[Counselor_Educ] FW: Strengthening Appalachia's Children

Tue Oct 13 21:55:46 EDT 2026

Some very good articles linked below!

Kind regards
Dr. Bhat

From: Appalachian Children Coalition <sacnews at appchildren.org>
Sent: Tuesday, February 27, 2024 3:16 PM
To: Bhat, Christine <bhatc at ohio.edu>
Subject: Strengthening Appalachia's Children

View this email in your browser<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmailchi.mp%2Fappchildren.org%2Fnewsletter-january-14151154%3Fe%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491015166%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=%2F74H2xlVPezZm7EfGot5F7bZrS02%2BNCIxMZpDHa30cI%3D&reserved=0>
[https://mcusercontent.com/830d7c4fc36d65aac0d5e7c23/images/3d3ea463-4b42-a4f5-5c88-e94220f7ef5b.jpg]

Table of Contents

  *   Introduction to the Newsletter
  *   About the Editors
  *   Background
  *   The Science of School-Based Suicide Prevention
  *   School-Based Suicide Prevention Services: A Brief Guide for Practitioners
  *   Check out these upcoming professional development opportunities
  *   References

Introduction to the Newsletter
Welcome to the first issue of, “Strengthening Appalachia’s Children” newsletter prepared by the Appalachian Children Coalition<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Dd4c0255be6%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491036095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=nBzVI7z8%2FCwD0Nx0r4pJpLamugYbVK0bHggMXYMa7dE%3D&reserved=0> (ACC). The mission of the ACC is, “Our mission is to improve the health and well-being of our region's children through collective advocacy and strategic investments.” One method for achieving this mission is to integrate the best of science and practice to enhance the care provided by professionals working with children in Appalachia. This newsletter is intended to support that effort and will be distributed quarterly. Each issue will feature a unique topic relevant to the health and wellness of children in Appalachia. This issue focuses on youth suicide and the steps that can be taken in schools to prevent suicide. In each issue there will be two articles on the topic by highly regarded national experts. One article will present a practitioner’s perspective and the other will be written by an expert who researches the topic.
We hope that you find the information in the newsletter helpful, but we understand if you are not interested. At the end of the newsletter is a link to unsubscribe if that is your wish. If you find this information useful or know someone who may appreciate receiving this newsletter, we encourage you to forward it to them and they can click a link at the end of the newsletter to subscribe. Finally, if you have questions about the topic or suggestions for topics you would like covered in the future, please let me know (SACeditor at appchildren.org<mailto:SACeditor at appchildren.org>).

About the Editors
The editor of this newsletter is Dr. Steven Evans who is a Distinguished Professor of Psychology at Ohio University (SACeditor at appchildren.org<mailto:SACeditor at appchildren.org>). The assistant editor is Ms. Carolyn Campbell (SACnews at appchildren.org<mailto:SACnews at appchildren.org>) who is a doctoral student in clinical psychology working with Dr. Evans.

[https://mcusercontent.com/830d7c4fc36d65aac0d5e7c23/images/1e43164a-3171-c712-789a-c4b237c4c169.jpg]
Background
Suicide is a severe public health problem. Currently, suicide is the 2nd leading cause of death for youth ages 10-19 in the United States (US), with 1 out of 11 US high school students having reported that they attempted suicide at least once in the last year (Ruch & Bridge 2022). In addition, the social isolation as a result of the COVID-19 pandemic has exacerbated concerns about suicide, (Ayer & Colpe, 2023), with epidemiological research suggesting that suicide deaths among US youth have increased overall throughout the first ten months of the pandemic (Bridge et al., 2023). Some of the youth most vulnerable to suicide are those in rural and lower socioeconomic status areas such as Appalachia, with rural-urban disparities in suicide rates only continuing to increase. In fact, out of the nine suicide clusters in the state of Ohio (i.e., a region with a higher number of suicides than would otherwise be expected for that space and/or time; Fontanella et al., 2018), the two largest clusters for suicide deaths by firearm were both in rural Appalachia. Children and adolescents living in Appalachia are thought to be particularly vulnerable to suicide because of the barriers they experience to accessing mental healthcare, including transportation difficulties, fewer providers being in their region, and stigma associated with receiving mental health care (Sale et al., 2014). Luckily, this problem is preventable, with school-based interventions being one of the most promising tools for addressing suicidality among teenagers in Appalachia (Ayer et al., 2022; Ayer & Colpe, 2023; Sale et al., 2014).

