Training Module on the Right to Mental Health in the Academe • The following questions adapted from the Ask Suicide-Screening Questions (ASQ) of the National Institute of Mental Health, USA can be used: 1. Did you wish you were dead in the past week? 2. Have you felt that you or your family would be better off if you were dead in the past few weeks? 3. Have you been having thoughts of killing yourself in the past week? 4. Have you ever tried to kill yourself? 5. Are you having thoughts of killing yourself right now? • If the answer is “NO” to all the questions, screening is considered complete. No intervention is necessary, although clinical judgment should always be considered. If the answer is “YES” to any of the questions, or refuses to answer, they are considered at risk. • The room should be cleared of anything that might be used to hurt the student. • Contact the parent/guardian immediately if there are threats of selfharm. If unavailable, call the National Center for Mental Health. Parental Notification and Participation Schools may ask parents to sign a document to indicate that relevant information has been provided. It is important to document parental notifications. Parents are important members of a suicide risk assessment as they often have information critical to making an appropriate assessment of risk, including mental health history, family dynamics, recent traumatic events, and previous suicidal behaviors. Once the school has informed a parent of their child’s risk for suicide and provides referral information, it is incumbent upon the parents to seek professional help. Parents must: 21 • Continue to take threats seriously. Following through is important even after the child calms down or informs the parent “they didn’t mean it.” Avoid assuming behavior is simply attention-seeking (but at the same time avoid reinforcing suicide threats, such as allowing the student who has threatened suicide to drive because they were denied access to the car). • Access school support. If parents are uncomfortable with following through on referrals, they can give the school psychologist permission to contact the referral agency, provide referral information, and follow up on the visit. • Maintain communication with the school. After such an intervention, the school will also provide follow-up support. The parent’s communication will be crucial to ensuring that the school is the safest, most comfortable place for the child.