone may be struggling and in need of support. Let's start with behavioral changes. One of the early warning signs is social withdrawal. If someone begins pulling away from friends, family, or activities they once enjoyed, this isolation can often indicate emotional distress. Next are emotional indicators. Increased agitation, aggression, or noticeable mood swings can signal underlying turmoil. These shifts in emotional state are key signs to be mindful of, as they reflect how a person is coping internally. Verbal cues are also significant. People may express feelings of hopelessness, mention feeling trapped, or believe they're a burden to others. These statements can reveal their inner experience and are often cries for understanding and help. Finally, physical signs can provide visible clues. Changes in sleep patterns, appetite, or personal care habits—such as a decline in hygiene—can all indicate distress. These shifts in daily functioning are essential to notice, as they often mirror the person's mental and emotional state. Recognizing and understanding these warning signs is crucial. By staying attuned to these behavioral, emotional, verbal, and physical indicators, we can better identify when someone may be struggling and offer the support they need. If you observe any of our students displaying signs or symptoms of distress, even if suicide is not explicitly mentioned, it is essential to take action and notify the appropriate team members. Promptly communicate your concerns to the cottage counselor, cottage director, and the student's therapist. This collaborative approach ensures that everyone involved is aware of the student's mental health needs and can work together to prioritize their safety and well-being..

[Audio] The SBQ-R, or Suicidal Behaviors Questionnaire-Revised, is a valuable assessment tool designed to evaluate suicide risk. During intake, students complete the SBQ-R to assess their current level of suicide risk, helping us understand where they may need support. The assessment explores a range of factors connected to suicidal behaviors. It includes questions about past suicide attempts, current thoughts of suicide, and even the likelihood of future attempts. By covering these areas, the SBQ-R provides a comprehensive view of the student's risk profile. Once the SBQ-R is scored, it offers an overall measure of suicide risk, which guides us in determining the level of support and intervention necessary for each student. This tool is instrumental in ensuring that every student receives the appropriate care based on their unique needs..

[Audio] Next we will discuss 5 key steps we can take to support a student who is going through an emotional crisis or difficult time The first step is to ASK - we should directly ask the student how they are feeling and if they need help The second step is to KEEP THEM SAFE - we should make sure the student is in a safe environment and not at risk of harming themselves The third step is to BE PRESENT - we should listen attentively, validate their feelings, and let them know we are there for them The fourth step is to HELP THEM CONNECT - we should encourage the student to reach out to their support people, including those in the mental health department The final step is to STAY CONNECTED - we should follow up with the student and continue to provide support and check in on their wellbeing.

[Audio] We will now begin exploring the STS policy and procedures related to suicide. This segment focuses on understanding the intake process and its critical steps. The first step in the process is Information Compilation. Here, we gather data from various sources, including historical reports, assessment and screening data, interviews, and behavioral observations. This comprehensive approach helps us form a clear picture of the student's current situation and potential risk factors. The next step is conducting the SBQ-R assessment. If a student scores 7 or higher on this assessment, they are placed on the Suicide Risk List. This action triggers an alert on the STS homepage, ensuring that the student's risk status is clearly visible and can be closely monitored by all relevant staff members. This alert placement is a crucial part of the process, as it provides immediate visibility and prompts ongoing awareness of the student's risk. Throughout this intake process, our goal is to gain a thorough understanding of the student's circumstances and risk level. By doing so, we can implement the appropriate support and interventions to address their needs and ensure their safety..

[Audio] Anyone can refer a student for a suicide risk assessment evaluation Observing staff should complete an Incident Report in Rite Track, documenting what they heard, observed, and noting the student was placed on "observation status" and that the YST (or the PSS on night shift) was notified Observing staff should contact the YST (or the PSS on night shift) who will meet with the student to assess acute safety risk issues and contact a mental health professional if needed The student will be maintained on constant observation/arm's length while on "observation status" pending a suicide risk assessment by a Psychologist in the Mental Health Department.