[https://mcusercontent.com/830d7c4fc36d65aac0d5e7c23/images/2d9e9691-bf6a-9996-0068-22d11f2d272e.jpg]
The Science of School-Based Suicide Prevention

John Ackerman, PhD & Jeff Bridge, PhD
School communities face many challenges, but few are as tragic and overwhelming as a student suicide. The unexpected nature of a death by suicide combined with the preventable loss of life often contributes to complicated grief and waves of conflicting emotions for classmates and school staff. Although there are effective approaches to supporting schools in responding to a suicide known as postvention<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D35052e0541%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491047897%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=3Rip94WJsYj9smAScITdFYfkjRgF7TE3PIiAqNAur4o%3D&reserved=0>, the goal for any district should be to work upstream to ensure that all students are equipped with the knowledge, support, and resources to manage a crisis before suicide risk escalates.
It is critical that schools recognize the current mental health landscape faced by young people. Suicide is the second leading cause of death among youth aged 10–19 years in the United States (CDC, 2020). According to data from the 2021 Youth Risk Behavior Survey more than one in five high school students (22%) seriously considered suicide in the past year and one in ten (10%) reported attempting suicide. Additionally, there are risk factors that further elevate a student’s likelihood of considering or dying by suicide. Females have higher rates of suicidal ideation (thinking about or planning) and males die by suicide at much higher rates due to the lethality of methods selected. Specific racial and ethnic minority youth (Indigenous, Black, Non-white Hispanic) show elevated youth suicide rates that increased during the pandemic (Ivey-Stephenson et al., 2020). Sexual and gender minority youth also have disproportionately high rates of suicide. Furthermore, youth in rural communities are two times more likely to die by suicide than urban youth due to stigma, isolation, reduced access to mental health care, increased access to firearms, and disparities in resources (Fontanella et al., 2015).
Despite these concerning trends, the positive news is that there are effective, evidence-based approaches to suicide prevention and that schools can play a meaningful role in reducing suicide risk of all students. But what does the science say about what works best? Existing data indicate that a multi-tiered approach to suicide prevention is most effective, especially for youth who reside in communities with limited mental health resources (Ayer et al., 2022).  Because suicide is complex and each student possesses a unique combination of risk and protective factors, there is not a one-size fits all solution. A comprehensive suicide prevention plan is recommended that accounts for the specific needs of the school community and incorporates universal, selective, and indicated interventions while fostering an overall culture of care and student belongingness. In practice, this involves implementation of one or more universal suicide prevention programs that build off existing social-emotional learning programs, selective strategies that support students with multiple risk factors, and targeted approaches to support identification, assessment and immediate intervention for those experiencing a suicidal crisis.
The best way for school staff to ensure positive outcomes is by using evidence-based practices (EBPs). EBPs involve the integration of external scientific evidence, expert opinion and experience, and student/educator/caregiver perspectives. When these components are considered together, schools can make informed decisions and provide high-quality prevention services that will reduce the risk of suicide. The strongest evidence comes from randomized controlled trials (RCTs). While there is still much to learn, there is growing evidence about what elements are important for school-based suicide prevention.
Education and awareness curricula tend to be universal approaches that teach about depression and suicide risk and protective factors, recognition of warning signs in oneself or others, encourage help-seeking, and reduce stigma. The Signs of Suicide (SOS) prevention program (Aseltine et al., 2007, Schilling et al., 2016), for example, has shown reductions in student reported suicide attempts and improved knowledge and attitudes about suicide. Gatekeeper trainings like Question, Persuade, and Refer (QPR, Tompkins et al., 2010) or Applied Suicide Intervention Skills Training (ASIST, Shannonhouse et al., 2017) help adults or students recognize suicide warning signs and how to link at-risk students with support show positive outcomes regarding suicide knowledge, skills, and attitudes. Other prevention approaches are skills-based and teach strategies such as problem-solving, mindfulness, emotion regulation, and/or distress tolerance among others. It often requires more extensive training and practice to gain mastery, but such approaches can have lasting benefits across a range of outcomes that extend beyond suicide prevention. DBT STEPS-A (Mazza et al., 2016) is one example which teaches core skills derived from dialectical behavior therapy and linked with reduced suicide risk.  The PAX Good Behavior Game (GBG), a universal prevention program delivered in elementary schools, teaches children self-management skills in a prosocial and nurturing classroom environment. GBG has been shown in RCTs to reduce suicidal ideation and attempts over time, even though it does not specifically address suicide in the classroom (Wilcox, 2008). Other universal approaches rely on peer connection, modeling of support, and modification of school culture.  Both Sources of Strength (Wyman et al., 2010) and Youth Aware of Mental Health (YAM) Program (D. Wasserman et al., 2015) have evidence of effectiveness in attitudes around mental health and YAM specifically has found decreases in suicidal ideation and attempts.
In addition to specific prevention programs, it is important to use validated screening and assessment tools to identify and establish safety for students at risk for suicide. Universal screening for depression and suicide can occur independently or in tandem with the programs listed above. The goal of screening is to identify youth who would benefit from mental health supports but may not otherwise come to the attention of school staff or mental health professionals. Unfortunately, adults are often inaccurate when judging the level of internal distress of students and screening offers information from the most reliable informant – the student themselves. Although some students minimize symptoms, many disclose depression or suicide risk when screened. Therefore, it is essential to have a clearly articulated policy and pathway for identified youth to receive a follow-up risk assessment (e.g., Columbia Suicide Severity Rating Scale) and a safety plan (e.g., Stanley & Brown, 2012) conducted by trained staff. Fortunately, there are often local partners willing to provide no cost trainings to increase the competence and confidence of school staff in conducting such interventions. Lastly, every school should have suicide-specific policies<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D59a559d568%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491059074%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=03nrNvKaMrkcoDCOCvuAeINBKsZa%2BSvKp3zuSs1xN3Y%3D&reserved=0> and procedures, a crisis response team, and community behavioral health partners that can support referrals and respond to a crisis.
Suicide has touched the lives of many school communities and it is essential that we invest in prevention upstream. Promising strategies exist but we still need to understand which programs work best in different communities. For more information about school-based suicide prevention programming, training, or community resources, reach out to suicideprevention at nationwidechildrens.org<mailto:suicideprevention at nationwidechildrens.org>.

