Child and Adolescent Suicidal Behavior: School-Based Prevention, Assessment, and Intervention (The Guilford Practical Intervention in Schools Series) PDF
Preview Child and Adolescent Suicidal Behavior: School-Based Prevention, Assessment, and Intervention (The Guilford Practical Intervention in Schools Series)
Child and Adolescent Suicidal Behavior The Guilford Practical Intervention in the Schools Series Kenneth W. Merrell, Series Editor This series presents the most reader- friendly resources available in key areas of evidence-based practice in school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing, and evaluating high- quality services for students, books in the series are carefully crafted for everyday utility. Features include ready-to-use reproducibles, lay-flat binding to facilitate photocopying, appealing visual ele- ments, and an oversized format. Recent Volumes Inclusive Assessment and Accountability: A Guide to Accommodations for Students with Diverse Needs Sara E. Bolt and Andrew T. Roach Bullying Prevention and Intervention: Realistic Strategies for Schools Susan M. Swearer, Dorothy L. Espelage, and Scott A. Napolitano Conducting School-Based Functional Behavioral Assessments, Second Edition: A Practitioner’s Guide Mark W. Steege and T. Steuart Watson Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention T. Chris Riley- Tillman and Matthew K. Burns Collaborative Home/School Interventions: Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems Gretchen Gimpel Peacock and Brent R. Collett Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success Kenneth W. Merrell and Barbara A. Gueldner Executive Skills in Children and Adolescents, Second Edition: A Practical Guide to Assessment and Intervention Peg Dawson and Richard Guare Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program Deanne A. Crone, Leanne S. Hawken, and Robert H. Horner High- Functioning Autism/Asperger Syndrome in Schools: Asessment and Intervention Frank J. Sansosti, Kelly A. Powell-Smith, and Richard J. Cowan School Discipline and Self- Discipline: A Practical Guide to Promoting Prosocial Student Behavior George G. Bear Response to Intervention, Second Edition: Principles and Strategies for Effective Practice Rachel Brown- Chidsey and Mark W. Steege Child and Adolescent Suicidal Behavior: School-Based Prevention, Assessment, and Intervention David N. Miller Child and Adolescent Suicidal Behavior School-Based Prevention, Assessment, and Intervention DaviD N. MillEr Foreword by Alan L. Berman THE GUilFOrD PrESS New York london © 2011 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved Except as indicated, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in Canada This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 LIMITED PHOTOCOPY LICENSE These materials are intended for use only by qualified professionals. The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with individual clients or students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file- sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, webinars, or therapy groups, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications. The authors have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards of practice that are accepted at the time of publication. However, in view of the possibility of human error or changes in behavioral, mental health, or medical sciences, neither the authors, nor the editor and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they are not responsible for any errors or omissions or the results obtained from the use of such information. Readers are encouraged to confirm the information contained in this book with other sources. Library of Congress Cataloging-in- Publication Data Miller, David Neil, 1963– Child and adolescent suicidal behavior : school-based prevention, assessment, and intervention / David N. Miller. p. cm.–(The Guilford practical interventions in the schools series) Includes bibliographical references and index. ISBN 978-1-60623-996-4 (pbk.) 1. Students— Suicidal behavior. 2. Teenagers— Suicidal behavior. 3. Suicide— Prevention. 4. Educational counseling. 5. School psychology. I. Title. HV6545.8.M55 2011 371.7′13—dc22 2010024960 To my dad, Donald A. Miller— devoted husband, loving father, diehard Yankee fan, and lifelong resident of Johnson City, New York—with gratitude, affection, and love. A member of the 299th Engineer Combat Battalion during World War II, at age 20 he believed he would die in the Ardennes forests of Europe fighting the Nazis in the Battle of the Bulge—the single largest and deadliest battle in U.S. history. But he survived both the battle and the war, and in 2009 celebrated his 85th birthday surrounded by family and friends. A man of exceptional character and uncommon decency, there is no one for whom I have greater respect or admiration. I am proud to be his son. —D. N. M. About the Author David N. Miller, PhD, is Associate Professor of School Psychology at the University at Albany, State University of New York, where he has served as Director of the School Psychology Pro- gram. He is a certified school psychologist and has extensive experience working with children and adolescents exhibiting suicidal behavior, as well as other emotional and behavioral prob- lems, in both public and alternative school settings. Dr. Miller is senior author of the book Iden- tifying, Assessing, and Treating Self- Injury at School; is the author of several journal articles and book chapters; and serves on the editorial advisory boards of several professional journals. His primary research and clinical interest is suicidal behavior and related internalizing prob- lems in children and adolescents, particularly issues in school-based suicide prevention. vii Foreword Foreword. An odd word, it seems to me. My dictionary defines it as “prefatory remarks.” Just why does a book need prefatory remarks? You bought this book, or perhaps you are reading this in consideration of buying this book, not because of what I am about to write, but because the book’s content speaks to you in some meaningful way. I understand that a foreword is meant as an introduction of the author and his work to you, his intended audience. So, my role in writing these remarks is to serve as sort of an emcee at a dinner meeting at which David N. Miller is about to give a keynote address—in this case, a rather long and significant one that you will be able to archive on your bookshelf and take down to review, study, and learn from whenever you are hungry for the fabulous brain food that it is. Let me be honest with you. David asked me to write this foreword. That’s as it should be (and this, indeed, is the way these things are done). David is a friend and a colleague whom I admire greatly—you don’t ask someone who doesn’t know and respect you to introduce you. Being asked to do this unquestionably is an honor, mostly because it aligns me with him and with this most significant piece of scholarship, meaning my name will be in this book for as long as it sits on your bookshelf! Moreover, it is an honor because he asked me to write this, not any of his other friends and colleagues. So, at the very least, he believes that my (vs. someone else’s) writing the foreword to his book adds value to this work. How did I get to matter this much? I have to believe it is because I have paid my dues as a suicidologist for almost 40 years and as a research clinician with a focus on adolescent suicide for 30 of those years—so, as you might surmise, I am older than David. No less, I am senior author of a text on adolescent suicide that David repeatedly references in this volume (thanks, David). But therein lies the rub. Is this not a potential conflict for me? By introducing and praising this book, am I not giving weight to a publication that competes with my own? My meager annual royalties are at stake here, right? Not in the least. I could not be more welcoming of this volume and what it adds to the other resources already available. Five years have passed since I and my coauthors published the second edition of our work and, in that time, hundreds, perhaps thousands, of new research studies have been published, prevention efforts piloted and catalogued as evidence-based or best practices, and clinical interventions tested in real-world settings. I welcome and laud this addition to the field ix
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