Tag Archives: Suicide

Suicide Survivors & Guilt

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Suicide Survivor Guilt

Guilt is very common in suicide survivors and can be external or internal. External influences of guilt occur when others blame the suicide on family members. Internal guilt occurs when the survivors blame themselves for the suicide, for not recognizing suicidal tendencies, and for not being a better parent, spouse, sibling, or grandparent. Often survivors experience anger and rage against the loved one that abandoned them. This in turn generates guilt in the survivor (Feigelman, Gorman, Beal & Jordan, 2008).

Smolin and Guinan (1993) write that suicide victims were often alcoholic or drug dependent and family members often blamed themselves for the victim’s behavior and self-destructiveness. Guilt and responsibility sets in when the person finally kills him or herself. The same guilt previously experienced over not getting them to quit their substance abuse is now felt over the suicide. Maple, Plummer, Edwards, and Minichiello (2007) add that parents exhibit guilt at their own inability to identify signs that their son or daughter’s suicide was imminent. The parents of children who committed suicide report that guilt was the most distressing emotion experienced at the time of the death of their child (Vessier-Batchen & Douglas, 2006).

A study by McIntosh and Wrobleski (1988) found that guilt was equal in all kinship relations. Whether it was parental, spousal, child, or sibling suicide, guilt was equally felt by all family members regardless of who committed suicide.

Guilt does moderate for those who are further removed from the suicide. It needs to be pointed out that declines in guilt were associated with the increase in the number of months since the death. However, the greater the initial guilt experienced, the less the decline in guilt later. In other words, those with greater amounts of guilt just after the death were less likely to report declines in guilt or likely to report lesser declines, while those with lower amounts of guilt originally were more likely to indicate lower levels currently (McIntosh & Wrobleski, 1988).

Postvention is a term coined by Schneidman (1969) and means helping grieving family members of suicide, the suicide survivors. The role of the therapist in postvention is two-fold:

  • To help the suicide survivor deal with grief through the emotions and feelings of shock, denial, helplessness, blame, anger, guilt, shame, anxiety, depression, low self-esteem, suicidality, and other psychosocial issues that survivors work through.
  • To help the suicide survivor utilize resources that have been known to help other survivors.

Click here to learn more.

Course excerpt from:

The Suicide SurvivorThe Suicide Survivor is a 2-hour online continuing education (CE) course that provides an understanding and means of helping the people who have lost loved ones to suicide.

One of the most difficult and complex emotional adjustments many individuals will ever face is the challenging and often lengthy process of dealing with the suicide of a family member or other loved one. These people are called suicide survivors; the family members and close friends who have experienced the death of a family member or loved one by suicide.

Unfortunately, this is a common occurrence because nearly 45,000 people die by suicide each year in the United States alone. Estimates are that an average of six individuals experience major life disruption as a consequence of every suicide. The cascade of emotions that follow can be both unexpected and overwhelming, and many of the survivors who most need assistance in the form of supportive counseling do not receive it.

This course will provide information and helping strategies for health professionals who work with individuals who are struggling with both “normal” grief and complicated grief, sometimes described as “persistent complex bereavement disorder.” Also discussed are myths about coping with grief, the progression through the grief of suicide, stigmas associated with suicide, assessing for religious help, theories of grief, role of the therapist, needs of suicide survivors, and, finally, moving on. Course #21-26 | 2018 | 40 pages | 15 posttest questions

Course Directions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document).

CE Information

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion).

Click here to learn more.

Better Prediction of Suicide Risk

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Better Prediction of Suicide Risk

In the aftermath of a horrific event like a suicide, we all ask the same question: What could we have done to prevent it?

Yet for some, that is the wrong question. For researchers at Kaiser Permanente, what we should be asking is how we can better predict suicide risk.

In one of the largest studies to date – involving seven large health systems serving a combined population of 8 million people in nine states, and examining almost 20 million visits by nearly 3 million people age 13 or older, including about 10.3 million mental health specialty visits and about 9.7 million primary care visits with mental health diagnoses – the researchers combined a variety of information from the past five years of people’s electronic health records and answers to questionnaires, taken from five Kaiser Permanente regions.

