Response to the Myth That Talking With Kids about Suicide Will "Plant" the Idea

John Kalafat, Ph.D.

There are three main arguments in response to this myth:

1. Talking with kids about suicide will not plant the idea in their heads because they
are well aware of suicide from their experience with suicidal peers and the media.
This is like the old arguments against sex or drug education, and classroom
lessons will not be the first exposure to kids on any of these topics. See:

Kalafat, J., & Eiias, M. (1992). Adolescents' experience with and response to suicidal peers. Suicide andLife-Threatening Behavior. 22. 315-321.

2. Over thirty years of hotline experience and 20 years of school based suicide
prevention programming in which there has never been a case of planting the idea
should lay this myth to rest. The Centers for Disease Control and Prevention have
clearly stated this.

"There is no evidence of increased suicidal ideation or behavior among program participants"

Youth suicide prevention programs: A resource guide. (1992). Atlanta, GA: Centers for

Disease Control (pg. 66).

"Furthermore, numerous research and intervention efforts have been

completed without any reports of harm"

Potter, L., Powell, K. E., & Kacher, S. P. (1995). Suicide prevention from a mental health perspective. Suicide and Life-Threatening Behavior. 25, 82-91 (pg. 87).

3. There have been several evaluations of school based programs that show

increased likelihood that program participants will tell an adult about a suicidal peer as compared to controls, or have reduced suicidal thoughts:

Ciffone, J. (1993). Suicide prevention: A classroom presentation to adolescents. Social Work. 38,196-203.

Eggert, L. L., Thompson, E. A., Herting, J. R., & Nicholas, L. J. (1995). Reducing suicide potential among high-risk youth: Tests of a school-based prevention program. Suicide and Life-Threatening Behavior. 25, 276-296.

Kalafat, J., & Elias, M. (1994). An evaluation of adolescent suicide intervention classes. Suicide and Life- Threatening Behavior. 24. 224-233.

Kalafet, J., & Gagiiano, C. (1996). The use of simulations to assess the impact of an adolescent suicide response curriculum. Suicide and Life-Threatening Behavior. 26. 359-364.

Orbacb, I., & Bar-Joseph, H. (1993). The impact of a suicide prevention program for adolescents on suicidal tendencies, hopelessness, ego identity, and coping. Suicide and Life^Threatening Behavior. 23. 120-129.

And, there have been two long term follow up studies in counties where suicide prevention programs were provided in nearly all county schools over a period of years that show reductions in youth suicide rates in the county, while state rates remained unchanged or increased for the same period of time.

Kalafat, J. & Ryerson, D. M. (1999). The implementation and institutionalization of a school-based youth suicide prevention program. Journal of Primary Prevention. 19, 157-175.

Zenere, F, J., Ill, & Lazarus, P. J. (1997). The decline of youth suicidal behavior in an urban, multicultural public school system following the introduction of a suicide prevention and intervention program. Suicide and Life-Threatening Behavior. 4, 387-403.

• Remember, school based suicide prevention programs are not primarily aimed at suicidal feelings per se, but instead emphasize competencies involved in obtaining help, including knowing the warning signs, suicide myths, and resources; and, resolving to take action. Also, classroom lessons for students should not be implemented until all adults in the school have received education and policy & procedures for identifying and responding to at risk students, and schools and community services have coordinated referral and treatment procedures.