Page 229 - Faculty Handbook2

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Traumatic Experiences
Reduce the risk of suicide imitation or “contagion”
(subsequent suicidal behavior),
Identify and respond to those most likely to need support.
These are likely to include, but are not limited to,
People who were psychologically close to the deceased
(e.g., friends and family members),
People who were already depressed and possibly
suicidal themselves before the death,
People who identify with the deceased experienced
Those who may have felt responsible for the well-being of
the deceased or for preventing the suicide (e.g.,
professional and lay helpers, confidants).
On a college campus, faculty can support the postvention
process in a number of ways:
A. Know where to get accurate information and in turn
provide students with simple and truthful information in
order to
dispel rumors
Review protocols for identifying, approaching and
referring distressed students
Offer realistic perceptions of suicide
. Avoid simplistic
explanations and emphasize that suicide is
the result of a
single factor or event in the life of the deceased (e.g., the
break-up of a relationship); rather it is a complex and
complicated interplay of events. Also avoid presenting the
causes as inexplicable or unavoidable. Emphasize that there
are alternatives to suicide when one is feeling distressed or