________________________________
About the Authors
John Ackerman, PhD, is a clinical psychologist and Suicide Prevention Clinical Manager at the Center for Suicide Prevention and Research at Nationwide Children's Hospital. His team trains schools, healthcare agencies, and youth-serving organizations throughout Ohio to identify and support youth at risk for suicide. Dr. Ackerman has a research interest in youth suicide risk and protective factors, mood disorders, the influence of media on youth suicide, and the implementation of suicide prevention programs in schools.
Jeff Bridge, PhD, is an epidemiologist and director of the Center for Suicide Prevention and Research in the Abigail Wexner Research Institute at Nationwide Children’s Hospital. Dr. Bridge is also the Nationwide Foundation Endowed Chair of Innovation in Behavioral Health Research and professor of Pediatrics, Psychiatry and Behavioral Health at The Ohio State University College of Medicine. His research focuses on the epidemiology of suicide and suicidal behavior in young people, neurocognitive vulnerability to suicidal behavior, screening for suicide risk in medical and school settings and improving the quality of care for suicidal youth.
________________________________
To learn more about the Center for Suicide Prevention and Research, check out this<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D2333954204%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491071238%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=pYOoiQbH5ccpDoSvPuhlJYgO2f4R8evCGF9Nsn32isE%3D&reserved=0> link.

[https://mcusercontent.com/830d7c4fc36d65aac0d5e7c23/images/8915932f-a04e-b758-7a7e-3093c7ca50ee.jpg]
School-Based Suicide Prevention Services: A Brief Guide for Practitioners