[Audio] When a student engages in suicidal behaviors, it is crucial to act quickly and decisively, following the STS policy to ensure all necessary steps are completed. The first step is for staff to contact the YST (or PSS on night shift) through the switchboard to report the situation. This ensures the student receives immediate attention. The next step is to place the student on observation status, a critical measure to prevent potential harm while further assessments are conducted. While on observation status, the student must remain within arm's length of staff, and documentation checks should be completed every five minutes until the student is evaluated by a psychologist. Additionally, the observing staff member must document the incident in RiteTrack. This official record is vital for maintaining a clear history of events and tracking all actions taken during the response. These initial steps—contacting the YST (or PSS), placing the student on observation status, and documenting the incident—create the foundation for identifying and addressing potential suicide risks. They set the stage for a more thorough assessment and response. The YST (or PSS) will then engage with both the student and relevant staff members to gather more information. They will also notify the mental health department of the need for a suicide assessment, providing them with the information collected from the staff and student thus far. A psychologist will then conduct a comprehensive suicide risk evaluation to determine the student's needs and provide appropriate support and intervention. The psychologist will complete this assessment within 2 hours of being notified. This multi-faceted approach ensures the student receives the care and resources necessary to ensure their safety and well-being..

[Audio] Thorough documentation of suicide incidents is essential to ensure the student receives appropriate care and support. Accurate records provide critical information that informs assessments, interventions, and ongoing supervision. When documenting, start by recording the exact date and time the incident occurred. This detail is crucial for providing context and establishing a timeline of events. Next, describe the student's behavior in detail. Be specific about what you observed, as this information helps mental health professionals assess the situation and determine the level of risk. Include observations of key emotional, cognitive, and behavioral indicators. Details such as the student's mood, thought patterns, or any changes in behavior provide valuable insights into their needs and risks. It is also important to provide contextual information about what happened leading up to the incident, as well as any relevant history. This background helps create a comprehensive understanding of the situation. Thorough and accurate documentation not only supports the student by guiding appropriate interventions but also ensures the proper level of supervision and care is maintained moving forward. Clear records are a vital part of our response to suicide risks..

[Audio] As a psychologist, my role in the suicide assessment process is to ensure a timely and thorough evaluation of suicide risk. When a potential suicide situation is reported, one of the psychologists will conduct a full risk assessment within two hours of notification. During this assessment period, the student remains on observation status or under arm's length supervision to ensure their safety while the evaluation is underway. Once the assessment is complete, the psychologist will issue a campus-wide notification through RiteTrack. RiteTrack will send out an email to notify staff about the assessment outcome, including whether the student has been placed on suicide watch and the level of watch required. If the student is placed on suicide watch, the psychologist will document all relevant details, including any specific restrictions, on the STS Intranet homepage. This ensures that the entire campus community is informed. The primary goal is to act swiftly, thoroughly assess the situation, and implement the necessary safeguards and support systems to protect the student's wellbeing. This process ensures that the student receives the appropriate care while keeping the campus community informed..

[Audio] The procedures we have in place for students on suicide watch are essential for ensuring their safety and providing the support they need during a crisis. This includes communication between STS and the Student's parent/guardian, JCO, and STS staff. When a student is placed on Suicide Watch, the DS will notify the student's parent/guardian and the student's Juvenile Correctional Officer (JCO). This communication ensures that key individuals are informed and involved in the student's care. In addition, the assessing psychologist develops, reviews, or revises the student's mental health crisis plan to address their current needs effectively. This step ensures the plan is tailored to the specific situation and provides the necessary support. Mental Health Crisis Plans are emailed out to all staff when updated, they are also available on the STS Intranet Homepage. The student's status will then be reassessed within 24 hours to reevaluate their condition and determine if they need to continue on their current level of Suicide Watch, make changes to the Suicide Watch Level, or be taken off of Suicide Watch. This reassessment ensures ongoing monitoring and timely updates to their support. Additionally, the Mental Health Department's emergency coverage plan includes having a psychologist available after normal business hours (through on-call psychologist), allowing the student to be assessed when needed. These procedures enable us to closely monitor the student's wellbeing, address their needs promptly, and provide critical interventions during this challenging time..