Not only were they able to more accurately predict suicide risk than before, they found that in the 90 days following an office visit, suicide attempts and deaths among patients whose visits were in the highest 1 percent of predicted risk were 200 times more common than among those in the bottom half of predicted risk; patients with mental health specialty visits who had risk scores in the top 5 percent accounted for 43 percent of suicide attempts and 48 percent of suicide deaths; patients with primary care visits who had scores in the top 5 percent accounted for 48 percent of suicide attempts and 43 percent of suicide deaths (Simon et al., 2018).

The researchers also found that the strongest predictors of future suicide attempts included prior suicide attempts, mental health and substance use diagnoses, medical diagnoses, psychiatric medications dispensed, inpatient or emergency room care, and scores on a standardized depression questionnaire (Simon et al., 2018).

“We demonstrated that we can use electronic health record data in combination with other tools to accurately identify people at high risk for suicide attempt or suicide death,” explained Gregory E. Simon, MD, MPH, a Kaiser Permanente psychiatrist in Washington and a senior investigator at Kaiser Permanente Washington Health Research Institute (Simon, 2018).

Better prediction of suicide risk, says Simon, is the foundation of suicide prevention. When better informed, health care providers and health systems can make better decisions, such as how often to follow up with patients, refer them for intensive treatment, reach out to them after missed or canceled appointments – and whether to help them create a personal safety plan and counsel them about reducing access to means of self-harm.

Related Online Continuing Education (CE) Courses:

Suicide PreventionSuicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults.

Suicide is one of the leading causes of death in the United States. In 2015, 44,193 people killed themselves. The Centers for Disease Control and Prevention (CDC) notes, “Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities.” People who attempt suicide but do not die face potentially serious injury or disability, depending on the method used in the attempt. Depression and other mental health issues follow the suicide attempt.

Family, friends, and coworkers are negatively affected by suicide. Shock, anger, guilt, and depression arise in the wake of this violent event. Even the community as a whole is affected by the loss of a productive member of society, lost wages not spent at local businesses, and medical costs. The CDC estimates that suicides result in over 44 billion dollars in work loss and medical costs.

Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies so that healthcare professionals are informed on this complex subject. Information from the suicide prevention technical package from the Centers for Disease Control and Prevention will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs. Course #30-97 | 2018 | 61 pages | 20 posttest questions

The Suicide SurvivorThe Suicide Survivor is a 2-hour online continuing education (CE) course that provides an understanding and means of helping the people who have lost loved ones to suicide.

One of the most difficult and complex emotional adjustments many individuals will ever face is the challenging and often lengthy process of dealing with the suicide of a family member or other loved one. These people are called suicide survivors; the family members and close friends who have experienced the death of a family member or loved one by suicide.

Unfortunately, this is a common occurrence because nearly 45,000 people die by suicide each year in the United States alone. Estimates are that an average of six individuals experience major life disruption as a consequence of every suicide. The cascade of emotions that follow can be both unexpected and overwhelming, and many of the survivors who most need assistance in the form of supportive counseling do not receive it.

This course will provide information and helping strategies for health professionals who work with individuals who are struggling with both “normal” grief and complicated grief, sometimes described as “persistent complex bereavement disorder.” Also discussed are myths about coping with grief, the progression through the grief of suicide, stigmas associated with suicide, assessing for religious help, theories of grief, role of the therapist, needs of suicide survivors, and, finally, moving on. Course #21-26 | 2018 | 40 pages | 15 posttest questions

Course Directions

Our online courses provide instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

—

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapist (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

The Suicide Survivor – New CE Course

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New Online CE Course @pdresources.org

The Suicide SurvivorThe Suicide Survivor is a new 2-hour online continuing education (CE) course that provides an understanding and means of helping the people who have lost loved ones to suicide.

One of the most difficult and complex emotional adjustments many individuals will ever face is the challenging and often lengthy process of dealing with the suicide of a family member or other loved one. These people are called suicide survivors; the family members and close friends who have experienced the death of a family member or loved one by suicide.