Kurt Michael, Ph.D.
Appalachian Ohio has been particularly hard hit by a persisting mental health crisis that includes high rates of opiate dependence, depression, and suicide. According to a report published by the Ohio Department of Health (Bureau of Vital Statistics, 2021)<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D909f0bbba3%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491101481%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=d8QMVuKFQ%2Bp8Ge4tjzohX4XacsZ4WWEMzaR8ZhGKAyo%3D&reserved=0>, suicide was the second leading cause of death for Ohioans between 10-34 years old. Among the 15 Ohio counties with the highest suicide rates, 93% were rural and 9 of the 15 counties were in Appalachian Ohio. A logical and feasible approach for practitioners to prevent youth suicide is to address the problem early and often in the context where young people spend most of their time in schools (Michael & Ramtekkar, 2022). At the same time, expecting schools and their staff to lead these efforts is well beyond an educator’s scope of practice, not to mention burdensome. Some of the burden is related to administrators’ concerns that assessing suicide risk will either make matters worse or lead to increased liability for districts.
Regarding the concern about suicide assessment in schools, we already have evidence from the Youth Risk Behavior Survey (YRBS) that a substantial number of young people report suicidal thoughts and behaviors annually. Although the YRBS is anonymous and not designed to identify acute risk, asking youth directly about suicide has not been shown to increase risk (Dazzi et al., 2014). In fact, asking youth directly about suicide has led to significant reductions in distress among a large sample of high school students (Gould et al., 2005) and fewer suicide attempts in high schoolers who took part in an educational suicide prevention program after a three-month follow-up (Aseltine et al., 2007).
School administrators’ concern that asking students about suicidal thoughts can lead to increased liability for poor outcomes is a reason some do not want to screen or ask students. However, awareness that a student has suicidal thoughts or behaviors followed by actions consistent with established guidelines (National Action Alliance for Suicide Prevention, 2018) can reduce the likelihood of successful tort claims against the school (Jobes & Berman, 1993). Thus, asking about suicidal thoughts is a first step in reducing a school’s liability. To be confident that school staff are following best practice guidelines, it can be helpful to develop school mental health (SMH) partnerships to address the problem of youth suicide in schools (Michael et al., 2023). Several published examples of SMH partnerships are reviewed and discussed in the Handbook of Rural School Mental Health (Michael & Jameson, 2017), including a chapter focused on suicide prevention in rural schools (Schorr, Van Sant & Jameson, 2017).
Moreover, systemic approaches should be considered, such as the comprehensive approach to suicide prevention originally tested and found to be effective in the U.S. Air Force (Knox et al., 2010).  This approach has been adapted and implemented across multiple college campuses and K-12 schools as part of The Jed Foundation’s technical assistance (TA) model. Additionally, suicide-focused SMH partnerships have also been implemented and evaluated within the context of systemic approaches, such as Multi-Tiered Systems of Support (MTSS) frameworks (Sulkowski & Michael, 2014). Overall, systemic approaches have been found to be acceptable, feasible, and reduce the burden placed on school staff to address the problem of suicide, especially for schools that have minimal resources or expertise in addressing these issues (Michael et al., 2015).
There are specific types of questions that practitioners in schools should include in their efforts to assess and prevent youth suicide, many of which are explicitly discussed in the National Action Alliance for Suicide Prevention (2018) Guidelines.  For individual students who are referred for a suicide assessment either due to evidence of increased risk (e.g., suicidal behavior, posting on social media, a peer initiated concern, concerning content from a writing assignment) or a disclosure of suicidal thoughts, it is recommended that practitioners utilize validated, psychometrically sound suicide-focused measures (e.g., Ask Suicide-Screening Questions; ASQ; Collaborative Assessment and Management of Suicidality; CAMS) rather than rely on untested or non-standardized approaches (i.e., non-structured, unreliable clinical interviews).
Another recommended component of suicide-focused prevention in schools is the inclusion of lethal means counseling (Capps, Michael, & Jameson, 2019), which is a core feature of several well-developed and validated safety plan protocols (Stanley et al., 2018) and suicide prevention approaches (Counseling on Access to Lethal Means; CALM). Both models are listed in the National Action Alliance Guidelines referenced above. The rationale for these approaches is that firearms are the most common method of suicide death, especially in rural settings, and that 80% of the firearms used in fatal attempts are owned by parents or another family members (Barber et al., 2022). The CALM approach has been vetted on the Suicide Prevention Resource Center’s Best Practice Registry<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D5e5c461511%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491124788%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=VID2QkmldCreLnorKMSvqg4AY49ApQv0bK1GDp9Pjy8%3D&reserved=0> (click this link<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Dabe29c8c99%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491146369%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=yTvZbSAJPCsQDSn3VRKA31R8E8kl6DNK%2B5TrJBF2xFI%3D&reserved=0> to learn about CALM). Additionally, as part the most recent iteration of the CAMS Suicide Status Form (Version 5), a more stringent and tangible lethal means counseling protocol (Stabilization Support Plan; SSP) has been published (Jobes, 2023). The CAMS SSP is currently being field tested in an RCT with two sites, including Nationwide Children’s Hospital in Columbus (Adrian et al., 2021).
In summary, practitioners who endeavor to strengthen suicide prevention approaches in Appalachian Ohio schools should consider this brief guide and the specific resources therein to bolster their programmatic efforts. The approaches in schools should be comprehensive, ideally include a university or community SMH partner, and serve constituent groups across the three tiers of the MTSS framework. Finally, the modular components described above, all of which are grounded in science, should be included, and implemented with fidelity.
________________________________
About the Author

