Free Training Resources

 
 
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I CAN HELP

Basic NEEDS AND SUICIDE PREVENTION Training

I CAN HELP is Suicide Risk Reduction Program for College and University Campuses. Programs such as I CAN HELP (for example, Campus Connect, QPR, Mental Health First Aid, etc.) are sometimes called a Gatekeeper Training Program. The I CAN HELP program can be provided to faculty, staff, or student leaders in only a few hours (2.5-4 hours depending on your needs), and has no ongoing licensing fees. Materials are available for educational use at no cost, and train-the-trainer programs can be arranged for those who want more support. For more information click here.

 
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STAND ALONE TRAINING MODULES

SUICIDE POSTVENTION
CAMPUS GATEKEEPER Training Manual 

While the goal of suicide prevention training is to reduce the likelihood that a suicide attempt will occur, deaths including suicides still occur on and off campus. When they do, how do we help the campus community respond in a way that reduces the
chances of suicide contagion? This modules is intended to integrate the presentation of information with involving participants in sharing their ideas about ways in which the risk of suicide contagion may be reduced. Developed by Dr. Brian J. Mistler and Dr. Cory Wallack, who developed the Campus Connect program.

Campuses may also find helpful Postvention: A Guide for Response to Suicide on College Campuses, developed by The Jed Foundation, a leader in promoting emotional health and preventing suicide among college students, along with the The Higher Education Mental Health Alliance (HEMHA),which has been accepted to the Best Practice Registry for Suicide Prevention (BPR).

THREE STEP THEORY (3ST) SUICIDE PREVENTION
CAMPUS GATEKEEPER TRAINING MANUAL

The goal of suicide gatekeeper prevention is to provide non-clinicians a broad understanding -- both emotional and intellectual -- of the risk factors for death by suicide as well as appropriate techniques and resources for referrals. Whatever gatekeeper program you’re using -- hopefully one that addresses the emotional components of expressing care, asking the right questions, and connecting people with the right resources, as well as preparing your campus to respond following a suicide death (postvention) - you can include this module intended to introduce non-clinicians to a very basic overview of suicide theory, guided by the principle that one of the core questions almost every reasonable person asks in discussing suicide is “why do people die by suicide”, and that having a basic concept of the “why” that separates ideation from action is integral to supporting early risk detection and effective intervention. A discussion of the Three Step Theory (3ST) of suicide also provides an opportunity to deconstruct myths around suicide, including those which are overly simplistic (i.e. suicide is all about depression) or which fail to account for the role of capability, support resources, or protective factors. Developed by Dr. Brian J. Mistler and Dr. E. David Klonsky. 

 
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THe DUC-DOVE METHOD for Strategic Resource Planning

The DUC-DOVE Method is so termed for its five principal components: 
Demand, Utilization, and Capacity, as well as the key Disparities between these items and Outcomes that result from failing to resolve such disparities, how such current or potential outcomes align with a hierarchy of Values, and subsequently Executing the values-based strategic plan to achieve the desired outcomes. This document summarizes terms and describes using this method to determine whether to increase or decrease capacity, marketing, or to address other external barriers, as well as weighing the trade-offs in setting reasonable capacity. Designed for strategic resource allocation use by leaders in both small business and student affairs administration. 

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Don't Read This: One Higher Education Administrator's Perspective on the Urgency of Emptiness and Social Justice

This special issue of the Humboldt Journal of Social Relations (HJSR) captures work and experiences in higher education as they relate to changes and challenges around diversifying U.S. college campuses. Race, class, gender, sexuality, able-bodiedness, and citizenship shape contemporary conversations about campus climate, curricular content, organizational structures, decision making and the disparate impacts of related policy changes or stagnation. These conversations shape the everyday experiences of faculty and staff, and ultimately are linked to student success.

View the entire issue here: http://digitalcommons.humboldt.edu/hjsr/

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