(a) |
Evaluate and respond to a variety of sources of, and information about, tragic death and suicide. |
(b) |
Express insights regarding community beliefs about suicide. |
(c) |
Investigate and articulate warning signs of suicide (e.g., repeated expressions of hopelessness, helplessness, or desperation; behaviour that is out of character, such as recklessness in someone who is normally careful; signs of depression - sleeplessness, social withdrawal, loss of appetite, loss of interest in usual activities; a sudden and unexpected change to a cheerful attitude; giving away prized possessions to friends and family, making a will; making remarks related to death and dying; or an expressed intent to commit suicide). |
(d) |
Analyze the factors that may increase the risk for suicide (e.g., having a serious physical or mental illness, feelings of guilt, victim of abuse, abusing alcohol or drugs, experiencing a major loss, such as the death of a loved one, breakups/divorce, unemployment, isolation). |
(e) |
Discuss the impact of suicide and tragic death on the well-being of the individual, family, and community. |
(f) |
Investigate and communicate Saskatchewan and Canadian trends in teen suicide and tragic death. |
(g) |
Investigate local and provincial health promotions to reduce tragic death (e.g., work safety promotions, traffic safety promotions) and suicide (e.g., part of curriculum). |
(h) |
Recognize strategies to prevent or reduce the risk of a suicide attempt (e.g., getting help from a trusted adult). |
(i) |
Examine ways to support self if contemplating suicide (e.g., call a crisis telephone support line, draw on the support of family and friends, set up frequent appointments with a mental health professional and request telephone support between appointments, get involved in self-help groups, talk every day to at least one person you trust about how you are feeling, seek help from the emergency department of a local health center/hospital, talk to someone who has 'been there'). |
(j) |
Communicate a list of community and/or provincial agencies or organizations that provide support for those considering suicide or coping with the tragic death of a friend or family member. |
(k) |
Illustrate the healing (i.e., mental, emotional, spiritual) that is necessary for self, family, and community when a tragic death or suicide occurs. |
A teacher's guide is available.
Teachers and students should also explore sources of information and assistance regarding depression and suicide prevention that are available within Saskatchewan (e.g., Ministry of Health) and within their own community.