World Suicide Prevention Day

Suicide is never an easy topic to discuss, whether with clients, friends, or yourself. But that conversation can also be the reason someone doesn’t follow through with a plan or learns about suicide, so they can spread information to other youth. Here are some much needed tips for successful conversations with youth about suicide.

Starting the Conversation 

  • I’ve noticed you’ve been down lately, are you doing alright?
  • For some people when they feel down, they also think about death. Are you having thoughts about wanting to die?
  • Do you have thoughts about death?
  • You’ve mentioned previous suicide attempts, everything you have going on can be really stressful, are you having thoughts about wanting to die or hurt yourself?  (OR use a specific example instead of “everything you have going on”– starting counseling, being in the crisis shelter, staying at TLP, living on the streets)

Follow Up Questions if they say ‘yes’

  • Do you want to die? Or do you want to take action to end your life? OR Have you ever thought about how you would die?
  • Is this something you think about often?
  • Does anything you do make these thoughts go away?
  • Have you thought about how you might harm yourself?
  • Can you get access to pills, guns, knifes, or other weapons easily?
  • Do you know anyone who has died by suicide?

Having the Conversation 

  • Avoid using the word “committed” suicide, instead say “died by suicide”, as this decreases the negative stigma and recognizes when someone is suffering from significant mental health — suicide is a consequence & symptom of their disease.
  • Tell them lots of people who suffer from mental illness, like depression, struggle with thoughts of death or wanting to harm themselves. These thoughts can be hard to turn off or ignore.
  • Encourage them to find positive supports and treatment.
  • Ask them how people have responded to previous suicide attempts.
  • Help them identify what they wish could be different and what they can do about it.
  • Be careful not to judgment them or make assumptions.
  • Be realistic about what you can do — do not make promises.
  • Use the word suicide and make sure they understand what it means.
  • Be their ally. Share some strengths they have. Give them resources.
  • For resources, keep reading!!!

After the conversation 

  • Make sure the client stays in sight and is away from weapons & other things that can be turned into a weapon (such as a sharpened pencil or scissors)
  • Contact on-call or (in emergencies) the police
  • If possible, ask another staff person to dial, while you stay with the client (or vise versa)
  • Use the client’s words to tell on-call or the police what risk (how likely) a client is to hurt themselves, if they have weapons or a plan
  • Safety plan with the client — this includes finding helpful activities, warning signs, and helpful adults they can call for help

Warning Signs 

  • Change in behavior
  • Not wanting to be around others
  • Giving away possessions or saying goodbye
  • Feeling sad, down, blue, or depressed & it doesn’t get better
  • Talking about loneliness or feeling alone
  • Not thinking about their future positively or saying things like “I don’t have a future” or “what future”
  • Talk negatively about themselves — low self-esteem
  • Refuses to participate in coping skills
  • History of mental health or trauma (like abuse) – LGBTQ+ & Children who were adopted are at an increased risk for dying from suicide
  • Feeling rejected
  • Feeling hopeless , helpless, or trapped
  • Mood swings
  • Not having anywhere to go or having any supports
  • Being in an abusive relationship
  • Risky behaviors, such as drinking or doing drugs for the first time when sad
  • Goes from sad to energizer bunny happy or from happy to sad (this will appear as a cycle and often with out cause or trigger, sudden changes in mood can be signs of a more serious condition, which can increase the risk of suicide)

Remember, part of what makes suicide really hard is that most often it’s based on impulse.


Resources for Clients 

Lifeline # 1-800-273-8255 24/7/365

Lifeline Chat Online 24/7/365

Huck House Crisis Line 614-294-5553

OSU Students can call 614-292-5766

Call or Text for Help 614-221-5445

Teen Suicide Hotline 614-294-3300

LGBTQ+ Youth Suicide Hotline @ The Trevor Project 1-866-488-7386

The Franklin County Suicide Prevention Coalition 614-299-6600 ext. 2073

Go immediately to any emergency room or police station

For adults, they can call or walk into Netcare Access for help

Building a Happy Classroom: For You and Your Students

By Leslie Scott, MSSA, LSW, CTP-C, Professional Development Coordinator

With the start of a new school year, comes new school supplies, new students, new teachers, and lots of new emotions. Emotions that often express themselves in the classroom. Sometimes this is excitement, joy, and relief. Sometimes this is anger, worry, or loneliness. As a teacher, this alone is a lot to handle, not to mention the lesson plans, paperwork, and other commitments.

By making the classroom a better place for students and teachers, we build positive role models and the foundation of success for every child. So, as you start this school year, here are a couple tips to help your classroom start off right.


Why did you become a teacher? Was it because of a teacher who impacted your life? Were your parents’ teachers? Did you want to change people’s lives? It’s easy to forget that when someone makes an impact in our lives, they are really teaching us their most important values. Their values then become powerful memories for us. What are your most important values?

