Suicide Information

Granello, P. F. & Juhnke, G., (2009) Case studies in suicide: Experiences of mental

Korean translation edition. (2015). Psychological Publication Co. health professionals. Upper Saddle Ridge, NJ: Merrill-Pearson.

Granello, D. H., & Granello, P. F. (2007). Suicide: An essential guide for helping professionals and educators. Boston: Allyn & Bacon.

Books Under Contract

1. Granello, D. H., Granello, P. F., & Juhnke, G. A. Suicide and self-injury in the schools. Series: School-Based Strategies for Responding to Trauma & Building Resili- ence. Oxford University Press.
2. Juhnke, G. A., Granello, P. F., & Granello, D. H. Violence in the schools. Series: School- Based Strategies for Responding to Trauma & Building Resilience. Book 2. Oxford UniversityPress.
3. Granello, P. F., Granello, D. H., & Dunn, R. Mental health in the schools. Series: School- BasedStrategiesforRespondingtoTrauma&BuildingResilience.Book3. Oxford University Press.

Chinese translation edition. (2014). Psychological Publication Co

Granello, P. F. & Zyromski, B. (2018). Developing a comprehensive school suicide prevention plan. Professional School Counselor,

Granello, D. H. & Granello, P. F. (2013). School-based suicide preventionprogramming: Responding to Mexico’s rise in youth suicide. Temas Selectos en Orientacion Psicologica (Mexican Counseling Association Journal),7, 15-24

Granello, P. F. (2012). Suicide Prevention: Practice Brief. American Counseling Association Practice Briefs.

Granello, P.F. (2011). Wellness Counseling. [Special feature] (pp. 431-432). In D. H. Granello & M. Young, Counseling Today: Foundations of professional identity. Boston: Pearson.

Granello, P. F. & Fleming, M., (2011). A Suicide Case Study, In Understanding & Preventing College Student Suicide, Ed. Dorian Lamas & David Lester, Charles C. Thomas Publisher. , Springfield, IL.

Valadez, A., Juhnke, G., Col, K. M., Granello, P. F., Peters, S. & Zambro, E. (2009). The suicide probability scale: A means to assess alcohol and other drug abusing clients’ suicide risk. Journal of Professional Counseling: Practice, Theory, and Research, 37, 51- 65.

Granello, D. H., & Granello, P. F. (2007). Suicide assessment: Strategies for determining risk. Counselling, Psychotherapy, and Health, 3(1), 42-51.

Juhnke, G. A., Granello, P. F., Lebron-Striker, M. (2007). IS PATH WARM? A suicide assessment mnemonic for counselors. ACA Professional Counseling Digest.

Juhnke, G., & Granello, P.F. (2007). Shattered dreams of professional competence: The impact of client suicides on mental health practitioners and how to prepare for it. The Journal of Creativity and Mental Health Counseling, 1, 205-223.

EXAMPLE:

Three Hour Workshop on Suicide Assessment, Prevention, & Intervention

Drs. Paul & Darcy Haag Granello

All Workshops can be tailored to the specific needs and clinical focus of attendees.

TIME: 45 minutes: Suicide Attendees will:

• Be given an orientation to the workshop, goals, and desired outcomes
• Receive an overview of suicide
• Gain an understanding of their own beliefs, myths, etc., through a self- assessment
• Gain a basic understanding of suicide, including theoretical perspectives
• Learn specific risk factors and warning signs, with specific emphasis on:

o Developmental factors (suicide in children, young adults, middle age adults, and the elderly)

o Demographic factors (gender, race)

o Medical illness
• Watch and discuss a video clip of high school students and their perceptions of suicide

Time: 45 minutes: Suicide Assessment Attendees will:

• Learn the components of suicide risk assessment, including a model of 10 components of risk assessment developed and published by the presenters
• Understand the role of risk factors (individual and group) in risk assessment
• Discuss multiculturally appropriate risk assessment
• Learn the ethical and legal considerations of assessment
• Be exposed to several suicide assessment instruments, including:

o Informal/unstructured methodso Formal/structured methods

Time: 45 minutes: Prevention (if attendees are not in schools or do not participate in prevention programming, then prevention will be eliminated from the workshop, and suicide assessment will be one hour, and intervention will be 90 minutes)

Attendees will:
• Learn suicide prevention models, including:

o Individual prevention/resiliency issueso School-based prevention models
o Community-based prevention models

• Discuss (in small groups, based on practice area) the role of prevention in their setting, and how they can begin to develop, or enhance, prevention programming

Time: 45 minutes: Intervention Attendees will:

• Learn basics of intervention for children and adolescents, including a 7 step model developed and published by the presenters with specific intervention strategies at each step
• Understand basics of intervention strategies for adolescents and adults, including:

o Levels of care

o The role of the school & school counselor before & after a suicidal crisiso Community supports
o Current research re: pharmacology and psychotherapy

• Discuss (in small groups based on practice setting) case studies of clients to determine what considerations are in place in determining intervention levels and types.