‘Choose Life’ Website: The Development of a Self-Harm and
Suicide Reduction and Prevention Website by Pupils
Bereaved after Suicide During a Critical Incident Involving a
Educational Psychology Service
Suicide is one of the leading causes of death amongst young people (Debski,
Spadafore, Jacob, Poole & Hixon, 2007). The Office for National Statistics
recorded suicide as being the second most common cause of death after road
accidents amongst 15 to 24 year olds in England and Wales during 2007 and
2008 (Street, 2010). Suicide constitutes a significant public health issue and
given the growing concerns about adolescent and youth suicide an
abundance of literature has been generated identifying potential risk factors. It
is generally recognised that suicide is a complex issue, the cause of which is
likely to be multifaceted. However, common themes in the suicide literature
suggest that suicide ideation and suicide attempts are typically associated
with demographic and personal characteristics, behavioural changes,
previous suicide attempts, family correlates and precipitating events, such as
the break up of a boyfriend / girlfriend (Debski et al., 2007).
One precipitating event which has been the subject of much debate is the
affect of news reports of other youth suicides in the same community, with the
suggestion of a causal relationship between the portrayal of suicide in the
media and actual suicidal behaviour (Pirkis, Blood, Beautrais, Burgess &
Skehan, 2006). The effect is amplified when there are similarities in age and
gender, where descriptions of the method are provided and where stories are
of high impact (Pirkis et al., 2006). There is considerable evidence that
heightened community awareness and glorification of the deceased leads to
elevations in suicide, especially among adolescents (Hacker, Collins, Gross-
Young, Almeida & Burke, 2008). Communities affected by outbreaks of
suicide involving young people have been well documented both nationally
and internationally (e.g. Gould, 2003; Hacker et al., 2008). Hence, the term
suicide cluster is commonly used to describe a group of suicides or suicide
attempts, or both, which occur closer in time and space than is considered
usual for the community (CDC, 1988). Previous studies suggest that suicide
clusters may account for approximately 1% to 5% of adolescent suicides
(Hacker et al., 2008). A community-wide coordinated response is vital to
investigate, intervene and prevent suicide clusters (Hacker et al., 2008) and
from the outset it is paramount that multidisciplinary prevention and
postvention plans are put in place.
This paper describes how educational psychologists can work in diverse,
unique and therapeutic ways with vulnerable young people affected by
suicide. Background is provided to the suicide cluster in one LEA and how
pupils became involved in developing a self-harm and suicide reduction and
prevention website. The paper provides an overview of the growing
development of information technology and the advancement of websites.
Pupil participation and relevant ethical issues are discussed. The role of the
educational psychologist in postvention activities and psychological
approaches underpinning this work is considered. The engagement in multi
agency working and with other professionals not normally associated with the
role of educational psychologists is highlighted. Future directions will be
considered and implications for the role of the educational psychologist.
During 2008 a number of young people in the County Borough area took their
own lives. The Child and Adolescent Mental Health Service (CAMHS)
reported a statistically significant rise in referrals for depression and suicidal
behaviour in 2008 compared with 2006 and 2007. There was wide media
coverage and sensationalism linking the unexpected deaths. The suicide
cluster affected many pupils attending local comprehensive schools, which
placed tremendous strain on existing resources. In addressing the needs of
groups of vulnerable young people throughout this difficult period, particularly
those who had suffered loss or made a suicide attempt, there was effective
multi-agency working across a range of children’s services, including
professionals working in the community with children and young people, their
families and their carers. Throughout the critical incident educational
psychologists prioritised work with vulnerable groups and became involved in
a range of interventions at individual, group and systemic levels.
It was during this time that three 15 year old pupils attending a local
comprehensive school in an area affected by the spate of suicides became
known to the educational psychologist. Their lives had been changed by the
loss of a young person very close to them and in the days following the event
the pupils reported experiences of people telling them how they should feel,
rather than just listening to their feelings and accepting them. The pupils
described the devastating effect that the loss had on them as well as their
friends and family and members of the community and they expressed
feelings of anger and frustration. Believing that there was not enough access
to information about the affects of suicide they proposed the creation of an
internet site which young people could access in order to help themselves.
