Newswise — Suicide among adolescents continues to be a public health concern; according to the Centers for Disease Control and Prevention, it is the second leading cause of death among those ages 10-24. The National Association of School Psychologists notes that because children in this age range spend the majority of their time in school, it is crucial for all school staff and faculty to watch for signs and symptoms related to suicidal behavior.

Terri A. Erbacher, PhD, assistant professor of psychology at Philadelphia College of Osteopathic Medicine, agrees. She has been a school psychologist for 15 years, and notes that often, teachers can be the first ones to notice when something’s wrong. “As a therapist, I always want to know how a child can be referred to me, and it is most often through the teachers,” she says. “Teachers are our primary gatekeepers.”

However, many faculty—even administrators—might not know exactly what to look for, or what the next steps should be, when they suspect a student might be in crisis. To that end, Erbacher and colleagues Jonathan Singer at Temple University and Scott Poland at Nova Southeastern University published Suicide in Schools: A Practitioner's Guide to Multi-level Prevention, Assessment, Intervention, and Postvention to address these uncertainties.

The book, published Dec. 10, is designed to provide practical guidance for all school based professionals—from administrators, to faculty, to counselors—to help develop effective suicide prevention, assessment and intervention strategies. It is also appropriate for mental health clinicians working with youth outside of school. The authors provide case studies, handouts, online resources and other step-by-step guides for addressing all aspects of a suicide or attempted suicide, from identifying those at risk, to supporting suicide loss survivors—students, school personnel, even parents—after a traumatic event.

Erbacher says it’s those materials—real-life examples, handouts, concrete guides, practical suggestions—that set this book apart from other resources currently on the market for teachers and administrators. “Existing tool-kits provide how-to lists, but this book is much more expansive and answers questions such as, ‘If I’m an English teacher, what should I be looking for in my student’s writing?’” she explains. “The book was also designed so that each chapter can be used individually for reference as needed. This book is a holistic resource, all research-based yet written practically, for all school personnel to use, not just clinicians.”

As a certified school suicide prevention specialist and grief and traumatic loss specialist, Erbacher has worked with local school districts in the aftermath of critical incidents such as suicide. She says her experiences in the field drove her to create a resource that was as thorough as possible.

“I would often see gaps in the responses [to a suicide or attempted suicide],” she says. “Currently I’m working on a crisis response team, and with every incident, I’m always asked ‘What should I be doing next?’ This book is designed to answer that question at every phase.”