Resources

A multi-source collection of readings, tools, videos, and webinars to help you understand and implement Zero Suicide.

Displaying 151 - 165 of 167
Identify | Web

This free, online training from the New York State Office of Mental Health and Columbia University provides an overview of the instrument and teaches how and when to administer it in real world settings. Behavioral healthcare practitioners in New York State working in non-profit settings can receive a certificate of completion by completing the training through the Center for Practice Innovations (CPI) Learning Community. Practitioners outside of New York State are not eligible to receive a certificate of completion.

Identify | Web

Three versions of the Columbia Suicide Severity Rating Scale are available for use in clinical practice. The Lifetime/Recent version allows practitioners to gather lifetime history of suicidality as well as any recent suicidal ideation and/or behavior. The Since Last Visit version of the scale assesses suicidality since the patient’s last visit. The Screener version of the C-SSRS is a truncated form of the full version.

Identify | Web

The PHQ-9 is used to diagnose and monitor the severity of depression. Question 9 screens for the presence and duration of suicide ideation.

Identify | Web

These comprehensive guidelines outline a framework for structured assessment of adults suspected to be at risk of suicide and the immediate and long-term management and treatment that should follow if an individual is found to be at risk. A summary version is available at this link: http://www.healthquality.va.gov/guidelines/MH/srb/VASuicideAssessmentSummaryPRINT.pdf

Identify | Web

Fowler , J. C. (2012). Suicide risk assessment in clinical practice: Pragmatic guidelines for imperfect assessments. Psychotherapy49(1), 81–90. 

Identify | Web

Simon , G. E., Rutter, C. M., Peterson, D., Oliver, M., Whiteside, U., Operskalski, B., & Ludman, E. J. (2013). Does response on the PHQ-9 Depression Questionnaire predict subsequent suicide attempt or suicide death? Psychiatric Services, 64(12), 1195–1202.

Identify | Web

This publication introduces two approaches to evaluating suicide risk and provides links to resources that offer additional guidance on choosing and implementing suicide screening and assessment programs.

Engage | Web

This free, online course from the New York State Office of Mental Health and Columbia University describes the Safety Planning Intervention and how it can help individuals, explains when to work with individuals to create a safety plan, and describes the steps in creating a safety plan. Behavioral health care practitioners in New York State working in nonprofit settings can receive a certificate of completion by completing the course through the Center for Practice Innovations (CPI) Learning Community. Practitioners outside of New York State are not eligible to receive a certificate of completion. 

Engage | PDF

Centerstone of Tennessee developed this education sheet to explain to clients when they are being placed on the pathway to care, or suicide care management plan, and what that means.

Engage | Web

This free, online course from the Suicide Prevention Resource Center is designed for people with training and experience in mental health counseling. It explains why means restriction is an important part of a comprehensive approach to suicide prevention and teaches how to ask suicidal patients/clients about their access to lethal means and to work with them and their families to reduce their access. Two hours of continuing education credit are available from the National Board for Certified Counselors and the National Association of Social Workers.

Engage | Web

K. Michel, & D. A. Jobes (Eds.). (2011). Building a therapeutic alliance with the suicidal patient. Washington, DC: American Psychological Association.

Engage | Web

Jobes, D. A., Rudd, M. D., Overholser, J. C., & Joiner, T. E., Jr. (2008). Ethical and competent care of suicidal patients: Contemporary challenges, new developments, and considerations for clinical practice. Professional Psychology: Research and Practice, 39(4), 405.

Engage | Web

Oordt, M. S., Jobes, D. A., Rudd, M. D., Fonseca, V. P., Runyan, C. N., Stea, J. B., . . .  Talcott, G. W. (2005). Development of a clinical guide to enhance care for suicidal patients. Professional Psychology: Research and Practice, 36(2), 208.

Treat | PDF, Web

While talented, dedicated clinicians have made heroic efforts to work with suicidal clients, most behavioral health clinicians have never received any formal training in suicide care and treatment.  Individuals at risk for suicide who seek help from a behavioral health professional should expect to receive care that is research-informed, collaborative, and that focuses explicitly on suicide risk. Research suggests that practitioners who have received formal training in suicide care models have improved confidence, competence, and efficacy. In a comprehensive Zero Suicide approach, a skilled and savvy workforce that has extensive training in suicide care and treatment is critical. This webinar will focus on why using evidence-based care that focuses on treating suicide directly is essential and will discuss two highly researched models of treatment: Collaborative Assessment and Management of Suicidality (CAMS) and Dialectical Behavior Therapy (DBT). Frequently encountered obstacles in delivering evidence-based care will also be explored. Finally, an individual with lived experience will describe the improved outcomes she experienced as a result of working with a well-trained clinician.

By the end of this webinar, participants will be able to (1) explain how using evidence-based approaches to treatment improves outcomes for those at risk for suicide; (2) recognize the importance of treating suicide symptoms directly; (3) describe two evidence-based models of suicide care; and (4) understand the perspective of people with lived experience and how it is impacted by receiving evidence-based care.

Engage | PDF, Web

Safety planning and means reduction are integral parts of comprehensive suicide care. Clinicians should collaboratively develop safety plans with all persons identified as at risk for suicide, immediately after identifying the risk. The plan should include steps to restrict access to lethal means, balanced with respect for legal and ethical requirements under federal and state laws. In order to develop effective safety plans and organizational policies for lethal means assessment and counseling, training for staff is typically necessary and the input of those with lived experience is essential.

By the end of this webinar, participants will be able to (1) identify safety planning and lethal means reduction as part of a comprehensive Zero Suicide approach; (2) discuss ways to maximize the effectiveness of a safety plan; (3) develop an organizational policy for lethal means reduction; and (4) explain the importance of input from people with lived experience during safety planning and means reduction policy development.

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SPRC and the National Action Alliance for Suicide Prevention are able to make this web site available thanks to support from Universal Health Services (UHS) and the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (DHHS) (grant 1 U79 SM0559945).

No official endorsement by SAMHSA, DHHS, or UHS for the information on this web site is intended or should be inferred.