[Audio] STS has established specific critical incident procedures to respond effectively to significant suicidal or self-injurious episodes. One of the key procedures is conducting a critical incident debriefing following any significant event, as directed by the Mental Health Authority (MHA). This debriefing allows us to review the situation, understand what occurred, and identify ways to improve our response moving forward. In the tragic event of a death by suicide, the Superintendent will notify the family. Additionally, all staff members who had contact with the student are required to provide written statements. These reports ensure that the incident is thoroughly documented and that all relevant information is collected. These protocols are designed to prioritize the safety and well-being of both our students and our staff, while guiding our response in a sensitive and responsible manner. By adhering to these procedures, we aim to handle critical incidents with care and professionalism, ensuring accountability and support for everyone involved..

[Audio] All documentation is completed using the STS Suicide Observation Record Form, which serves as the official record of monitoring activities. The STS Suicide Observation Record is a critical form used to document the required information when a student is placed on suicide watch. This form, as shown in the picture on your screen, serves as an essential tool for maintaining accurate records of the student's status and actions while under supervision. Key documentation requirements include recording the time, a brief description of what the student was doing, and the staff members' initials. It's important that all entries are legible to ensure clarity and accuracy. These observation record sheets should not be sent with the student when they are transferred to other locations, such as CMH, MSDR, or school. Instead, a new sheet will be started at those locations to maintain proper documentation from that point onward. Once the observation sheets are completed, they should be given to the student's cottage counselor. The counselor will review the records, complete the Suicide Review Report, and then send the full packet to the specified administrator for further review. Teachers are also instructed to complete the sheets in the Suicide Watch Binder, ensuring that proper documentation is maintained at all times. Completed sheets will be given to the cottage counselor. This systematic process helps us ensure consistency and accountability in documenting critical incidents and maintaining student safety..

[Audio] STS has three levels of Suicide Watch, each with specific purposes, supervision requirements, and documentation protocols. We will review each level in detail, including procedures for both active hours and sleeping hours. Let's begin with Level 1 Suicide Watch. The purpose of Level 1 suicide watch is to provide close and constant monitoring for students who express suicidal thoughts or demonstrate suicidal behavior. This level of supervision is designed to ensure the student's safety at all times. Under Level 1 suicide watch, the student must remain in the constant sight of assigned staff members. While staff may perform other duties, these responsibilities must not interfere with their ability to observe the student closely. Other staff members can assist in visually monitoring the student as needed to ensure uninterrupted supervision. During sleeping hours, the student will sleep in a designated observation room within their assigned cottage, usually the dorm room closest to the staff desk. This arrangement allows for continuous monitoring in a secure and supportive environment. These procedures are critical for safeguarding the student and providing the care they need during this vulnerable time..

[Audio] STS has specific documentation requirements for each level of suicide watch, and adhering to these processes is critical to ensuring the safety and well-being of the individuals in our care. Let's review the documentation procedures for Level 1 Suicide Watch. During programming—whether inside or outside the cottage—staff must complete 20-minute documentation checks. These checks provide a consistent record of the student's activities and status during structured programming times. When the student is in their dorm room, the documentation requirements increase to 5-minute checks. This heightened frequency ensures more intensive monitoring during unstructured and potentially vulnerable times. By following these strict documentation procedures, we maintain a clear record of observations and actions, which is essential for keeping the student safe and addressing their needs effectively.

[Audio] The purpose of Level 2 Suicide Watch is to provide close supervision for students who express suicidal thoughts and have identified a specific plan or method to harm themselves. This level of monitoring is essential to ensure their safety and address the elevated risk. Similar to Level 1, students on Level 2 watch must remain in the constant sight of assigned staff members. While these staff members may perform other duties, they must always be able to observe the student without interference. Other staff members can assist with visual observation as needed to ensure the student is continuously monitored, providing additional support to maintain safety. During sleeping hours, the student will sleep in a designated observation room within their cottage, allowing for close supervision throughout the night. These procedures are critical in mitigating risk and maintaining the student's safety while addressing their specific needs during this vulnerable time..

[Audio] The documentation procedures for Level 2 Suicide Watch. During programming—whether inside or outside the cottage—staff must complete 10-minute documentation checks. These checks provide a consistent record of the student's activities and status during structured programming times. Just like with Level 1, when the student is in their dorm room, the documentation requirements increase to 5-minute checks. This heightened frequency ensures more intensive monitoring during unstructured and potentially vulnerable times. It's critical that all of these documentation requirements are fully met to ensure proper monitoring and care for those on Suicide Watch..

