Presented in partnership with the Institute for Adolescent Suicide Prevention
Recorded via Zoom on March 17, 2021
This program, when attended in its entirety, offers 3.0 CEs for Psychologists, and 3.0 BBS California CEUs for LPCCs, LPSW, and LMFTs
Suicide rates have risen in recent years among adolescents to the second leading cause of death in the United States. Although there have been multiple interventions introduced since 2010, one of the newest forms of intervention is via text message. In a society where advancements in technology develop daily, electronic means of assistance within the mental health field has grown. Additionally, the lockdowns falling the COVID-19 provided an opportunity for mental health organizations to determine that telehealth and remote communication was doable and, in some cases, preferred. Texting is an easy way for individuals to communicate and the patient may be more likely to open up while texting a message instead of in a face-to-face setting. During this three-hour session join mental health professionals and educators to learn more about how texting can deter and prevent suicide among adolescents.
This webinar will offer the opportunity to review and discuss four case studies, a breakout session with informative dialogue about the use of texting in intervening, as well as a question and answer session at the end where attendees are free to share comments and/or questions. An agenda will be shared with detailed information regarding the specific topics that will be covered, a list of texting resources will be made available, and access to the PowerPoint slides will be shared. Finally, there will be an opportunity to earn CE credit upon the completion of a quiz at the end of the program.
1. Identify and address behaviors that are indicative of suicidal thoughts and ideation.
2. Describe the steps of how to build rapport through texting.
3. Explain the benefits of how texting can be used for suicide prevention interventions.
Professional Bio of Sabrina Brandon Ricks, Ph.D., SBR Workplace Leadership Services, Executive Director, Prince William County Community Foundation, Adjunct Faculty, The Chicago School of Professional Psychology, Adjunct Faculty, Northern Virginia Community College
Sabrina Brandon Ricks, PhD is the president of SBR Workplace Leadership Services where she trains, consults, assesses, mentors, and runs support groups organizations and individuals. Dr. Ricks is also the executive director for Prince William County Community Foundation which is a non-profit organization that focuses on advancing the quality of life for residents in Prince William County, Virginia by providing health and wellness initiatives, food for those in need, scholarships for high school seniors, community conversations with relevant topics that impact the community, and more.
Dr. Ricks graduated with her bachelor’s degree in psychology from the University of Virginia, her master’s degree in business administration from the University of Phoenix, and her doctorate degree in organization and management with leadership specialization from Capella University. Post-doctoral work has led to research suicide among adolescents as well as cyberbullying for young people and workplace bullying for adults. Dr. Ricks has published articles in Discover Publications and recently a chapter on the topic of cyberbullying and suicide in The Handbook of Research on Cyberbullying and Online Harassment in the Workplace. She also released a new e-book this year entitled “Bullied at Work…A Journey of Growth & Perseverance”. Her current research interests include identifying challenges among intergenerational groups and suicide in the new world, preventing stress and anxiety among adolescents, and preventing workplace bullying in the fire service industry.
Program Standards and Goals:
This program meets APA’s continuing education Standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.
Registration and Fees:
General admission: $75.00
TCSPP Students: $25.00
TCSPP Alumni: $25.00
TCSPP Faculty/Staff: $50.00
Center for Disease Control [CDC] (2017). Leading Causes of Death Reports, 1981 – 2018. https://webappa.cdc.gov/sasweb/ncipc/leadcause.html
Crisis Text Line (n.d.) The Crisis Text Line Textbook. https://resources.crisistextline.org/TrainingMaterialsTextbook
de Beurs, D., Kirtley, O., Kerkhof, A., Portzky, G., & O’Connor, R. C. (2015). The role of mobile phone technology in understanding and preventing suicidal behavior. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 36(2), 79–82.
Hinduja S. & Patchin, J.W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (2nd Ed). Thousand Oaks: SAGE Publications, Inc.
Reinberg, S. (15 April 2020). As coronavirus pandemic hits U.S., experts worry about rise in suicides. U.S. News & World Report. https://www.usnews.com/news/health- news/articles/2020-04-15/as- coronavirus-pandemic-hits-us-experts-worry-about-rise-in-suicides
Schab, L.M. (2013). The Self-Esteem Workbook for Teens. Oakland: New Harbinger Publications, Inc.
Substance Abuse and Mental Health Services Administration. (2020). Suicide Safe Mobile App. U.S. Department of Health & Human Services. Retrieved from: https://store.samhsa.gov/product/suicide-safe
Vahabzadeh, A., Sahin, N., & Kalai, A. (2016). Digital suicide prevention: Can technology become a game- changer? Innovations of Clinical Neuroscience, 13(5-6), 16-20.
Target Audience: All mental health disciplines.
Psychologists. This program, when attended in its entirety, is available for 3.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected] There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 3.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.