Unfortunately, this is a common occurrence because nearly 45,000 people die by suicide each year in the United States alone. Estimates are that an average of six individuals experience major life disruption as a consequence of every suicide. The cascade of emotions that follow can be both unexpected and overwhelming, and many of the survivors who most need assistance in the form of supportive counseling do not receive it.

This course will provide information and helping strategies for health professionals who work with individuals who are struggling with both “normal” grief and complicated grief, sometimes described as “persistent complex bereavement disorder.” Also discussed are myths about coping with grief, the progression through the grief of suicide, stigmas associated with suicide, assessing for religious help, theories of grief, role of the therapist, needs of suicide survivors, and, finally, moving on. Course #21-26 | 2018 | 40 pages | 15 posttest questions

Click here to learn more.

Course Directions:
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This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document).Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!
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About the Authors:
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Robert Gauger, DMin, has served as a full-time minister for over 30 years. He was a parish minister for 27 years, and has also been a hospital chaplain in Jacksonville, Florida. Currently he is a hospice chaplain. Bob holds a Masters degree from Southern Seminary (KY) and a Doctorate Degree from Regent University (VA) with honors. His own personal experiences of depression and stress in ministry have drawn a special interest and focus on the topic in his life, as have his experiences with family suicidal attempts. Bob enjoys playing the trombone and through the years has played with many professional orchestras.
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Leo Christie, PhD, LMFT, is a Florida-licensed Marriage and Family Therapist with a doctorate in Marriage and Family Therapy from Florida State University. Past President of the Florida Council on Family Relations, Dr. Christie is currently CEO of Professional Development Resources, a nonprofit corporation whose mission is to deliver continuing education credit courses to healthcare professionals throughout the United States. He has more than 20 years’ experience in private practice with a specialty in child behavior disorders and as an instructor for over 500 live continuing education seminars for healthcare professionals.
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CE Information:
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Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion).
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Earn CE Wherever YOU Love to Be!

Link Between Screen Time & Suicide

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Link Between Screen Time & Suicide

It’s no secret that screen time is increasing exponentially in teenagers, and that it contributes to several mental health issues. New research suggests that screen time should be considered a modern-day risk factor for depression and suicide.

Studying the rise in mental health problems among teens since 2010 that coincides with an increase in ownership of cell phones – by 2015, 92 percent of teens and young adults had a cell phone, along with CDC statistics that show that suicide rate increased 31 percent among teenagers from 2010 to 2015 – Twenge and Joiner found “a concerning relationship between excessive screen time and risk for death by suicide, depression, suicidal ideation and suicidal attempts” (Joiner & Twenge, 2017).

Explains Joiner, “All of those mental health issues are very serious. I think it’s something parents should ponder” (Joiner, 2017).

Specifically, Joiner and Twenge discovered 48 percent of teenagers who spent five or more hours per day on electronic devices reported a suicide-related behavior. That compared to 28 percent of adolescents who spent less than an hour using electronic devices.

Twenge concludes that the results clearly showed that teens who spent more time on the devices were more likely to be unhappy. Those who focused more on non-screen activities like sports and exercise, talking to friends face to face, doing homework and going to church were more likely to be happy.

Joiner and Twenge emphasized their research does not prove that screen time causes depressive symptoms or suicide-related behaviors, but the findings do show a link.

The takeaway, however, is that screen time is just one of the many factors that may contribute to suicide – and one that healthcare professionals should be aware of. By being aware of the many factors that contribute to depression and suicide, as well as the evidence-based strategies that can prevent it, clinicians can better help to reduce the risk factors and promote resilience among our youngsters.

