Chapter Two: Identify Crisis
How do we identify someone in crisis?
Throughout these recommendations, we emphasize the importance of recognizing when a person is “in crisis.” That language is carefully chosen and very important. Having a mental illness and being in crisis are two different things. There is a public perception that gun violence is related to mental illness – that someone who commits gun violence is probably mentally ill, and that someone who is mentally ill is more likely to become violent. Those things are not true. Suicide and other gun violence are more likely to happen when someone is angry or despondent (or both), overwhelmed, and when they don’t have sufficient coping mechanisms – when they are in crisis. Which is why firing or expelling someone who is in crisis can make it more likely that they will, in fact, perpetrate violence.
Unlike a mental illness, anyone can learn to identify a person in crisis. Which means that we do not have to rely on therapists or psychiatrists to help prevent gun violence – we (employers, co-workers, parents, teachers, faith leaders, and first responders, among others) can all learn to recognize a person in crisis. We need to educate ourselves about the early warning signs of a person in crisis, many of which we already know intuitively, like changes in behavior or dropping grades, and then to know where to turn once we recognize those signs.
Based on recommendations from the Sandy Hook Promise, here are ten warning signs that can signal an individual may be in crisis or need help:
- Suddenly withdrawing from friends, family, and activities (including online or social media)
- Bullying, especially if targeted towards differences in race, religion, gender or sexual orientation
- Excessive irritability, lack of patience, or becoming angry quickly
- Experiencing chronic loneliness or social isolation
- Expressing persistent thoughts of harming themselves or someone else
- Making direct threats toward a place, another person, or themselves
- Bragging about access to guns or weapons
- Recruiting accomplices or audiences for an attack
- Directly expressing a threat as a plan
- Cruelty to animals
Many individuals who hurt themselves or others display one or more of these warning signs before they carry out an act of violence. Missing these signs can have serious consequences. We know that nearly all mass shooters exhibit such signs. And we know that in 4 out of 5 school shootings, at least one other person had knowledge of the attacker’s plan but failed to report it.
In this section, we outline various screening tools, reporting systems, and other community-based programs designed to help identify and report an individual who may be in crisis. These recommendations are based on a range of possible programs and provide resources and education on the topic, which is designed to be comprehensive but not exhaustive. We also acknowledge the evolving nature of the field and emphasize that recommendations are provided to aid readers in strategic decision-making within their specific contexts.
Mental health screenings are systematic assessments designed to identify individuals who may be at risk of or experiencing mental health challenges. These screenings play a crucial role in early detection, allowing for timely intervention and support. Mental health screenings both help identify early cues of mental health issues and assist with prevention and personalized treatment planning based on the identified needs and concerns. Screenings, however, require allocating mental health resources more efficiently by directing support to those who need it most.
Settings for Mental Health Screenings
- Schools: Conduct screenings among students to identify potential mental health concerns that may affect academic performance and overall well-being.
- Healthcare Facilities: Integrate mental health screenings into routine healthcare check-ups to assess and address both physical and mental health.
- Workplaces: Offer mental health screenings as part of employee wellness programs to support mental well-being in the workplace.
- Community Centers: Provide accessible screenings in community settings to reach a diverse population and address mental health disparities.
See Appendix for various examples of common mental health screening tools.
Process of Mental Health Screenings
- Questionnaires: Individuals complete standardized questionnaires that inquire about their mental health symptoms and experiences in a variety of settings. Results are scored and analyzed by trained professionals to determine the presence of potential mental health concerns.
- Interviews: Clinicians or trained professionals may conduct structured interviews to gather more in-depth information and context. This may occur as a follow-up from the questionnaire results or may occur independently.
- Referral and Follow-Up: Individuals identified with potential mental health concerns are referred to appropriate mental health professionals for further assessment and support.