By listening to the views of three pupils bereaved after suicide, support was
offered to develop a self harm and suicide reduction and prevention website
for the LEA. The ‘Choose Life’ website was designed as a messaging system
to provide information to young people through survivors of their own age
group, with the aim of progressing this to a wider audience via social
The internet is becoming increasingly popular as a means of communicating
information and can offer a valuable source of support. However, currently
little is known about self harm and suicide reduction and prevention websites
as limited research has been conducted into the use of such sites, suggesting
further evaluation is needed in this area.
The growth in information technology and the advancement of self-harm
and suicide reduction and prevention websites
It is widely recognised that the use of technology is a growing 21st century
phenomenon. The recent 2008 annual report of the American Psychological
Association Policy and Planning Board entitled ‘How Technology Changes
Everything (and Nothing) in Psychology’, provides an overview of the positive
and negative implications that technology has for the science and practice of
psychology. The report highlights the opportunities for the internet to
potentially harm others due to ease of access, anonymity, disinhibition and
lack of restrictions on what people say on line with few consequences.
Needless to say that perceived risks are greater with unprotected sites where
there is exchange of information, opinions and views. The report also
emphasises the benefits of information technology, in particular the availability
of online therapy, support groups and self–help programmes. The rapid
growth of the internet means that information is available for anyone seeking
help, advise and support whether they are feeling suicidal or have been
bereaved after suicide. However, presently there is a lack of research and
clear guidelines on precisely how to improve communication to reduce rates
of suicide and suicide attempts. One recommendation is to provide supportive
information on suicide prevention websites (Aldrich and Cerel, 2009).
Internet websites have been dedicated to the issues of self harm and suicide
as sources of information, some provide the facility for people to communicate
to each other via internet chat or message boards and others provide support
and advice. General categories of sites include: support for the bereaved and
support for those with suicidal feelings (Lipczynska, 2009). Despite a lack of
knowledge about such sites and the benefits to users, websites have been
overly criticised as being potentially harmful. More concerning is the
implication that websites encourage self-harming and suicidal behaviours. For
this reason Baker and Fortune (2008) interviewed users of self-harm and
suicide websites to gain further understanding of the websites that they use in
order to inform future research. They concluded that the users found them to
be sources of empathy, understanding and friendship, indicating that they
offered a way of coping with social and emotional distress. This would
suggest that for some people self-harm and suicide websites offer an
‘accessible and effective alternative to conventional psychotherapeutic and
pharmacological interventions’ (Baker & Fortune, 2008, p.121). This is
especially the case for those who are reluctant to seek out help through more
traditional methods. Furthermore, as only a minority of bereaved attend group
interventions or therapies (Andriessen, 2009) and drop out rates are known to
be high (Baker & Fortune, 2008), other forms of support such as internet
websites are needed to give people a choice.
Importantly website messages ought to be tailored to meet the needs of this
vulnerable group. Therefore, it seems reasonable that the views of young
people bereaved after suicide be obtained when considering effective
messages for self-harm and suicide reduction and prevention websites.
Particularly if intervention by close others is fundamental to prevention
(Aldrich & Cerel, 2009).
Increasingly over the past two decades national and international legislation
has aimed to promote the ‘voice’ of the child. The Children Act 1989 in
England and Wales encouraged local authorities to ascertain the wishes and
feelings of children before making any decisions relating to them. Article 12
and 13 of the United Nations Convention on the Rights of the Child (1989)
recognised that children should be given the opportunity to seek and receive
information and ideas of all kinds and be allowed to expresses their views
freely on all matters affecting them.
The ‘Every Child Matters’ (ECM) agenda (DfES, 2004b) encourages children
and young people to make a ’positive contribution’, giving them confidence to
become more actively involved in decision making, including reviewing,
evaluating and developing services and policies (Burton, Smith & Woods,
2010). From a service perspective, the report ‘A Review of the Functions and
Contribution of Educational Psychologists in England and Wales in light of
Every Child Matters: Change for Children’ (Farrell, Woods, Lewis, Rooney,
Squires & O’Connor, 2006) reviewed how effective educational psychologists
are in contributing to the five outcomes of ECM, recommending that on a day
to day basis educational psychologists should monitor, record and where
appropriate communicate this contribution. Subsequent examples of good
practice have been documented where educational psychologists have
empowered pupils to participate in research projects to help inform school
improvements (Burton et al., 2010) and children and young people have
contributed to educational psychologists’ understanding of the factors that act
as barriers to effective pupil participation (Aston & Lambert, 2010).
