NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
Suicide continues to claim the lives of many individuals. Suicidal behavior and actual suicide is one of the leading causes of death among youth, ages 15 to 24. Even more alarming is the increase in suicidal behavior among the population at large. The teenage years can be turmoil and frequently include mood swings and sadness. Depression is common and can be serious when prolonged. Regardless of age, people who are depressed have a higher risk of suicidal behavior.
Many educators feel inadequately trained and unable to be a part of preventing this tragic ending of a life. This course will emphasize strategies and interventions to support students exhibiting suicidal behavior. By reading a chosen book, analyzing case studies and completing workbook assignments, you will learn verbal and nonverbal warning signs of suicidal behavior.
This class is recommended for all educators, specialists, administrators, and support personnel.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
None. All reading is online.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Suicide #1’.
Send to instructor: email@example.com. Subject line to read ‘Suicide #3’.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Suicide #4’.
Send to instructor: email@example.com. Subject line to read ‘Suicide #5’.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Suicide #6’.
Send to instructor: email@example.com. Subject line to read ‘Suicide #7’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Suicide #8’.
Send to instructor: email@example.com. Subject line to read ‘Suicide #9’.
In addition to the 400 level assignments, complete one (1) of the following assignment options.
Mentor one other teacher in the methods and information from this class.
In a 1-2 page paper, write up the outcomes. Include a 1-page written evaluation from the chosen teacher regarding the way you taught the information and the content.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Suicide #10A’.
Based on personal experiences critique the text read for this course, in a 750 word paper. Include a bibliography of suggested reading and other media that would enhance your knowledge base.
Send to instructor: email@example.com. Subject line to read ‘Suicide #10B’.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.
He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses. He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years.
He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8). His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.
Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual. His heart for people and emphasis on positive communication are found throughout his seminars and classes.
All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.