Recommendations for Mental Health Screenings
- Universal Screening. Universal mental health screening is a proactive and inclusive approach to identify individuals at risk of mental health challenges across diverse populations. The overarching goal of universal screening is to ensure that everyone, regardless of demographic factors, receives an initial assessment for mental health concerns. Recommendations for universal screening emphasize its integration into routine healthcare check-ups, educational institutions, workplaces, and community settings. This broad-reaching strategy not only enables the early detection of potential issues but also helps to destigmatize mental health discussions. When conducted using validated and appropriate screening tools, screenings can facilitate timely intervention, reduce health disparities, and promote overall well-being on a population-wide scale.
- There are many different mental health screenings available for universal screening, so deciding on how to choose the best one may depend on a variety of factors. Some of the following recommendations include: 1) prioritize evidence-based screenings that demonstrate reliability and validity across diverse populations; 2) consider language and cultural norms to ensure its cultural and contextual relevance; 3) screenings that are multidimensional covering emotional, social, and behavioral aspects; 4) tools that user-friendly and practical for implementation in various settings; 5) emphasize privacy, confidentiality, and a clear pathway to accessible mental health services; and 6) regularly evaluate and adapt the screening process, and foster collaboration among stakeholders, including mental health professionals, educators, and community leaders.
- The Appendix includes several mental health screening tools, many that can be used for universal screening. The below links also have suggestions and guidance on how to implement universal screening in organizations.
- Suicide Risk Assessment. Suicide risk assessments are typically conducted by trained mental health professionals using established protocols and validated screening tools to determine the severity of suicidal thoughts and behaviors. They are often follow-up assessments that occur during initial screening. By integrating suicide risk assessment into various settings such as schools, healthcare facilities, and community organizations, this strategy aims to identify individuals at heightened risk early on and facilitate prompt intervention, ensuring they receive appropriate mental health support and reducing the risk of suicide.
- Adverse Childhood Experiences (ACEs). ACEs have been identified as a key aspect of childhood experiences that can cause trauma. These trauma experiences may leave individuals vulnerable to future trauma by producing reactions to similar experiences that caused stress, distress, and disorder. ACEs are experiences that occur during childhood such as abuse or neglect, witnessing violence, or exposures to other forms of violence. Researchers have linked ACEs to chronic health issues, including mental illness and addiction.(4–6) The ACES Screening Tool can be found here in the Appendix. Conversely, Positive Childhood Experiences (PCEs) have been shown to buffer the negative effects of ACEs and help build resilience.(7)
Note: It is important to acknowledge that while there is evidence supporting the potential benefits of ACEs screening for children, concerns about its implementation, ethical considerations, and the need for a comprehensive approach have led to mixed opinions on their utility. Research has also advised against the universal screening of ACEs.(8) Some of the primary concerns relate to higher false positives in some age groups, common misinterpretation of results, and the stigmatization of individuals based on ACEs scores. Furthermore, screening without a clear pathway to available and effective interventions may be harmful. While there are some evidence-based interventions for those who have been exposed to ACEs (i.e., post-traumatic stress disorder), there are no evidence-based interventions based on the range of scores on an ACEs checklist.(8) Overall, it’s recommended to approach screening with careful attention to ethical guidelines and the potential impact on children and families.
- Peer Support Programs: Peer support is a form of assistance and encouragement provided by individuals who share common experiences, challenges, or circumstances. In this mutually beneficial relationship, peers offer understanding, empathy, and practical guidance to one another based on their shared lived experiences. In the context of gun violence prevention, peer support programs can serve as an effective early detection strategy by fostering an open environment where individuals feel comfortable expressing concerns and seeking help. It can also be helpful in addressing feelings of isolation or loneliness by creating a sense of community and belonging, reducing the likelihood of individuals resorting to violence as a means of expression. Peer support initiatives empower individuals to be vigilant observers of their peers’ well-being. Peers often have unique insights into each other’s lives, enabling them to identify behavioral changes, expressions of distress, or signs of potential risk factors for gun violence. These programs create a culture of open communication, trust, and support, encouraging individuals to share their concerns with peers who may notice subtle warning signs. Researchers have reported that one-on-one, structured, peer mentorship programs are a consistently effective mechanism for preventing the perpetration of peer violence.(9–11)
Individuals providing peer support play a crucial role in maintaining the safety and well-being of their peers. Reporting concerns about threats of gun violence or other forms of violence requires a careful and responsible approach. It’s crucial for those providing peer support to strike a balance between maintaining trust and confidentiality while also prioritizing the safety of the individual and the community. Clear communication, knowledge of reporting procedures, and collaboration with relevant authorities are key components of responsibly addressing concerning behavior.