Related Online Continuing Education (CE) Courses:

Suicide PreventionSuicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults. Suicide is one of the leading causes of death in the United States. In 2015, 44,193 people killed themselves. The Centers for Disease Control and Prevention (CDC) notes, “Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities.” People who attempt suicide but do not die face potentially serious injury or disability, depending on the method used in the attempt. Depression and other mental health issues follow the suicide attempt. Family, friends, and coworkers are negatively affected by suicide. Shock, anger, guilt, and depression arise in the wake of this violent event. Even the community as a whole is affected by the loss of a productive member of society, lost wages not spent at local businesses, and medical costs. The CDC estimates that suicides result in over 44 billion dollars in work loss and medical costs. Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies so that healthcare professionals are informed on this complex subject. Information from the suicide prevention technical package from the Centers for Disease Control and Prevention will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs. Course #30-97 | 2017 | 60 pages | 20 posttest questions

Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions 

Finding Happiness: Positive Interventions in TherapyFinding Happiness: Positive Interventions in Therapy is a 4-hour online continuing education (CE) course that explores the concept of happiness, from common myths to the overriding factors that directly increase our feelings of contentment. We will start with a discussion on why you, the clinician, need to know about happiness and how this information can help in your work with clients. We will then uncover mistakes we make when trying to attain happiness and look carefully at the actions we take and the beliefs that do not just obfuscate our happiness efforts, but often leave us less happy. Next, we will explore the ways in which our mindset influences our feelings of happiness and the many ways we can fundamentally change our levels of well-being, not just immediately, but for many years to come. The final section of this course contains exercises you can use with clients to cultivate and sustain a lifelong habit of happiness. Course #40-45 | 2018 | 57 pages | 25 posttest questions

Course Directions

Online courses provide instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

—

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapist (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Perfectionism: A Suicide Predictor

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Course excerpt from Suicide Prevention: Evidence-Based Strategies

PerfectionismOne of the intriguing risk factors for suicide from recent research is perfectionism. In a literature review, Flett, Hewitt, and Heisel (2014) report consistent evidence linking suicide ideation with long-term exposure to a source of external pressure to be perfect. Perfectionism has been shown to predict suicide above the predictor of hopelessness. Perfectionism coupled with self-concealment (not allowing others to see one’s faults) is a risk for suicide without warning. The authors also note the risk for perfectionists for life stress, hopelessness, and overgeneralization.

The risk for perfectionists is that the person’s emotional perfectionism does not allow for disclosure of suicidal thoughts. Flett and colleagues warn behavioral health professionals to “beware the mask” of people who hide their distress until they kill themselves. Self-concealment and silencing the self – not allowing oneself to admit to distress – are perfectionistic traits which can lead inexorably to suicide. This suicide risk is high because the person will avoid seeking any kind of help, whether the help is from family, friends, or professionals.

The pressure to be perfect may come from a parent, an employer, spouse, or other significant person. This might include a hypercritical parent, a workplace that does not tolerate any mistakes, or a romantic partner who seemingly cannot be pleased. Flett and colleagues list the dimensions of perfectionism from research: high personal standards, doubts about one’s actions, high expectations of parents, and high criticism from parents. The perfectionist has a feeling of continually falling short of their own and others’ standards. This leads to other key risk factors for suicide: the perception of being a burden and thwarted needs for belonging.

A study found a significant suicide potential in children and adolescents with perfectionist traits. The study found evidence validating the perfectionism social disconnection model. This model states that interpersonal perfectionism creates a sense of isolation and alienation that increases suicide risk (Roxborough et al., 2012). The researchers found the link between suicide potential and the need to seem perfect to others was accompanied by a history of high interpersonal hopelessness and being bullied.

Click here to learn more.

Suicide Prevention: Evidence-Based StrategiesSuicide Prevention: Evidence-Based Strategies is a 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults. Suicide is one of the leading causes of death in the United States. In 2015, 44,193 people killed themselves. The Centers for Disease Control and Prevention (CDC) notes, “Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities.” People who attempt suicide but do not die face potentially serious injury or disability, depending on the method used in the attempt. Depression and other mental health issues follow the suicide attempt. Family, friends, and coworkers are negatively affected by suicide. Shock, anger, guilt, and depression arise in the wake of this violent event. Even the community as a whole is affected by the loss of a productive member of society, lost wages not spent at local businesses, and medical costs. The CDC estimates that suicides result in over 44 billion dollars in work loss and medical costs. Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies on this complex subject for psychologists, marriage & family therapists, professional counselors, and social workers. Information from the suicide prevention technical package from the Centers for Disease Control and Prevention will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs. Course #30-97 | 2017 | 60 pages | 20 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

