For my Professional Project, I chose to expand on my experience as a Prevention Specialist by writing a Suicide Prevention lesson to be used in a Well-Being curriculum by InFocus Education Group.  I have been working with InFocus in my role as Prevention Coordinator for Pleasant Grove City, and we realized there was a gap in evidence-based suicide prevention information for educators.  If educators are not comfortable with a discussion about suicide, they will not be prepared to ask students who may be struggling or respond to those in crisis.

 This was an independent course based on a project of my choosing.  I was able to participate in the Study Abroad program to Greece and Rome.  After doing some research about suicide rates in those countries, it was clear they do not have the same problem we are facing in America, specifically, Utah has one of the highest rates in the country.  Greece and Rome do not allocate public resources specific to suicide prevention but allow NGOs to deal with the issue if necessary.  In Utah, there has been a large amount of public funding allocated to suicide prevention and understanding the risk and protective factors that affect suicide rates.  To make suicide prevention information more accessible, especially to educators who spend time with youth, I wrote age-appropriate lessons for lower elementary, upper elementary, and secondary school ages.   

This project focused on the core competency of solving problems using analytics, critical thinking, ethical thinking, and conceptualizing and applying best practices.  The issue of suicide is complicated and multi-faceted.  There are a variety of strategies that must be used and various stages of intervention to be effective.  My project addressed one area of suicide prevention education in the public sector of education using evidenced-based research and best practices.   

My project directly incorporated what I have learned in my leadership and ethics classes.  Being willing to take on this project and being careful to follow ethical guidelines when it comes to safe messaging regarding suicide prevention was key to creating effective prevention lessons.  The Human Resources class discussed engaging colleagues and employees and creating training that is applicable and has a purpose for those involved.  This principle was important in creating these lessons, which doubled as training for teachers and a way to educate students.

Prevention work is a passion and area in which I want to continue to grow and learn.   I had never written a curriculum before and had never taken my training and expertise to educate a wide range of age levels.  There is very little suicide prevention information and education for elementary-age children, which is where the safe conversation about how to prevent suicide should begin.  Having the opportunity to write a curriculum using research and evidence-based prevention science principles expanded my abilities and made suicide prevention education more accessible to a greater population.  I am passionate about greater transparency and education no matter the area of public administration.  Good communication builds understanding and trust, whether in a classroom, within a department, or with the general public.