Kurt Michael, Ph.D. is the Senior Clinical Director at The Jed Foundation and Professor Emeritus at Appalachian State University. He is a suicidologist and licensed psychologist who has spent over 25 years developing, supervising, and researching the impact of embedded training clinics in K-12 schools and working directly with children and families to lower their risk of suicide.
________________________________
To learn more about The Jed Foundation, check out this<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D801d2a8169%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491161969%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=skGOmCNxjVllpBl20rf3G5RclPf%2FkzKfjy3yIpecx0E%3D&reserved=0> link.

[https://mcusercontent.com/830d7c4fc36d65aac0d5e7c23/images/9c26acda-6ffd-c735-d6a3-f5750152b76f.jpg]

Check out these upcoming professional development opportunities

  *   Montgomery County ADAMHS Stewards of Children
     *   Teaches participants to prevent, recognize, and react responsively to child abuse. Designed for those that serve youth.
     *   3/22 from 9am-11:30am at 409 E Monument Ave, Dayton, OH 45402 (Training room on 2nd floor)
     *   Use this<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Ddcf56c2c6e%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491175133%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=FU5%2FqEQKUkc4N9SCSMQs4FHz4ZilE5oMpU5mI7NDo0k%3D&reserved=0> link to learn more and register.
  *   Ashtabula County QPR Training
     *   3/22 from 4-6pm at the Geneva Public Library (860 Sherman Street, Geneva, OH 44041)
     *   Participants will learn to recognize warning signs of suicide, to offer hope to a person who might be experiencing a suicidal crisis, and how to get help and save a life.
     *   Use this<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D5f65f295c1%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491186580%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=%2BF7vpP%2Fk%2BD8F1dGQgRRwLC13fk64I1K50PNEgW8l%2B54%3D&reserved=0> link to learn more and register.
  *   Appalachian Children's Coalition Kinship Care Symposium
     *   4/11 from 9am-1pm at the Athens Community Center (701 E State St, Athens, OH 45701).
     *   Use this<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D27608bf0eb%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491197431%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=fFCm20ijda2hB1g3U7bDJBtK6ixYHODDRUHI2KkiCYM%3D&reserved=0> link to register for this empowering event that aims to support and uplift kinship caregivers in our community.
  *   Appalachian Children's Coalition Youth Mental Health Summit: Social Media and Cyberbullying
     *   4/17 from 9am-3pm at Stuart's Opera House (52 Public Sq, Nelsonville, OH 45764).
     *   Click this <https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D3d75c2dd26%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491208484%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=U529yAd%2BMdU1s7pBYRXBk2LOkeH0yrss4Yg9ixi8sv4%3D&reserved=0> link to register.
     *   The summit will provide an opportunity to hear from experts on social media and youth mental health to make you more aware of privacy concerns, impact on well-being, and other important issues around social media use including what school's need know in order to enact effective policies and have meaningful conversations with students around the subject.
  *   2024 Ohio Psychological Association (OPA) Annual Convention-Psychology on the Frontline of Mental Health
     *   4/18-4/20 online
     *   Online registration coming soon at this<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Dd8c5097d08%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491218686%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=gImZQ67eF3%2BqTJXpMSZhz%2BWKcu8QKSqXZC2Ef1Fq8h0%3D&reserved=0> link.

Want your professional development opportunity to be in the next newsletter?

  *   email SACnews at appchildren.org<mailto:SACnews at appchildren.org> with details about your event.