Settings for Peer Support Programs: Schools, Workplace, Community-Based Organizations, Faith-Based Organizations, Veteran Support Programs
Recommendations for Peer Support Programs
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- Check & Connect is a school-based program used in grades K-12 settings, for students who show warning signs of disengagement with school and are potentially at risk of dropping out. Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education as a priority. Students are referred to Check & Connect when they show warning signs of disengaging from school, such as poor attendance, behavioral issues, and/or low grades. The program has demonstrated to be effective in improving several outcomes including school attendance, academic performance, and a reduction in disciplinary referrals.(12–15) To date, Check & Connect has been implemented across 48 states in the United States and five international locations.
- Teen Mental Health First Aid is a course that teaches individuals how to identify, understand, and respond to signs of mental distress, illness, and substance use disorders.
- Family Support Networks: Parents and loved ones must be empowered to be full partners in prevention efforts. The personal support that family members receive through these programs is a significant benefit to their own health. Offering programs that are easily accessible and low cost can help reduce barriers to attendance. One way to help programs achieve the goals of accessible and low cost is through collaboration across multiple constituents (e.g., PTA and Local Youth Assistance office; Churches; and Boys and Girls Club). These collaborations will also help programs market themselves and become well-known resources for families.
- Anonymous Reporting Systems (ARS): An area of early detection and prevention growing in prominence is the use of reporting systems. Crisis lines and Anonymous Reporting Systems (ARS) have been widely implemented across the United States as a violence prevention strategy. Sandy Hook Promise’s Say Something school-based program, for example, is one of the leading evidence-based ARS programs that has been shown to be effective in teaching youth and adults to prevent school violence, shootings, and other harmful acts.(16) The goal of ARS is to train and empower individuals to recognize signs and threats of someone who may be at-risk of hurting themselves or others, and to report these incidents through an anonymous, low-barrier reporting system.
In theory, reporting systems provide an excellent way for people to report observed at-risk behaviors, allowing appropriate personnel to intervene as needed. In practice, as with many non-standardized systems, implementation and utilization can vary significantly. Additionally, there is extremely limited evidence to support their effectiveness and best standards for implementation. Best practices for these systems to ensure appropriate and equitable responses to reports is to have a multidisciplinary team (e.g., mental health professionals, law enforcement) review the reports in a timely fashion. A recent study conducted at the University of Michigan reviewed the current evidence to date on reporting systems and highlight critical needs in further research.(17) Given the wide implementation of reporting systems at the state and national-level, systematic evaluation of ARS is necessary to inform best practices, identify implementation issues, promote acceptability of ARS, and to determine whether or not ARS is effective in reducing school and community-level violence.
Settings for ARS
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- Schools, Workplace, Faith-Based Organizations, Community Health Organizations
Recommendations for Anonymous Reporting Systems
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- 988 crisis hotline is a mental health crisis line in the United States, which recently launched in July 2022. Similar to 911 for emergencies, 988 serves as a dedicated helpline for individuals experiencing mental health crises providing timely and compassionate support. The three-digit number connects callers with trained professionals who can offer immediate assistance, intervention, and referrals to appropriate mental health services. If you have identified someone who may be in crisis, you can anonymously call 988 to get immediate access to expert guidance, coordinate crisis intervention, and connect with mental health resources for the individual in crisis. The call line is available 24/7 and accessible by phone call or texts, and online chat. Please visit the 988 website for additional resources.