About the Author:

Laura More, MSW, LCSW, is a healthcare author and licensed clinical social worker. Laura was one of the founding partners of Care2Learn, a provider of online continuing education courses for the post-acute healthcare industry. She now provides healthcare authoring services. She has authored over 120 online continuing education titles, co-authored evidence-based care assessment area resources and a book, The Licensed Practical Nurse in Long-term Care Field Guide. She is the recipient of the 2010 Education Award from the American College of Health Care Administrators.

CE Information:

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Suicide Prevention – New Online CE Course

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New Online CE Course @pdresources.org

Suicide Prevention: Evidence-Based StrategiesSuicide Prevention: Evidence-Based Strategies is a new 3-hour online continuing education (CE) course that reviews evidence-based research and offers strategies for screening, assessment, treatment, and prevention of suicide in both adolescents and adults.

Suicide is one of the leading causes of death in the United States. In 2015, 44,193 people killed themselves. The Centers for Disease Control and Prevention (CDC) notes, “Suicide is a serious but preventable public health problem that can have lasting harmful effects on individuals, families, and communities.” People who attempt suicide but do not die face potentially serious injury or disability, depending on the method used in the attempt. Depression and other mental health issues follow the suicide attempt.

Family, friends, and coworkers are negatively affected by suicide. Shock, anger, guilt, and depression arise in the wake of this violent event. Even the community as a whole is affected by the loss of a productive member of society, lost wages not spent at local businesses, and medical costs. The CDC estimates that suicides result in over 44 billion dollars in work loss and medical costs.

Prevention is key: reducing risk factors and promoting resilience. This course will provide a review of evidence-based studies on this complex subject for psychologists, marriage & family therapists, professional counselors, and social workers. Information from the suicide prevention technical package from the Centers for Disease Control and Prevention will be provided. Included also are strategies for screening and assessment, prevention considerations, methods of treatment, and resources for choosing evidence-based suicide prevention programs. 30-97 | 2017 | 60 pages | 20 posttest questions

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Click here to learn more
– 
This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.
– 
Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).
 – 
Earn CE Wherever YOU Love to Be @pdresources.org.

 

What You Can Do to Support World Suicide Prevention Day

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From the International Association for Suicide Prevention (IASP)

Become a Facebook Fan of the International Association for Suicide Prevention (IASP) www.facebook.com/IASPinfo

World Suicide Prevention DayWORLD SUICIDE PREVENTION DAY is an opportunity for all sectors of the community – the public, charitable organizations, communities, researchers, clinicians, practitioners, politicians and policy makers, volunteers, those bereaved by suicide, other interested groups and individuals – to join with the International Association for Suicide Prevention and the WHO to focus public attention on the unacceptable burden and costs of suicidal behaviours with diverse activities to promote understanding about suicide and highlight effective prevention activities.

Those activities may call attention to the global burden of suicidal behaviour, and discuss local, regional and national strategies for suicide prevention, highlighting cultural initiatives and emphasizing how specific prevention initiatives are shaped to address local cultural conditions.

Initiatives which actively educate and involve people are likely to be most effective in helping people learn new information about suicide and suicide prevention. Examples of activities which can support World Suicide Prevention Day include:

  • Launching new initiatives, policies and strategies on World Suicide Prevention Day, September 10th.
  • Learning about connectedness, mental health and suicide prevention from materials found in IASP’s Web resource directory http://goo.gl/0ovDtp
  • Using the WSPD Press Preparation Package that offers media guides in the planning of an event or activity.
  • Downloading the World Suicide Prevention Day Toolkit that contains links to World Suicide Prevention Day resources and related Web pages http://goo.gl/TEvYHD
  • Holding conferences, open days, educational seminars or public lectures and panels
  • Writing articles for national, regional and community newspapers, blogs and magazines
  • Holding press conferences
  • Placing information on your website and using the IASP World Suicide Prevention Day Web banner, promoting suicide prevention in one’s native tongue. http://goo.gl/rOijcr
  • Securing interviews and speaking spots on radio and television
  • Organizing memorial services, events, candlelight ceremonies or walks to remember those who have died by suicide
  • Asking national politicians with responsibility for health, public health, mental health or suicide prevention to make relevant announcements, release policies or make supportive statements or press releases on WSPD
  • Holding depression awareness events in public places and offering screening for depression
  • Organizing cultural or spiritual events, fairs or exhibitions
  • Organizing walks to political or public places to highlight suicide prevention
  • Holding book launches, or launches for new booklets, guides or pamphlets
  • Distributing leaflets, posters and other written information
  • Organizing concerts, BBQs, breakfasts, luncheons, contests, fairs in public places
  • Writing editorials for scientific, medical, education, nursing, law and other relevant journals
  • Disseminating research findings
  • Producing press releases for new research papers
  • Holding training courses in suicide and depression awareness
  • Joining us on the official World Suicide Prevention Day Facebook Event Page http://goo.gl/b2Z0rt
  • Supporting suicide prevention 365 days a year by becoming a Facebook Fan of the IASP http://goo.gl/S7zalS
  • Following the IASP on Twitter (www.twitter.com/IASPinfo), tweeting #WSPD or #suicide or #suicideprevention
  • Creating a video about suicide prevention
  • Lighting a candle, near a window at 8 PM in support of: World Suicide Prevention Day, suicide prevention and awareness, survivors of suicide and for the memory of loved lost ones. Find “Light a Candle Near a Window at 8 PM” postcards in various languages at: http://goo.gl/9Ic1en
  • Participating in the World Suicide Prevention Day – Cycle Around the Globe ttp://goo.gl/csdyvG

 

Source: http://www.iasp.info/wspd/

Suicide & Psychological Pain: Prevention that Works

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By Jack Klott, MSSA, LISW, CSW

Suicide & Psychological Pain: Prevention that WorksSuicide & Psychological Pain: Prevention that Works is a new 3-hour continuing education (CE/CEU) course for psychologists, counselors, social workers and other mental health professionals. Jack Klott, using case studies taken from his 45-year-career as a suicidologist, brings to life the ideas, theories and concepts surrounding suicide and self-mutilation including risk factors, assessment, and treatment components. He presents information about which personality types are most vulnerable to acts of suicide and self-mutilation, as well as the essential link between these behaviors and addiction disorders. Jack Klott’s work focuses on the treatment relationship between therapist and client and the hope for both the suicidal and self-harm client in achieving treatment goals. This narrative is interwoven with case histories and treatment outcomes which yield a personal and fascinating look into the work of treating suicidal clients. Course #30-70 | 21 posttest questions

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Illinois DPR for Social Work (#159-00531); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

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Suicide Prevention Day Resources

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The International Association for Suicide Prevention (IASP) and the World Health Organization (WHO) are co-sponsoring World Suicide Prevention Day on September 10th. The theme of this 11th anniversary event is “Stigma: A Major Barrier for Suicide Prevention.”

World Suicide Prevention DayAccording to the WHO and the latest Burden of Disease Estimation, suicide is a major public health problem in high-income countries and is an emerging problem in low- and middle-income countries. Suicide is one of the leading causes of death in the world, especially among young people. Nearly one million people worldwide die by suicide each year. This corresponds to one death by suicide every 40 seconds. The number of lives lost each year through suicide exceeds the number of deaths due to homicide and war combined. These staggering figures do not include nonfatal suicide attempts which occur much more frequently than deaths by suicide.

A large proportion of people who die by suicide suffer from mental illness. Recent estimates suggest that the disease burden caused by mental illnesses will account for 25% of the total disease burden in the world in the next two decades, making it the most important category of ill-health (more important than cancer or heart diseases). Yet a significant number of those with mental illnesses who die by suicide do not contact health or social services near the time of their death. In many instances there are insufficient services available to assist those in need at times of crisis.

