USC9.7

Indicator:

USC9.7 a. Evaluate and respond to a variety of sources of, and information about, tragic death and suicide.

First Nations, Métis & Inuit Education Integration Resources:

• Guest speaker; Crisis intervention services 933-6200
• http://www.nandecade.ca/article/aboriginal-suicide-statistics-71.asp
• http://www.suicideinfo.ca/csp/assets/alert52.pdf
• http://www.hc-sc.gc.ca/fniah-spnia/promotion/suicide/index-eng.php

Indicator:

USC9.7 b. Express insights regarding community beliefs about suicide.

First Nations, Métis & Inuit Education Integration Resources:

• Elder visit to speak on Cree world view re: suicide

• What does the Catechism of the Catholic Church say about suicide? What does it say about death? Do you agree? Why or why not? (Suicide-CCC #2280-#2283) (Death-CCC #2299-2301)
  

Indicator:

USC9.7 c. Investigate and articulate warning signs of suicide (e.g., repeated expressions of hopelessness, helplessness, or desperation; behaviour that is out of character, such as recklessness in someone who is normally careful; signs of depression - sleeplessness, social withdrawal, loss of appetite, loss of interest in usual activities; a sudden and unexpected change to a cheerful attitude; giving away prized possessions to friends and family, making a will; making remarks related to death and dying; or an expressed intent to commit suicide).

First Nations, Métis & Inuit Education Integration Resources:

• Division Psychologist

Indicator:

USC9.7 d. Analyze the factors that may increase the risk for suicide (e.g., having a serious physical or mental illness, feelings of guilt, victim of abuse, abusing alcohol or drugs, experiencing a major loss, such as the death of a loved one, breakups/divorce, unemployment, isolation).

First Nations, Métis & Inuit Education Integration Resources:

• Crisis intervention services 933-6200

Indicator:

USC9.7 e. Discuss the impact of suicide and tragic death on the well-being of the individual, family, and community.

First Nations, Métis & Inuit Education Integration Resources:

• Davis Inlet : An Innu Community in Crisis (CBC news archives) http://archives.cbc.ca/health/public_health/topics/1671/

• "Suicide is never glamorous. It offends a loving God and wastes God's beautiful gift of life. Suicide punishes the human community bt depriving it of one of its precious members. And it scars the memories of those who loved the victim." (What We Really Want to Know by: Michael Pennock)

Activity: i: Pray with your students for all those who believe that life is not worth living.
            ii: Pray with your students for all those they know who have contemplated suicide.
            iii: Pray with your students for all those they know have committed suicide.

"The death of someone we love is always shattering. To love is to carry another within oneself, to keep a special place in one's heart for him or her. This spiritual space is nourished by a physical presence; death, then, tears out a part of our own heart. Those who deny the suffering of death have never truly loved; they live in a spiritual illusion.

To celebrate death, then is not to deny this laceration and the grief it involves, it is to give space to live, to speak about it, and even to sing of it. It is to give mutual support, looking the reality in the face and placing all in the Heart of God in deep trust." - Jean Vanier

"The Lord is near to the broken-hearted, and saves the crushed in spirit." (Psalm34:18)

What are some strategies for coping with the death of a loved one?

Activity: Watch Field of Dreams, highlighting the importance of believing in something that cannot be understood and discuss how each characte copes with death.

Indicator:

USC9.7 f. Investigate and communicate Saskatchewan and Canadian trends in teen suicide and tragic death.

Indicator:

USC9.7 g. Investigate local and provincial health promotions to reduce tragic death (e.g., work safety promotions, traffic safety promotions) and suicide (e.g., part of curriculum).

• 1 Corinthians 12:12-26

As a class, walk through the above passage. Discuss ways the Catholic Faith Community through its understanding of Scripture and its teaching on human dignity is attempting to reduce tragic death and suicide.

Indicator:

USC9.7 h. Recognize strategies to prevent or reduce the risk of a suicide attempt (e.g., getting help from a trusted adult).

First Nations, Métis & Inuit Education Integration Resources:

• Preventing youth suicide amongst First Nations http://www.hc-sc.gc.ca/fniah-spnia/promotion/suicide/index-eng.php

• Include in your strategies of prevention faith strategies to prevent or reduce the risk of a suicide attempt.
  

Indicator:

USC9.7 i. Examine ways to support self if contemplating suicide (e.g., call a crisis telephone support line, draw on the support of family and friends, set up frequent appointments with a mental health professional and request telephone support between appointments, get involved in self-help groups, talk every day to at least one person you trust about how you are feeling, seek help from the emergency department of a local health center/hospital, talk to someone who has 'been there').

• Who are the people in your Catholic Faith community that you can talk to?
  

Indicator:

USC9.7 j. Communicate a list of community and/or provincial agencies or organizations that provide support for those considering suicide or coping with the tragic death of a friend or family member.

• Include in your community list Catholic faith community organizations that provide support for those considering suicide or coping with the tragic death of a friend or family member.
• Consider inviting a guest speaker from your list of Catholic faith community organizations.
  

Indicator:

USC9.7 k. Illustrate the healing (i.e., mental, emotional, spiritual) that is necessary for self, family, and community when a tragic death or suicide occurs.

First Nations, Métis & Inuit Education Integration Resources:

• Morningstar - A Warrior's Spirit by Morningstar Mercredi
• Elder visit - speaking on ceremonies to deal with healing
• Aboriginal Addictions Counselor - speaking on healing
• Inquiry: Medicine Wheel; Apply healing strategies to the appropriate quadrants of the Medicine Wheel; Discuss the connection between a balanced wheel and a balanced lifestyle