- Michigan Crisis and Access Line (MiCAL) is a 24/7 statewide crisis, support, information, and referral line. It is available for all Michiganders and meant for people who are in crisis or distress who do not know where to go for support. It is also a Warmline for people who need someone to listen or to assist with finding resources or service navigation. MiCAL is operated by the Michigan Department of Health and Human Services and contracts with Common Ground, a crisis services agency, to staff crisis specialists from across the state. Additionally, both 988 and MiCAL partner with Community Mental Health Service Program (CMHSP) to ensure local coordination of services and resources.
- Sandy Hook Promise “Say Something” is a school-based program that empowers students to play an active role in preventing violence, especially gun violence. Through structured training and educational campaigns, the program teaches students to recognize warning signs and confidentially report concerns to trusted adults or through an anonymous reporting system. By fostering a culture of vigilance and empathy, “Say Something” aims to create safer school environments. The curriculum is tailored to grade levels, centered around lesson plans, educator practices, and project ideas that help students build belonging, empathy, and social awareness.
- OK2Say is also a Michigan-based ARS that allows anyone to confidentially report tips on potential harm or criminal activities directed at students, employees, and schools. Tips are fielded by Michigan State Police OK2SAY technicians trained to receive, analyze, and disseminate them to be investigated. Use of this system is not mandated in Michigan, but 26 states across the United States have mandated such programs. Additionally, all schools are advised to establish annual and refresher training on how to recognize warning signs and how to use OK2Say to report at-risk behaviors and threats.
- Crisis Intervention Training: Crisis Intervention Training (CIT) is a specialized program designed to equip individuals, particularly first responders and mental health professionals, with the skills to effectively intervene and de-escalate crisis situations, including those related to mental health. The primary objectives of CIT include early detection of signs of mental distress, promoting understanding of mental health issues, and enhancing communication and de-escalation techniques. Participants in CIT programs learn about various mental health conditions, crisis de-escalation strategies, and community resources to provide appropriate support. CIT emphasizes a collaborative and empathetic approach to crisis intervention, fostering a safer and more compassionate response to individuals experiencing mental health crises. Findings from CIT programs have shown an increased linkage to mental health services and reducing use of force in encounters with persons with mental health issues.(18,19)
Settings: Law Enforcement, First-Responders (EMS), Healthcare Facilities, Schools
Recommendations for Crisis Intervention Training (CIT):
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- Michigan Crisis Intervention System is a national model for comprehensive mental health education for police offices, EMS, and other first responders. The training consists of 16-hours of education comprising two components: Distance Learning and Reality-Based Training. It is designed to strengthen intervention skills of responding officers by integrating Communications, Assessment, and Tactics (ICAT) for a Patrol Office response to crisis situations that do not involve firearms.
- Crisis-Assistance-Referral-Evaluation (CARE) Teams, often known as Behavioral Intervention Teams, are multidisciplinary groups formed within educational institutions, workplaces, or communities to proactively address and respond to mental health crises and substance use overdoses. Teams are also assisted by behavioral health professionals, with resources to address their unmet health and social needs. CARE Teams play a crucial role in connecting individuals in a mental health crisis with appropriate resources, promoting a supportive environment, and developing safety plans tailored to their specific needs. They adhere to privacy and legal considerations, ensuring that assessments and interventions comply with relevant laws. Additionally, CARE Teams coordinate crisis response efforts during immediate emergencies, working in collaboration with emergency services and other stakeholders to effectively address situations and prioritize community safety.
- TRAILS (Transforming Research Into Action to Improve the Lives of Students) School Mental Health Program, founded at the University of Michigan, helps schools with training, materials, and implementation support they need for evidence-based prevention and early intervention mental health programming to their students. Schools are strongly encouraged to work with TRAILS to create suicide risk management protocols. This should include: 1) accurate assessment of suicide risk through an evidence-based screening tool (i.e., Columbia Suicide Severity Rating Scale); 2) referral mechanism to local provider; and 3) protocols in place for supporting students when they return to school. Other programs include social and emotional learning, mindfulness-based programs, and strategies for coping with COVID-19.
