Discussion Guide: Suicide Prevention

This guide is designed to facilitate a safe and thoughtful conversation about suicide prevention. Use these structured questions and prompts to encourage students to think critically about warning signs, their roles in supporting peers, and the importance of accessing help when needed.

Guidelines for Facilitating the Discussion

• Create a Safe Environment: Remind students that this is a confidential space where everyone should speak with respect and empathy. Encourage active listening and validate all contributions.
  
  
  
• Set Ground Rules: Ask students to hold confidentiality and refrain from judgment. Ground rules might include "No interrupting" and "Respect others' experiences."
  
  
  
• Be Sensitive: Acknowledge that the topic can be emotionally challenging. Offer a reminder that if anyone feels overwhelmed, they can approach you privately during or after the session.
  
  
  

Opening Questions

1. What does suicide prevention mean to you?
   

   • Ask students to reflect on their understanding of the topic. What might be some everyday ways to prevent a crisis?
     
     
     

2. Why is it important to talk about the warning signs of suicide?
   

   • Explore the importance of being aware of behaviors that may indicate someone is in distress. How can recognizing these signs help save lives?
     
     
     

Exploring Warning Signs

3. What are some common warning signs that someone might be struggling with suicidal thoughts?
   

   • Encourage a discussion about changes in behavior, mood, or communication.
     
     
     

4. Can you think of any misconceptions related to suicide prevention? How can we address them?
   

   • This allows students to debunk myths and understand that talking about suicide can actually be a preventive measure.
     
     
     

Discussing Support and Action

5. If you notice a friend exhibiting warning signs, what steps could you take to help?
   

   • Prompt students to discuss practical steps such as reaching out to a trusted adult or using available school resources.
     
     
     

6. Where can someone turn if they or a friend needs help?
   

   • List internal and external resources (like school counselors, crisis lines, and trusted family members). Reinforce the idea that seeking help is a sign of strength, not weakness.
     
     
     

Follow-Up Discussion Points

• Personal Reflection: Encourage students to reflect on times they or someone they know might have needed a supportive conversation or help, and discuss ways the situation could have been better addressed.
  
  
  
• Peer Support: Discuss the role that peers can play in suicide prevention. What does it mean to be a supportive friend, and how does one balance offering help with seeking professional guidance?
  
  
  
• Action Steps: Conclude by brainstorming individual action plans or commitments. What will each student do to contribute to a supportive and safe community?
  
  
  

Wrap-Up

Summarize the key points discussed and remind students of the importance of empathy and immediate action when warning signs are observed. Ensure that everyone knows about the available resources and feels comfortable reaching out if needed.

This discussion guide can be modified based on the comfort level of the class and the flow of conversation. The goal is to empower each student to contribute to a respectful and supportive environment.

Suicide Prevention Worksheet

This worksheet is designed to help you recognize warning signs of suicide and think about ways to respond supportively. Please read each scenario carefully and answer the following questions. Use the space provided to write your thoughts and responses.

Scenario 1: Change in Behavior

Imagine you notice a classmate who used to be outgoing and engaged is now very quiet, avoiding social situations, and has stopped participating in class activities. They also seem to have lost interest in hobbies they once enjoyed.

1. What warning signs do you observe in this scenario?
   
   
   
   
   
   
   
   
   
   
   

2. What questions might you ask or what might you do to support this classmate?
   
   
   
   
   
   
   
   
   
   
   

Scenario 2: Expressing Hopelessness

A friend shares in a private conversation that they feel hopeless about the future, and they mention that life doesn’t seem worth living anymore. They also hint that they have been feeling overwhelmed with stress and sadness for a while.

1. Identify the warning signs in this scenario.
   
   
   
   
   
   
   
   
   
   
   

2. How could you respond in a supportive and non-judgmental way? What steps might you recommend they take?
   
   
   
   
   
   
   
   
   
   
   

Scenario 3: Social Withdrawal

You notice that a peer who used to join group activities and communicate regularly is now isolating themselves. They rarely respond to messages and have stopped attending club meetings and social events.

1. What warning signs are evident in this scenario?
   
   
   
   
   
   
   
   
   
   
   

2. What are some actions you can take to reach out to this person or help them find support?
   
   
   
   
   
   
   
   
   
   
   

Reflection Questions

1. In your own words, what does suicide prevention mean to you?
   
   
   
   
   
   
   
   
   
   
   

2. Why is it important to recognize and act on warning signs of distress in our peers?
   
   
   
   
   
   
   
   
   
   
   

3. What is one action you can commit to that will help create a more supportive and safe community at your school?
   
   
   
   
   
   
   
   
   
   
   

Please review your answers and remember that support is always available. If you or someone you know is in crisis, reach out to a trusted adult, school counselor, or crisis line immediately.

Supportive Conversation Game

The Supportive Conversation Game is an interactive role-playing activity designed to help 12th graders practice having empathetic and supportive dialogues with peers in distress. By engaging in role-play, students can apply the concepts learned in the lesson, recognize warning signs, and build confidence in providing support. Below is a detailed structure and guidelines for facilitating the game:

Game Overview

• Objective: Practice initiating and engaging in supportive conversations with peers who show signs of distress.
  
  
  
• Time: 5 minutes (Active role-play) + 2 minutes (Debrief)
  
  
  
• Materials Needed: Scenario cards (optional) and a chalkboard or whiteboard to jot down key strategies.
  
  
  

Game Instructions

1. Form Pairs or Small Groups: Divide the class into pairs or small groups depending on class size. In each pair, students will alternate roles as the "supporter" and the "peer in distress."
   
   
   
2. Distribute Scenarios: Provide each group with a scenario card (or assign scenarios verbally) that outlines a situation where someone might be showing warning signs of distress. Example scenarios include:
   • A peer who has recently isolated themselves and stopped participating in class activities.
   • A friend expressing feelings of hopelessness and worthlessness.
   • A student who has suddenly become withdrawn and quiet in a group setting.
     
     
     
     
3. Role-Playing: In each group, one student plays the role of the person in distress, while the other practices initiating and maintaining a supportive conversation. The supporter should try to:
   • Ask open-ended questions to understand how the peer is feeling.
   • Use empathetic language (e.g., "I care about you," "It sounds like you're going through a tough time.")
   • Encourage seeking help from a trusted adult or professional if needed.
     
     
     
     
4. Switch Roles: After a few minutes (approximately 2-3 minutes per role), ask students to switch roles so each one has an opportunity to practice both perspectives.

Debrief and Discussion

After the role-playing activity, bring the class back together for a debrief:

• What strategies did you find helpful when supporting someone in distress?
  
  
  
  
  
  
• Were there any moments where you felt unsure about what to say? How did you overcome this?
  
  
  
  
  
  
• Discuss some key takeaways from the role-play. What actions or words felt most supportive?
  
  
  
  
  
  

Encourage students to share insights and ideas from the exercise. Stress that while practicing these conversations is valuable, professional help is essential when dealing with severe distress or crisis situations.

Key Takeaways

• Recognize that supportive conversations are about active listening and empathy.
  
  
  
• Understand that asking questions and expressing care can make a significant difference.
  
  
  
• Remember, while peer support is important, encourage seeking assistance from trusted adults and mental health professionals when needed.

This game is designed to be a safe and collaborative exercise where students learn by doing. It reinforces the lesson content and equips them with practical skills to support others.

By incorporating the Supportive Conversation Game into your session, you provide a dynamic and interactive means for students to internalize key suicide prevention strategies in a controlled, caring environment.