References
Adrian, M., Blossom, J. B., Chu, P. V., Jobes, D., & McCauley, E. (2021). Collaborative Assessment and Management of Suicidality for Teens: A Promising Frontline Intervention for Addressing Adolescent Suicidality. Practice innovations (Washington, D.C.), 7(2), 154–167. https://doi.org/10.1037/pri0000156<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D2d21baf0ad%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491231351%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=uveP6J3gXdX%2BcaizHVswUGj1PibAJhlmxwDhm%2BL5I60%3D&reserved=0>
Aseltine, R. H., James, A., Schilling, E. A., Glanovsky, J. (2007). Evaluating the SOS suicide prevention program: a replication and extension. BMC Public Health, 7, 161.
Ayer, L., & Colpe, L. J. (2023). The Key Role of Schools in Youth Suicide Prevention. Journal of the American Academy of Child & Adolescent Psychiatry, 62(1), 19–21. https://doi.org/10.1016/j.jaac.2022.06.022<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Df30b698695%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491242471%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=aqParjysQl57BkpckFC1JIypzrPRSorM%2BRyQEUW16TU%3D&reserved=0>
Ayer, L., Nickerson, K., Grumet, J. G., & Hoover, S. (2022). Effective suicide prevention and intervention in schools. In: Ackerman, J.P., Horowitz, L.M. (eds) Youth Suicide Prevention and Intervention. SpringerBriefs in Psychology. Springer, Cham.
Barber, C., Azrael, D., Matthew Miller, M., & Hemenway, D. (2022). Who owned the gun in firearm suicides of men, women, and youth in five US states? Preventive Medicine,164, https://doi.org/10.1016/j.ypmed.2022.107066<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D581c1fca07%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491253357%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=BQL5eJ21Fs2CuOxRr7SGoYHi3ncAcz6bnKY%2BAy2DznM%3D&reserved=0>.
Bridge, J. A., Ruch, D. A., Sheftall, A. H., Hahm, H. C., O’Keefe, V. M., Fontanella, C. A., Brock, G., Campo, J. V., & Horowitz, L. M. (2023). Youth Suicide During the First Year of the COVID-19 Pandemic. Pediatrics, 151(3), e2022058375. https://doi.org/10.1542/peds.2022-058375<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Dbdad3558ae%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491263607%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=PJPsSaPewNaYxE5Vuwcpp2HtcvFG9waBi%2BvnPvXs6zU%3D&reserved=0>
Capps, R.E., Michael, K.D., & Jameson, JP (2019). Lethal means and adolescent suicide risk: An expansion of the PEACE Protocol. Journal of Rural Mental Health, 43(1), 3-16. http://dx.doi.org/10.1037/rmh0000108<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D3f11dfd8be%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491273834%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=WsWUPignaoUPyKCoEjYEKx1kC85o77uhuviXzTuYr8M%3D&reserved=0>
Centers for Disease Control and Prevention (CDC). (2020, February 20). WISQARS leading causes of death reports, 1981–2019.https://webappa.cdc.gov/sasweb/ncipc/leadcaus10_us.html<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3De334289576%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491286950%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=AMv%2FIA9rau6fXp6vkdYvQziYj%2B2f2qfUw6ldDvxRkx8%3D&reserved=0>
Dazzi, T., Gribble, R., Wessely, S., & Fear, N. T. (2014). Does asking about suicide and related behaviours induce suicidal ideation? What is the evidence? Psychological Medicine, 44(16), 3361–3363. https://doi.org/10.1017/S0033291714001299<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1017%2FS0033291714001299&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491299868%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=cuUtBnNAMUAUF3lvpffSWQiyLBF5CyhavS3yIiSWYjw%3D&reserved=0>
Fontanella, C. A., Hiance-Steelesmith, D. L., Phillips, G. S., Bridge, J. A., Lester, N., Sweeney, H. A., & Campo, J. V. (2015). Widening rural-urban disparities in youth suicides, United States, 1996-2010. JAMA Pediatrics, 169(5), 466–473.
Gould, M. S., Marrocco, F. A., Kleinman, M., Thomas J. G., Mostkoff, K., Cote, J., Davies, M. (2005). Evaluating iatrogenic risk of youth suicide screening programs: a randomized controlled trial. Journal of the American Medical Association, 293, 1635–1643.
Ivey-Stephenson, A. Z., Demissie, Z., Crosby, A. E., Stone, D. M., Gaylor, E., Wilkins, N., Lowry, R., & Brown, M. (2020). Suicidal ideation and behaviors among high school students – Youth Risk Behavior Survey, United States, 2019. Morbidity and Mortality Weekly Report, 69(Suppl-1), 47–55.
Jobes, D. A. (2023). Managing suicide risk (3rd ed.): A collaborative approach. New York, NY. Guilford.
Jobes, D. A., & Berman, A. L. (1993). Suicide and malpractice liability: Assessing and revising policies, procedures, and practice in outpatient settings. Professional Psychology: Research and Practice, 24(1), 91–99. https://doi.org/10.1037/0735-7028.24.1.91<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Ddfc0e0cac0%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491311668%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=7PqJWybJTC77nrKOAzi9Ibi4WRZx%2FsEF6V%2FovnmmsyE%3D&reserved=0>