[Audio] Level 3 Suicide Watch represents the highest level of suicide prevention protocol at STS. This level is reserved for students at the greatest risk, and strict adherence to these procedures is essential to ensuring their safety. The key criteria for Level 3 Suicide Watch include students who have attempted suicide, have communicated a desire to die, have developed a potentially lethal plan, and have taken steps to act on that plan. While on Level 3, the student must remain under direct, one-on-one supervision at all times. Assigned staff are solely responsible for monitoring the student and may not perform any other duties concurrently. The student must stay within arm's length of their assigned staff member at all times. During sleeping hours, the student will sleep in a designated observation room within their assigned cottage, where constant monitoring can be maintained. These protocols are designed to prevent a tragic outcome and provide the highest level of protection and support for students in crisis. It is critical that all procedures are followed exactly to ensure the student's safety and wellbeing..

[Audio] Level 3 Suicide Watch documentation is a critical component of ensuring the safety and well-being of individuals under this highest level of supervision. All documentation is completed using the STS Suicide Observation Record Form. This standardized form helps ensure consistent and thorough record-keeping throughout the monitoring process. Documentation checks must be completed every 5 minutes, 24 hours a day, regardless of whether the student is awake or asleep, and no matter where they are located. This high-frequency monitoring ensures that the student's condition is closely tracked at all times. The detailed and frequent documentation process is vital in maintaining a clear, accurate record of observations, which is essential for managing risk and providing appropriate care for individuals on Level 3 Suicide Watch. By following these strict documentation procedures, we help ensure that the student remains safe and receives the necessary interventions during this critical time..

[Audio] Mental health crisis plans are a valuable tool designed to assist both staff and students during crisis situations, particularly when a student is engaging in suicidal behaviors. These plans serve as a guide to help the student regulate their emotions and remain safe, providing coping strategies that focus not only on what the student should avoid but also on what they can do to manage their emotions in a positive way. In addition, these plans offer guidance for staff, outlining how to support the student effectively during a crisis. They help staff understand the best ways to respond, offering a framework for intervention and ensuring a more consistent and supportive approach. Crisis plans are developed by psychologists in collaboration with the student and their support network, which includes staff, teachers, family members, and juvenile court officers. This collaborative process ensures the plan is tailored to the student's specific needs and situation. The STS mental health crisis plans include several key components, such as the student's name, therapist's name, and the date the plan was created. They also list warning signs and triggers, body cues, internal coping strategies, people the student trusts, staff support strategies, and any protective factors. As I mentioned earlier, these crisis plans are reviewed and updated by a psychologist when a student is placed on suicide watch. The psychologist makes revisions as needed to ensure the plan is current and effective. Once updated, the plans are emailed to all STS staff and posted on the STS Homepage, ensuring all relevant personnel have access to the most up-to-date information to support the student..

[Audio] The STS homepage is a valuable resource for suicide prevention, offering several key features that help staff stay informed and responsive. At the top of the page, you will find suicide alerts, which are critical for ensuring that everyone is aware of students at risk. The homepage also provides a list of clients at risk and direct access to crisis plans, ensuring that the necessary information is easily accessible for staff members. In addition to the homepage, staff can consult the Mental Health Department for access to scientific articles and consultation on suicide prevention. This ensures that you have the latest research and expert advice to support your work. We also offer annual updates and training sessions to keep our staff up-to-date on the latest suicide prevention strategies and best practices. These training sessions help ensure that you have the tools and knowledge necessary to respond effectively in crisis situations. If you have any questions or need clarification on anything from this presentation, please don't hesitate to contact Kathleen Penner or any of the psychologists. We will be happy to provide further information or assistance..

[Audio] This completes your STS Annual Suicide Prevention Training for 2025. Thank you so much for your time and your commitment to working with our students. On the screen you will see contact information for any comments or questions regarding this training. If you have any feedback or need further clarification, you can reach out to me, Kathleen Penner. My email address and extension are listed here for your convenience. If you have any feedback or questions, please don't hesitate to contact me, or any of us in the Mental Health Department..