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Aron EJ, Bostic JQ, Grumet JG, Jacobson S. Assisting the School in Responding to a Suicide Death: What Every Psychiatrist Should Know. Child Adolesc Psychiatr Clin N Am 2018; 27:607-619. [PMID: 30219222 DOI: 10.1016/j.chc.2018.05.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
When a child or adolescent dies by suicide, many individuals are affected, most of whom are attending school. Child and adolescent psychiatrists can be called on during the wake of such tragic events in order to help schools navigate the difficult tasks following a student suicide. Being familiar with suicide postvention guidelines is crucial for anyone involved in managing the events following a student suicide. By understanding the tenets of suicide postvention and resources that are available to schools and clinicians, the tragedy of suicide can also be an opportunity to improve school mental health and suicide prevention.
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Affiliation(s)
- Emily J Aron
- Department of Psychiatry, Medstar Georgetown University Hospital, 2115 Wisconsin Avenue Northwest, Washington, DC 20007, USA.
| | - Jeff Q Bostic
- Department of Psychiatry, Medstar Georgetown University Hospital, 2115 Wisconsin Avenue Northwest, Washington, DC 20007, USA
| | - Julie Goldstein Grumet
- Suicide Prevention Resource Center, Education Development Center, Inc, 1025 Thomas Jefferson Street, Suite 700West, Washington, DC 20007 43, USA
| | - Sansea Jacobson
- Department of Psychiatry, Western Psychiatric Institute & Clinic, UPMC, 3811 O'Hara Street, E503, Pittsburgh, PA 15213, USA
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Jellinek MS. When Teachers Are Discovered to Have Sexually Abused Students: The Role of Child Psychiatric Consultation. J Am Acad Child Adolesc Psychiatry 2018; 57:227-228. [PMID: 29588045 DOI: 10.1016/j.jaac.2018.01.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/14/2017] [Revised: 01/07/2018] [Accepted: 02/01/2018] [Indexed: 11/28/2022]
Abstract
Tragically, investigations have shown many cases of teachers in private schools sexually abusing students.1 Most cases occurred from the 1960s through the 1990s and involved eccentric, creative, highly valued, and long-serving teachers. Some were indiscriminate predators who abused many children, others abused one or a few students, and some "groomed" students by developing a special emotional relationship during high school and then initiating a sexual relationship after graduation. Often, abusers and victims were vulnerable because of low self-esteem, depression, divorce, or substance use. Most of the abuse concerned a male teacher and a female student, but some concerned same-sex teacher and student or a female teacher and a male student.
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Cox GR, Bailey E, Jorm AF, Reavley NJ, Templer K, Parker A, Rickwood D, Bhar S, Robinson J. Development of suicide postvention guidelines for secondary schools: a Delphi study. BMC Public Health 2016; 16:180. [PMID: 26912256 PMCID: PMC4765027 DOI: 10.1186/s12889-016-2822-6] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2015] [Accepted: 02/03/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Suicide of school-aged adolescents is a significant problem, with serious implications for students and staff alike. To date, there is a lack of evidence regarding the most effective way for a secondary school to respond to the suicide of a student, termed postvention [(Crisis 33:208-214, 2012), (Crisis 34:164-182, 2013)]. The aim of this study was to employ the expert consensus (Delphi) methodology to the development of a set of guidelines, to assist English-speaking secondary schools to develop a plan to respond to a student suicide, or to respond to a suicide in the absence of a predetermined plan. METHODS The Delphi methodology was employed, which involved a two-stage process. Firstly, medical and research databases, existing postvention guidelines developed for schools, and lay literature were searched in order to identify potential actions that school staff could carry out following the suicide of a student. Based on this search, an online questionnaire was produced. Secondly, 40 experts in the area of suicide postvention from English-speaking countries were recruited and asked to rate each action contained within this questionnaire, in terms of how important they felt it was to be included in the postvention guidelines. A set of guidelines was developed based on these responses. In total, panel members considered 965 actions across three consensus rounds. RESULTS Five hundred fourty-eight actions were endorsed for inclusion into the postvention guidelines based on an 80% consensus agreement threshold. These actions were groups according to common themes, which are presented in the following sections: 1. Developing an Emergency Response Plan; 2. Forming an Emergency Response Team; 3. Activating the Emergency Response Team; 4. Managing a suspected suicide that occurs on school grounds; 5. Liaising with the deceased student's family; 6. Informing staff of the suicide; 7. Informing students of the suicide; 8. Informing parents of the suicide; 9. Informing the wider community of the suicide; 10. Identifying and supporting high-risk students; 11. Ongoing support of students; 12. Ongoing support of staff; 13. Dealing with the media; 14. Internet and social media; 15. The deceased student's belongings; 16. Funeral and memorial; 17. Continued monitoring of students and staff; 18. Documentation; 19. Critical Incident Review and annual review of the ER Plan; 20. Future prevention. Panel members frequently commented on every suicide being 'unique', and the need for flexibility in the guidelines, in order to accommodate the resources available, and the culture of the school community. CONCLUSION In order to respond effectively and safely to the suicide of a student, schools need to undertake a variety of postvention actions. These are the first set of postvention guidelines produced worldwide for secondary schools that are based on expert opinion using the Delphi method.
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Affiliation(s)
- Georgina R Cox
- Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia.
- Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia.
| | - Eleanor Bailey
- Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia.
| | - Anthony F Jorm
- Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010, Australia.
| | - Nicola J Reavley
- Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010, Australia.
| | - Kate Templer
- University of Tasmania, Faculty of Health, Hobart, Tasmania, 7001, Australia.
| | - Alex Parker
- Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia.
- headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia.
| | - Debra Rickwood
- headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia.
- Faculty of Health, University of Canberra, Kirinari St, Bruce, Australian Capital Territory, 2601, Australia.
| | - Sunil Bhar
- Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia.
| | - Jo Robinson
- Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia.
- headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia.
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