Knox, K. L., Pflanz, S., Talcott, G. W., Campise, R. L., Lavigne, J. E., Bajorska, A., Tu X., & Caine, E. D. (2010). The US Air Force Suicide Prevention Program: Implications for public health policy. American Journal of Public Health, 100, 2457–2463. https://doi.org/10.2105/AJPH.2009.159871<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D036abebc81%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491322995%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=Zg2td8PFWmemHVqbpx%2FE0RxSoU71bWHXnvsnMK2TJ6I%3D&reserved=0>
Mazza, J. J., Dexter-Mazza, E. T., Miller, A. L., Rathus, J. H., Murphy, H. E., & Linehan, M. M. (2016). DBT®
skills in schools: Skills training for emotional problem solving for adolescents (DBT STEPS-A). Guilford Press.
Michael, K. D., & Jameson, J. P. (Eds.). (2017). Handbook of rural school mental health. Cham, Switzerland: Springer International Publishing.
Michael, K. D., Jameson, J. P., Sale, R., Orlando, C., Schorr, M., Brazille, M., Stevens, A., & Massey, C. (2015). A revision and extension of the Prevention of Escalating Adolescent Crisis Events (PEACE) protocol. Children and Youth Services Review, 59, 57–62. https://doi.org/10.1016/j.childyouth.2015.10.014<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D98d546c109%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491334054%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=3m%2BebEIapGswjt4Q%2FVh6%2B1jk3oMW%2FakkP8quswVbswY%3D&reserved=0>
Michael, K. D., & Ramtekkar, U. (2022). Overcoming barriers to effective suicide prevention in rural communities. In Horowitz, L., & Ackerman, J. (Eds.), Youth Suicide Prevention and Intervention: Current Best Practices and Policy Implications, 153–159. New York, NY: Springer. https://link.springer.com/chapter/10.1007/978-3-031-06127-1_17<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D11ae17393e%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491344663%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=3WkXqvOVdBu5ig35vi26ZDoUyFlzNyVvQcnrIBNlGVY%3D&reserved=0>
Michael, K. D., Yaros, A., Counts, J., & Hersh, J. (2023). Preparing school mental health providers for practice in rural communities. In S. Evans, J.S. Owens, C.P. Bradshaw, & M.D. Weist (Eds.), Handbook of School Mental Health - Innovations in Science and Practice, Third Edition, 313–327. Springer. https://link.springer.com/chapter/10.1007/978-3-031-20006-9_21<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3Dd8e734b722%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491355450%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8sdW8cAT08lPKT1FzydGaT5U1%2BSSaJ9KgiBkVDH2kXw%3D&reserved=0>
National Action Alliance for Suicide Prevention: Transforming Health Systems Initiative Work Group. (2018). Recommended standard care for people with suicide risk: Making health care suicide safe. Washington, DC: Education Development Center, Inc.
Schilling, E. A., Aseltine, R. H., Jr, & James, A. (2016). The SOS Suicide Prevention Program: Further evidence of efficacy and effectiveness. Prevention Science, 17(2), 157–166.
Schorr, M., Van Sant, W., & Jameson, J. P. (2017). Preventing suicide among students in rural schools. In K. Michael & J.P. Jameson (Eds.). Handbook of rural school mental health, 129–145. Cham, Switzerland: Springer International Publishing.
Shannonhouse, L., Lin, Y. W. D., Shaw, K., & Porter, M. (2017). Suicide intervention training for K-12 schools: A  quasi-experimental study on ASIST. Journal of Counseling and Development, 99, 3–13.
Stanley, B., Brown, G. K., Brenner, L. A., Galfalvy, H. C., Currier, G. W., Knox, K. L., Chaudhury, S. R., Bush, A. L., & Green, K. L. (2018). Comparison of the Safety Planning Intervention With Follow-up vs Usual Care of Suicidal Patients Treated in the Emergency Department. JAMA Psychiatry, 75(9), 894–900. https://doi.org/10.1001/jamapsychiatry.2018.1776<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D6af8fa3d5d%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491366314%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=6HGfpWmXSFBIJaSTTNdDyG1KIAb3RVwqja%2BOIsVDVtE%3D&reserved=0>
Sulkowski, M. L., & Michael, K. D. (2014). Meeting the mental health needs of homeless students in schools: A multi-tiered system of support framework. Children and Youth Services Review, 44, 145–151. http://dx.doi.org/10.1016/j.childyouth.2014.06.014<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D726a5a1052%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491377130%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=v73JiaIfBmfxW7Uuj1ukEYaB9TVw0m1gdSnkES05Sf0%3D&reserved=0>
Tompkins, T. L., Witt, J., & Abraibesh, N. (2010). Does a gatekeeper suicide prevention program work in a school setting? Evaluating training outcome and moderators of effectiveness. Suicide & Life-Threatening Behavior, 40(5), 506–515.
Wasserman, D., Hoven, C. W., Wasserman, C., Wall, M., Eisenberg, R., Hadlaczky, G., Kelleher…  Carli, V  (2015). School-based suicide prevention programmes: the SEYLE cluster-randomised, controlled trial. Lancet  (London, England), 385(9977), 1536–1544.
Wilcox, H. C., Kellam, S. G, Brown, C. H., Poduska, J. M., Ialongo, N. S., Wang, W., & Anthony, J. C. (2008). The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts. Drug and Alcohol Dependence. 95, S60-73.
Wyman, P. A., Brown, C. H., LoMurray, M., Schmeelk-Cone, K., Petrova, M., Yu, Q., Walsh, E., Tu, X., & Wang, W. (2010). An outcome evaluation of the Sources of Strength suicide prevention program delivered by adolescent peer leaders in high schools. American Journal of Public Health, 100, 1653–61.