- Community Mental Health Workers often receive CIT to better support individuals facing mental health crises. This training focuses on culturally sensitive approaches, crisis de-escalation, and connecting individuals with relevant mental health resources in the community.
Employee Assistance Programs (EAPS)
In the workplace, implementation of Employee Assistance Programs (EAPs) are designed to help employees address issues affecting their mental and emotional well-being through confidential assessments, short-term counseling, referrals, and follow-up services. EAPs are considered an effective strategy for occupational stress management and are quickly emerging as holistic wellbeing programs in the workplace. While the current evidence remains mixed on the effectiveness of EAPs, researchers have documented data to suggest that these programs do have positive effects on employee mental health and are considered a desirable workplace resource by employees. Key issues for EAPs to be successful is to keep employees informed of the programs offered, be proactive in offering prevention programs to help motivate employee engagement, and to create safe spaces for employees to have confidential conversations about issues they face.(20,21)
- Vossekuil B. The final report and findings of the Safe School Initiative: Implications for the prevention of school attacks in the United States. Diane Publishing; 2002.
- King CA, Grupp‐Phelan J, Brent D, Dean JM, Webb M, Bridge JA, et al. Predicting 3‐month risk for adolescent suicide attempts among pediatric emergency department patients. J Child Psychol Psychiatry. 2019;60(10):1055–64.
- King CA, Allen PYG, Ahamed SI, Webb M, Casper TC, Brent D, et al. 24-Hour warning signs for adolescent suicide attempts. Psychol Med. 2023;1–12.
- Chanlongbutra A, Singh GK, Mueller CD. Adverse childhood experiences, health‐related quality of life, and chronic disease risks in rural areas of the United States. J Environ Public Health. 2018;2018.
- Gilbert LK, Breiding MJ, Merrick MT, Thompson WW, Ford DC, Dhingra SS, et al. Childhood adversity and adult chronic disease: an update from ten states and the District of Columbia, 2010. Am J Prev Med. 2015;48(3):345–9.
- Kerker BD, Zhang J, Nadeem E, Stein RE, Hurlburt MS, Heneghan A, et al. Adverse childhood experiences and mental health, chronic medical conditions, and development in young children. Acad Pediatr. 2015;15(5):510–7.
- Bethell C, Jones J, Gombojav N, Linkenbach J, Sege R. Positive childhood experiences and adult mental and relational health in a statewide sample: Associations across adverse childhood experiences levels. JAMA Pediatr. 2019;173(11):e193007–e193007.
- McLennan JD, MacMillan HL, Afifi TO, McTavish J, Gonzalez A, Waddell C. Routine ACEs screening is NOT recommended. Paediatr Child Health. 2019;24(4):272–3.
- Cheng TL, Haynie D, Brenner R, Wright JL, Chung S en, Simons-Morton B. Effectiveness of a mentor-implemented, violence prevention intervention for assault-injured youths presenting to the emergency department: results of a randomized trial. Pediatrics. 2008;122(5):938–46.
- Hawkins S, Karcher MJ, Stewart K, DuBois DL. Mentoring for preventing and reducing delinquent behavior among youth. Office of Juvenile Justice and Delinquency Prevention; 2020.
- Sheehan K, DiCara JA, LeBailly S, Christoffel KK. Adapting the gang model: Peer mentoring for violence prevention. Pediatrics. 1999;104(1):50–4.
- Guryan J, Christenson S, Cureton A, Lai I, Ludwig J, Schwarz C, et al. The effect of mentoring on school attendance and academic outcomes: A randomized evaluation of the Check & Connect Program. J Policy Anal Manage. 2021;40(3):841–82.