This lack of access to appropriate care is one of the many factors that magnify the stigma associated with mental illness and with suicidal ideation and behaviour. This type of stigma, which is deeply rooted in most societies, can arise for different reasons. One of the causes of stigma is a simple lack of knowledge – that is, ignorance. This type of stigma can be directly addressed by providing a range of community-based educational programs that are targeted to specific subgroups within the society (that is, by age, educational level, religious affiliation, and so forth). The goal of such programs is to increase public awareness of the characteristics and treatment of people with mental illnesses and/or suicidal behaviour, and of the available treatment resources to help individuals with these problems.

But knowledge is not enough to combat stigma. Negative attitudes about individuals with mental illnesses and/or suicidal ideation or impulses – prejudice – is common in many communities. These negative attitudes often do not change with education about mental illnesses and suicidal behaviour. Indeed, many health professionals who feel uncomfortable dealing with persons struggling with mental illnesses or suicidal ideation often hold negative, prejudicial attitudes about such patients. This can result in a failure to provide optimal care and support for persons in crisis. Changing such prejudicial attitudes requires a long-term effort to change the underlying cultural values of the community and a parallel effort to alter the treatment norms of health care professionals.

Stigma is also the underlying motive for discrimination – inappropriate or unlawful restrictions on the freedoms of individuals with mental illnesses or suicidal behaviour. Such restrictions can occur at a personal, community or institutional level. One extreme example is the criminalization of suicidal behaviour, which still occurs in many countries. Discrimination can prevent or discourage people affected by mental illnesses and/or suicidal ideation or behaviour from seeking professional help or from returning to their normal social roles after receiving treatment for an episode of illness or crisis. Clearly, criminalization of suicidal behaviour can be a powerful deterrent on the care-seeking of individuals in crisis who desperately need to be able to access care and support, without being judged or penalized.

At a government or administrative level, stigma can have an impact on resource allocation. In both high-income and low- and middle-income countries stigmatized conditions such as mental illnesses and suicidal behaviour receive a much smaller proportion of health and welfare budgets than is appropriate, given their huge impact on the overall health of the community. Furthermore, fund-raising efforts to support public health initiatives in this area often fall flat because of lack of interest among communities, governments, and international funding agencies; that is, because of stigma.

Attempts to fight stigma, by undertaking massive public education programs, have been of limited effectiveness in reducing the stigma associated with mental illness and suicide. New, innovative methods that are more target-group specific or that creatively use the emerging social media need to be developed and tested. Despite the difficulty and complexity of fighting stigma, persons, organizations and governments committed to the dual goals of improving the quality of life of individuals suffering from mental illnesses and suicidal ideation and of reducing the huge burden of suicide on families and communities don’t have an option. Unless stigma is confronted and challenged, it will continue to be a major barrier to the treatment of mental illnesses and to the prevention of suicide.

World Suicide Prevention Day provides a special opportunity to refocus our collective energies on addressing this fundamental problem. Changing cultural attitudes about mental illness and suicidal behaviour requires a scientific awareness of the many forces that influence community norms and the concerted effort of a wide range of community stakeholders over a prolonged period of time. World Suicide Prevention Day is an ideal time to inspire people to work towards the goal of developing creative new methods for eradicating stigma. Comprehensive local or national plans for the prevention of suicide will not reach their full potential until the problem of stigma is effectively addressed.

On this year’s World Suicide Prevention Day, IASP is hosting its first core activity, which will be to undertake a collective Cycle Around the World, with the aim to globally raise awareness of suicide and its prevention, and to reduce the stigma associated with it. Further details of this activity will be published on the IASP website on a regular basis over the coming months.

WHAT YOU CAN DO TO SUPPORT WORLD SUICIDE PREVENTION DAY

Become a Facebook Fan of the International Association for Suicide Prevention (IASP) www.facebook.com/IASPinfo

WORLD SUICIDE PREVENTION DAY is an opportunity for all sectors of the community – the public, charitable organizations, communities, researchers, clinicians, practitioners, politicians and policy makers, volunteers, those bereaved by suicide, other interested groups and individuals – to join with the International Association for Suicide Prevention and the WHO to focus public attention on the unacceptable burden and costs of suicidal behaviours with diverse activities to promote understanding about suicide and highlight effective prevention activities.