If you had to pick one of those values to apply to every activity, lecture, or interaction with students, which value would it be? Take time to focus on active steps you can make this year to instill that value.


Studies show that when students are out of the classroom for behavioral concerns, they are more likely to become involved in the criminal justice system. Resulting in the “School to Prison Pipeline”.

7 million students were suspended or expelled in the 2011-2012 school year. At highest risk are non-white and disabled students. (US Department of Education, 2016).

Being in the classroom teaches valuable life skills, how to manage emotions, reinforces positive behaviors, and tips for focusing. This helps students stay engaged in learning and builds a healthy relationship between you and the student. You may be the only healthy influence in their life or the only who notices they are struggling. That is a chance for them to get help and start building the coping skills they need for a healthy adulthood.

Having these items available to students can keep homeless or neglect students attending:
  • Non-perishable snacks and bottles of water
  • Deodorant or Shower Wipes (that don’t use water)
  • Toothbrush and toothpaste kits
  • Comfy socks
  • Plain t-shirts (so they can wear them multiple times without people noticing or bullying them)
  • Underwear


Small moments of mindfulness can also help keep students engaged. Mindfulness doesn’t have to be quiet, zen-full, or yoga. Mindfulness is about being in the present. Starting your class off, ending your class, or taking a short break to connect with the present, can help students remain in the classroom, but also learn to connect with their body, their needs, and their emotions.

Short mindful moments to try:
  • Deep breathing
  • Ring a bell – have everyone freeze, focus on their body – do they feel tense? Restless? Stressed? Take some deep breaths, relaxing their body from their feet to their head
  • Before the end of class bell rings, think of 1 thing you need to be successful in your next class
  • Stretching, standing up, move seats mid-class (if you’re willing to risk it… last person who sits down must clean the classroom)
  • Write or say something nice to themselves or someone else
  • Snack break – maybe a mint or small piece of chocolate
  • Popcorn “get to know you” or “ice breaker” questions
  • Play soft music or meditations in the background
  • For students with ADD/ADHD or just struggle to remain seated, give them small tasks to complete throughout the class. Physical tasks (even if unnecessary) can be the physical release of energy they need to focus.
Other Coping Skills for the Classroom:
  • Rainbow: Find each color of the rainbow, while deep breathing, focus back in on your work or the teacher talking
  • Remind yourself where you are and that you are safe
  • Take a short bathroom break
  • Doodling or note taking
  • Talk about alternative choices non judgmentally
  • Give yourself a hug while deep breathing (great for trauma)
  • Calming jar
  • Feelings cube
  • Quiet corner with bean bag chairs
  • Alternative to lectures – provide books for students to read on the topic
  • Write a list of 5 positive things about yourself or your life
  • Write a letter to your teacher sharing your worries, concerns, or other feelings
  • Schedule a meeting with your school counselor during your lunch time
  • Have a jar or place for students to pick a classroom coping skill

Whichever of these coping skills you choose to incorporate in the classroom, it’s important to discuss them in a positive way throughout the year. Students may live in environments where mental health is viewed negatively, or seeking treatment is frowned upon. Talking about coping skills as a positive prevention step, allows students to explore for themselves their beliefs and learn healthy coping.

One of the most effective skills I’ve seen in classrooms, is allowing students open access to a mental health safe space. At any age, when students are given the opportunity to correct their behavior or respond to a need, we are building their self-esteem, awareness, and positive coping. Choose a place in your classroom, maybe close to the door or in the back of the classroom. Keep books, appropriate fidget items, and written ideas for coping skills. Some teachers use mailboxes or a feelings container, where students can write anonymously or to the teacher what they are feeling. Teachers tell me they’ve gotten letters disclosing that students were being bullied, didn’t have enough to eat, or were afraid to raise their hand in class. Students tell me they like being able to write down their negativity, put it in a box, and leave it there. Rather than carrying it with them, thinking about it throughout their day.

If you do not remain the same room all day, carrying or having a feelings box for each room helps you connect to each of your students. The easiest way to create this box, is to buy a small tubberware or storage bin. Put stickers and other creative charms on the outside. Introduce the box to the students. If the box is anonymous, encourage students to rip up their letters before placing them in the box, as a way of taking charge of their emotions.

If you are worried about students reading other’s letters, there are boxes you can purchase with locks. It’s important to talk about what it means for the classroom to be a safe space with students. This helps them take ownership and pride in creating a safe space, rather than being a guest in it.


Fidget toys are not needed for everyone, but many students find them useful. Students who have traumatic events at home, such as abuse, fighting, or drug use, can use fidget toys to keep them focused on their schoolwork and in the classroom.

Alternatives to typical fidget toys:


You’ve probably heard the analogy; you can’t help someone put their oxygen mask on if you don’t put yours on first. Don’t wait until you are already burned out. Take moments throughout the day to put yourself first.