- Heppen JB, Zeiser K, Holtzman DJ, O’Cummings M, Christenson S, Pohl A. Efficacy of the Check & Connect mentoring program for at-risk general education high school students. J Res Educ Eff. 2018;11(1):56–82.
- Anderson AR, Christenson SL, Sinclair MF, Lehr CA. Check & Connect: The importance of relationships for promoting engagement with school. J Sch Psychol. 2004;42(2):95–113.
- Maynard BR, Kjellstrand EK, Thompson AM. Effects of check and connect on attendance, behavior, and academics: A randomized effectiveness trial. Res Soc Work Pract. 2014;24(3):296–309.
- Hockley N, Barden M. Empowering Children to Prevent Violence. In: School Violence and Primary Prevention. Springer; 2023. p. 709–17.
- Messman E, Heinze J, Hsieh HF, Hockley N, Pomerantz N, Grodzinski A, et al. Anonymous reporting systems for school-based violence prevention: A systematic review. Health Educ Behav. 2022;10901981211073734.
- Watson AC. Research in the real world: Studying Chicago police department’s crisis intervention team program. Res Soc Work Pract. 2010;20(5):536–43.
- Comartin EB, Swanson L, Kubiak S. Mental health crisis location and police transportation decisions: The impact of crisis intervention team training on crisis center utilization. J Contemp Crim Justice. 2019;35(2):241–60.
- Kirk AK, Brown DF. Employee assistance programs: A review of the management of stress and wellbeing through workplace counselling and consulting. Aust Psychol. 2003;38(2):138–43.
- Joseph B, Walker A, Fuller-Tyszkiewicz M. Evaluating the effectiveness of employee assistance programmes: a systematic review. Eur J Work Organ Psychol. 2018;27(1):1–15.
- Mental Health Screening Tools
- Columbia-Suicide Severity Rating Scale (C-SSRS):
Purpose: Assessing suicide risk.
Application: Used in various settings, including schools, healthcare facilities, and community organizations.
Features: Helps identify individuals with suicidal thoughts or behaviors.
Link to Screening Tool: https://cssrs.columbia.edu/wp-content/uploads/C-SSRS_Pediatric-SLC_11.14.16.pdf
- PHQ-9 (Patient Health Questionnaire-9):
Purpose: Screening for depression.
Application: Widely used in primary care, mental health clinics, and workplace wellness programs.
Features: Assesses symptoms related to depression, helping in early detection and intervention.
Link to Screening Tool: https://www.apa.org/depression-guideline/patient-health-questionnaire.pdf
- GAD-7 (Generalized Anxiety Disorder-7):
Purpose: Screening for generalized anxiety disorder.
Application: Employed in healthcare settings, schools, and community mental health programs.
Features: Identifies symptoms of excessive worry and anxiety.
Link to Screening Tool: https://adaa.org/sites/default/files/GAD-7_Anxiety-updated_0.pdf
- PCL-5 (Posttraumatic Stress Disorder Checklist for DSM-5):
Purpose: Assessing symptoms of post-traumatic stress disorder (PTSD).
Application: Used in healthcare facilities, especially with individuals who may have experienced trauma.
Features: Helps identify individuals at risk of developing PTSD.
Link to Screening Tool: https://www.ptsd.va.gov/professional/assessment/documents/using-PCL5.pdf
- ACES (Adverse Childhood Experiences):
Purpose: Identifying adverse experiences in childhood that may impact mental health.
Application: Used in healthcare, schools, and community settings.
Features: Assesses the cumulative impact of childhood trauma on mental health and behavior.
Link to Screening Tool: https://www.acesaware.org/learn-about-screening/screening-tools/
- PCES (Positive Childhood Experiences):
Purpose: Assessing positive aspects of childhood experiences that contribute to mental well-being.
Application: Used in pediatric healthcare and educational settings.
Features: Screens for positive elements in a child’s upbringing that promote resilience and well-being.
