b'|Suicide Prevention Workplan - Los Angleles |21 |22 |Suicide Prevention Workplan - Los Angleles|23 Social Emotional Learning (SEL) for Suicide PreventionOver the past several years there has been an increase in the app space and innovative technology to promote mindfulness, mental health and self-care.The Los Angeles County Department of Mental SEL is the process, through which children and adults acquire and effectively apply the knowledge,Health is leading the way in exploring technology solutions to promote health through an initative attitudes and skills necessary to understand and manage emotions, set and achieve positive goals,called Help at Hand.feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The skills and strategies that children and teens gain through SEL have been shown toSocial Connectednessincrease protective factors and reduce risk factors associated with suicide (9). While much of the research on SEL today focuses on young people, it has also been shown to be useful for adults. TheAccording to the Center for Disease Control (CDC) connectedness is the degree to which a person Collaborative for Academic, Social and Emotional Learning (CASEL) suggests that adults mostor group is socially close, interrelated, or shares resources with other persons or groups. The denition certainly in the school setting such as teachers, principals, and counselors develop social andencompasses connections between individuals, their families, community organizations and social emotional competences in order to create a supportive classroom and climate, but also largely to helpinstitutions. A signicant amount of research establishes connectedness as a protective factor manage their own emotions, stress, and job satisfaction (9). Furthermore, the growth of social andamongst adolescents, teens, adults, and older adults. emotional skills can lead to the development of protective factors for adults outside of the school setting, as they become better able to manage their own emotions and stress better. Amongst adolescents or young adults, research has found that those who feel close to their parentsThe Collaborative for Academic, Social and Emotional Learning (CASEL) www.casel.org are less likely to engage in violence (16), have lower risk for internalizing disorders (17), and are less likely to attempt suicide (18). Adolescents and young adults who feel a sense of value to their schoolNavigating Social and Emotional Learning from the Inside Out Looking Inside and Across 25communities by peers and adults have been found to have improved academic outcomes (19) and a Leading SEL Programs: A Practical Resource for Schools and OST Providers) Elementarydecrease in risky behaviors (20). There has also been a strong association between positive social, School Focus: www.cde.ca.gov/eo/in/documents/selresourcesguide.pdf academic, and health-related behaviors amongst youth who were involved in high-quality youth-mentor relationships (21). Furthermore, youths perception of being able to count on their community forSocial and Emotional Learning Resource Finder: www.selresources.com/ support and assistance, as well as perception of being cared for by adults in their community was found to be a protective factor against suicidal ideation and attempts in a national sample of Native MindfulnessAmerican youth (22). Mindfulness is dened by the Greater Good Science Center as the moment-by-moment awareness ofConnectedness between persons or at the individual level has been found to decrease the threat-level our thoughts, feelings, bodily sensations, and surrounding environment. It draws on the premise thatappraisal of experienced stress, as well as increase an individuals ability to cope with stressful each individual has the natural capability for relationship-building qualities such as empathy andsituations (23). According to the CDC, close and supportive interpersonal relationships may also kindness.Several studies have found that mindfulness reduces rumination, stress, and increases andiscourage individuals from adopting maladaptive behaviors such as substance abuse. Research has individuals positive affect, or the extent to which someone experiences positive emotions andfound that the number of friends an individual has, the high frequency of social contact and low levels sentiments.Research has also found that mindfulness can be helpful in the school setting, both forof isolation and loneliness serve as protective factors against suicidal thoughts and behaviors in both administrative staff and students. Youth who practice mindfulness experience and develop: attentionadolescents, young adults, and older adults (24, 25). and learning skills, social and emotional skills, and resilience (11,12,13).Furthermore, contact with individuals, even those as simple a letter or card from a provider to a patient, For Example, Dialectical Behavior Therapy (DBT), is an evidence-based intervention that supportshave demonstrated reductions in suicide risk (26).individuals to learn how to gain awareness of, and accept, their emotions. Research has shown that byCommunities can increase connectedness by strengthening cultural values and cultural identity. Its developing these skills, individuals will better manage their overall responses to distressing situations.important to note that culture in this context can refer to racial or ethnic, vocational, such as rst Research has also shown that individuals receiving DBT have lower levels of suicide attempts, as wellresponders and culinary professions; as well as special populations, such as military culture.as self-harm, compared to individuals receiving alternative evidence-based treatment (15). DBT has also been found to be successful in the treatment of substance abuse and eating disorders (14). Draft 3.3.2020 Not For Distribution Draft 3.3.2020 Not For Distribution'