Write yourself a self-care plan. Fill it with easy items that you can do throughout your day, such as taking a deep breathing break before entering the classroom or read a book before bed. Remember, for you to show empathy towards others, you must first show empathy to yourself. This includes recognizing and respecting your own emotions, needs, and wants.


Before issues arise in your classroom, ask your school counselor to come introduce themselves, do empathy building activities, or take 5 minutes to tell each student about Huckleberry House and other counseling resources available to them. Try keeping a clipboard with student’s names in your room, where they can write down if they need help or let you know if they had a bad night. Have coping skills and fidget toys ready for students to grab, as they need, rather than asking for them or depending on them to bring them into the classroom.

Did you know that Huckleberry House will come to classrooms to talk about our crisis shelter, counseling, and housing programs? We also offer lots of professional development trainings and can come to your school for PD days.

Have resources ready for them – have a place in your classroom or let your students know that their counselor has resources outside their office for counseling and other needs. Normalize that counseling and mental health disorders are a common struggle for many people. It doesn’t make them crazy or mean something is wrong with them – it’s also not something they have to struggle with for their entire lives, should they choose to get help.

Show patience to students and their parents. Just as with students, parents with disruptive, rude, or disengaged behaviors may also be struggling with getting their basic needs met, struggling with a mental health disorder, or have grown up in a traumatic environment. All these factors have been shown in research to not only impact brain development, but also our behavior, perception of other’s actions, our physical and mental health.

“The parents who require the most patience, are often the children we missed”

– Jaida Green, a Therapist at the Counseling Center

If you’d like Huckleberry House to come speak to your students, please contact our Youth Outreach Specialist, Jasmine Ayres, at (614) 826-3630.

If you’re interested in a training by Huckleberry House, please contact us at or by phone (614) 294-8097.

24/7/365 Huckleberry House Crisis Line @ (614) 294-5553


US Department of Education. (2016, July 18). School Climate and Discipline: Know the Data. Retrieved from

Professional Development Program

By Leslie Scott, MSSA, LSW, CTP-C
Professional Development Coordinator



For the past 50 years, Huckleberry House has prided itself on being an expert in adolescent and young adult care. Our driving force is our commitment to our clients. This year, we expanded our commitment to our clients by starting a new adventure — a Professional Development Program. Our commitment to our clients doesn’t begins within our doors, but within our community; we work to improve services offered to teens and young adults.  Huckleberry House Professional Development Program aims to teach professionals across Ohio skills to make them experts in teen and young adult care. Our promise to you is simple, we only teach what we know works.

“The training is informative and applicable to a wide variety of needs. I found the skills easy to apply to everyday work with teens and young adults.” – Erica Schnitz, MSW, LISW

What to Expect

When you attend a training with Huckleberry House, you gain evidenced-based and youth-informed skills. Every scenario, practice case study, and skill provided are specific to teen and young adult challenges. Huckleberry House offers three curriculum: (1) Working with Young Adults: How Housing Instability Influences Their Outcomes, (2) Trauma Informed Care: Changing the Way We Think, and (3) Documentation 101: What, Why, and How to Document.  Social workers can earn 2 CEUs for each training attended.

“Simple enough to understand, informative enough for me to know everything about documentation” – Grace Brown, MSW, LSW

“Very knowledgeable and informative” – Housing Professional Participant

What’s Next

Join us on July 22, 2019 for our “Working with Young Adults: Skill Based Training”. In two sessions, earn 4 CEUs for Social Workers and over 30 different skills for working with teens and young adults.

Training One: 9 am – 11 am

Working with Young Adults: Impact from Trauma, Housing Instability, & Survival Behaviors 

This training educates participants on key skills and intervention techniques to use when working with young adults. The course focuses on the impact of trauma and homelessness on human brain development, as well as building effective intervention skills to use with this population. Intervention skills are designed for case managers, therapists, and front-line staff. Participants will engage in empathy and awareness building activities to explore how housing insecurity, underdeveloped communication skills, and survival behaviors impact an individual’s ability to thrive. Participants are given 30 different communication, rapport building, and engagement focused skills. All focusing on young adult clients.

Training Two: 12 pm – 2 pm

Trauma Informed Care: Changing the Way We Think

This training provides education on evidenced based trauma informed care models, effects of trauma, and how to identify trauma histories in adolescents and young adult clients. Participants will practice various interventions to use with clients, learn how to identify if a client is within their window of tolerance, how to recognize trauma related symptoms, and how to engage with clients when they are experiencing a crisis or traumatic response. Participants will also gain education on signs of secondary trauma, stressors that contribute to secondary trauma, and how to reduce or prevent secondary trauma.


Registration is easy – just go to our EventBrite page and enter your information! 

Can’t make this training, but want to attend a future training? Email “Sign me up” to and be the first to register for training events.