Those activities may call attention to the global burden of suicidal behaviour, and discuss local, regional and national strategies for suicide prevention, highlighting cultural initiatives and emphasizing how specific prevention initiatives are shaped to address local cultural conditions.

Initiatives which actively educate and involve people are likely to be most effective in helping people learn new information about suicide and suicide prevention.

Source: http://www.iasp.info/wspd/index.php

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Body Dysmorphic Disorder Dieting Linked to More Suicide Attempts

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By Rick Nauert, PhD Senior News Editor

Body Dysmorphic Disorder Dieting Linked to More Suicide AttemptsExcessive dieting is associated with an increase in suicide attempts in people with body dysmorphic disorder, a new study finds.

Body dysmorphic disorder (BDD) is a dangerous condition characterized by excessive concern and preoccupation with how one’s body looks. People with BDD genuinely believe their bodies are flawed.

BDD is a common, often severe, and under-recognized body image disorder. People with BDD experience distressing or impairing preoccupations with perceived flaws in their appearance and are obsessed with the belief that something is wrong with how they look, when in reality they look normal.

More than 75 percent of people with BDD feel life is not worth living or think about suicide in their lifetime, and approximately 25 percent have a history of a suicide attempt.

Researchers from Rhode Island Hospital and Auburn University examined the association of suicide attempts with physically painful BDD-related behaviors, including restrictive food intake, excessive exercise, BDD-related cosmetic surgery, compulsive skin picking and physical self-mutilation.

The study found that BDD-related restrictive food intake was associated with more than double the number of suicide attempts, but was not associated with suicidal ideas; and that those with a history of BDD-related excessive exercise had less than half the number of suicide attempts as those without such a history.

The study also found that none of the other variables indicating exposure to painful and provocative experiences, such as BDD-related cosmetic surgery and compulsive skin picking, were significant predictors of suicide attempts.

Researchers focused their study on the acquired capability of suicide. The concept is based on the interpersonal-psychological theory of suicide and is comprised of physical pain tolerance and lowered fear of death.

The paper is published in the journal Suicide and Life-Threatening Behavior.

Because restriction of food intake can be physically painful, the researchers theorize that a person who is capable of enduring the physical discomfort of caloric restriction may be more capable of enduring the physical discomfort required in order to inflict self-harm.

They theorize that severe restriction of food intake that results in long-standing physical discomfort would predict capability for suicide, whereas more moderate dieting behaviors would have less of a relationship (if any). “Significantly limiting food intake can be physically painful,” says Katharine A. Phillips, M.D.

“It goes against our natural instincts to feed our bodies and respond to the physical pain that comes with extreme hunger. The results of this study suggest the importance of assessing individuals with BDD for restrictive eating behaviors to identify suicide risk, even if they have not previously been diagnosed with an eating disorder.”

During the study, researchers interviewed 200 individuals (68.5 percent women) between the ages of 14 and 64 who had a lifetime diagnosis of BDD.

The main criterion variable was the participants’ number of past suicide attempts, which ranged from 0 to 25 in the study group.

Additionally, 78 percent of the study group had a history of suicide-related ideation. The study only included examination of suicide attempts, not deaths by suicide.

“While some of the other BDD-related behaviors may seem outwardly more painful – such as undergoing repeated cosmetic procedures, or compulsive skin picking, the level of pain associated with excessive dieting could significantly increase a person’s pain tolerance,” says Elizabeth R. Didie, Ph.D.

“This study suggests that those who are capable of enduring such physical discomfort and pain from restrictive eating also may be capable of enduring the physical discomfort required to inflict self-harm.”

Source: http://psychcentral.com/news/2012/06/06/body-dysmorphic-disorder-dieting-linked-to-more-suicide-attempts/39763.html

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