Link to Screening Tool: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6735495/#note-POI190057-1-s
- Sandy Hook Promise: https://www.sandyhookpromise.org/blog/teacher-resources/know-the-signs-of-gun-violence/
- Michigan Department of Education – “Choosing and Using Screeners and Assessments”: https://www.michigan.gov/mde/-/media/Project/Websites/mde/ohns/School-Health-and-Safety/Choosing-and-Using-Screeners-and-Assessments.pdf
- Ready, Set, Go, Review: Screening for Behavioral Health Risk in Schools (samhsa.gov): https://www.samhsa.gov/sites/default/files/ready_set_go_review_mh_screening_in_schools_508.pdf
- PBIS: Systematic Screening in Tiered Systems: https://global-uploads.webflow.com/5d3725188825e071f1670246/641c801682e79f9602594ceb_Systematic%20Screening%20in%20Tiered%20Systems-%20Lessons%20Learned%20at%20the%20Elementary%20School%20Level.pdf
- Columbia-Suicide Severity Rating Scale: https://cssrs.columbia.edu/wp-content/uploads/Columbia_Protocol.pdf
- CSSRS – Pediatric Scale: https://cssrs.columbia.edu/wp-content/uploads/C-SSRS_Pediatric-SLC_11.14.16.pdf
- Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6735495/
- Trauma Informed Care in Behavioral Health Services: https://store.samhsa.gov/product/TIP-57-Trauma-Informed-Care-in-Behavioral-Health-Services/SMA14-4816
- Check & Connect: https://checkandconnect.umn.edu/
- Teen Mental Health First Aid: https://www.mentalhealthfirstaid.org/population-focused-modules/teens/
- 42 Strong: https://42strongtate.org/
- Boys2Men: https://www.boys2menyouthmentoring.com/
- Youth Assistance - Mentors Plus: https://www.oakgov.com/government/courts/youth-assistance/mentors-plus
- Ascend Foundation: https://www.theascendfoundation.org/
- Boys & Girls Club of Troy: https://www.bgctroy.org/
- The Boomerang Project: https://www.boomerangproject.com/link/what-is
- Mentor Michigan: https://www.michigan.gov/leo/boards-comms-councils/mcsc/mentor
- Sandy Hook Promise’s Say Something school-based program: https://www.sandyhookpromise.org/our-programs/say-something/
- the 988 website: https://988lifeline.org/
- Community Mental Health Service Program (CMHSP): https://www.michigan.gov/mdhhs/-/media/Project/Websites/mdhhs/Keeping-Michigan-Healthy/BH-DD/Mental-Health/Community-Mental-Health-Services/CMHSP_Directory.pdf
- MiCAL: https://mical.michigan.gov/s/who-we-are
- OK2Say: https://www.michigan.gov/ok2say
- Say Something Anonymous Reporting System: https://www.sandyhookpromise.org/our-programs/say-something-anonymous-reporting-system/
- Michigan Crisis Intervention System model: https://www.nami.org/Advocacy/Crisis-Intervention/Crisis-Intervention-Team-(CIT)-Programs
- One example of a community-based CARE team based in Chicago: https://www.chicago.gov/city/en/sites/public-safety-and-violence-reduction/home/CARE-Dashboard.html
- TRAILS: https://trailstowellness.org/our-programs/suicide-prevention-and-risk-management
- Columbia Suicide Severity Rating Scale: https://cssrs.columbia.edu/wp-content/uploads/Columbia_Protocol.pdf
- National Alliance on Mental Illness (NAMI) CIT Programs: https://www.nami.org/Advocacy/Crisis-Intervention/Crisis-Intervention-Team-(CIT)-Programs
- National Center for School Safety Crisis Navigation Resources: https://www.nc2s.org/crisis-navigation-resources/
- Employee Assistance Programs: https://www.opm.gov/frequently-asked-questions/work-life-faq/employee-assistance-program-eap/what-is-an-employee-assistance-program-eap
- Notice.Talk.Act. At Work: https://workplacementalhealth.org/employer-resources/training-and-turnkey-programs/notice-talk-act-at-work