[https://cdn-images.mailchimp.com/icons/social-block-v2/color-facebook-48.png]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D0dfbb09e76%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491387608%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8D9XxpNlxOUj%2BNm1lLuX1I7RoGJmYjusRG9md%2FbSm5Y%3D&reserved=0>
[Website]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Ftrack%2Fclick%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D09bed98a66%26e%3De27c152dc8&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491397787%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=lkdZ7DtnrSv65KcX46yqmuZ3HYZBA7KYLDU5wlyBncE%3D&reserved=0>
Copyright © 2024 Appalachian Children Coalition, All rights reserved.
You are receiving this email because you are a subscriber to the Appalachian Children Coalition research newsletter.

Our mailing address is:
Appalachian Children Coalition
5 Depot St
Athens, OH 45701-2713

Add us to your address book<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Fvcard%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D187cd44bfe&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491408363%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=hTALVpL55vVMtlKLkQh4EBSuxMGpjoqyU28gIKDzEwk%3D&reserved=0>

Want to change how you receive these emails?
You can update your preferences<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Fprofile%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D187cd44bfe%26e%3De27c152dc8%26c%3D44285900b4&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491418618%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=XvJFB7gBm6x%2FGHhVMI7bXm1%2BRJ6v62HS1GT6jy57sac%3D&reserved=0> or unsubscribe from this list<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fappchildren.us17.list-manage.com%2Funsubscribe%3Fu%3D830d7c4fc36d65aac0d5e7c23%26id%3D187cd44bfe%26t%3Db%26e%3De27c152dc8%26c%3D44285900b4&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491428919%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=11NJzWRstiUoGWV%2BbfUSc3Nhkbf02mer%2F8dOtP5ggWM%3D&reserved=0>.

[Email Marketing Powered by Mailchimp]<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Flogin.mailchimp.com%2Fsignup%2Femail-referral%2F%3Faid%3D830d7c4fc36d65aac0d5e7c23&data=05%7C02%7Ccounselor_educ%40listserv.ohio.edu%7C44d042a17a734dc95a5408df299643d4%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C639275397491441708%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=lmVnq9y8EAwaUdJizEr3asGzM0bMsK2DYg1iNUXqwWw%3D&reserved=0>

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.ohio.edu/pipermail/counselor_educ/attachments/20261014/b06f3505/attachment-0001.html>