More recently, at a national level, Wales has placed the principles of the
United Nations Convention on the Rights of the Child at the heart of its 5 year
rolling plan for children and young people in the Getting it Right (2009)
agenda. Priority 8 aims ‘to increase the opportunities for all children and
young people in Wales to participate in decision making on issues that affect
them’ and Article 12 to ensure that ‘children have the right to say what they
think should happen when adults are making decisions that affect them and to
have their opinions taken into account’. This concurs with the ECM
framework for change.
Legislation promoting pupil participation is relevant to the practice of
educational psychologists when working with children and young people and it
follows that if pupils are to become more involved in decision making
processes then their views should be elicited on issues that affect them.
However, careful consideration should be made with regard to the age,
maturity and capability of the young person (DfES, 2001) as it can not be
assumed that children and young people have the relevant skills and
knowledge on all issues affecting them. Hence, they should not be
overwhelmed with determining outcomes, nor should the decision-making
process be completely passed over to them. In practice there is a need to
balance the responsibility afforded to pupils in decision making whilst
adhering to ethical guidelines to maintain confidentiality and protect them from
potential risk of harm.
Involving pupils in the development of a self-harm and suicide reduction and
prevention website raises ethical issues because by its very nature the
subject of suicide evokes emotions. How to overcome potential ethical issues
needs to be considered carefully and sensitively.
If someone bereaved after suicide provides a better understanding of suicide
and its prevention (Andriessen et al., 2009) then it is feasible that their
contribution to postvention activities could enhance the lives of others. Whilst
it is recognised that ethics should be considered when involving vulnerable
groups in activities or research on sensitive issues that personally affect them,
there is lack of clarity about the precise nature of the ethical problems and
how to overcome them (Lakeman & FitzGerald, 2009). Historically this has
resulted in many services developing ‘passive’ models of postvention,
whereby people bereaved after suicide are provided with information about
available resources to help them (Campbell, Cataldie, McIntosh & Millet,
2004) with limited interaction taking place, or dialogue, to establish their views
and opinions. Consequently, there is little documented in the suicide literature
about children and young people actively participating in areas of work
involving suicide prevention and postvention. Intuitively, Lakeman and
FitzGerald (2009, p.15) propose that the process of participants actively
contributing to postvention activities such as suicide research may be
‘the opportunity for participants to exercise altruism, by
conveying hope, by gaining personal insight (into own
psychology and situation), by gaining a sense of universality
(they are not alone and others suffer similarly) and by being
listened to (having the opportunity to talk and be heard)’.
This would suggest that contributing to postvention activities may be a
positive experience for participants who have experienced loss.
For practicing educational psychologists the British Psychological Society
(2006) Code of Ethics and Conduct provides ethical guidelines to protect
participants from harm. Ethical issues can be dealt with by obtaining informed
consent, making assessments of risk and providing appropriate support. More
recently Lakeman and FitzGerald (2009) provide general ‘normative
guidelines’ concerning the ethics of involving children and young people in
suicide research. The guidelines were generated from an online survey
completed by members of the Human Research Ethics Committee identified
through web-based lists in the United Kingdom, Ireland, Australia, Canada,
and New Zealand. Recommendations include consulting with other
experienced professionals during the process, establishing procedures to
identify participants who may be at risk, ensuring support is available,
providing information about the consequences of participation, acknowledging
the vulnerability of participants and responding with care. Lakeman and
FitzGerald (2009) also recommend that researchers make use of supervision
with experienced professionals for the purpose of problem solving and
debriefing. These guidelines are helpful and provide greater specificity of the
ethics involved in suicide research which can be generalised to other
postvention activities and projects involving children and young people.
Media guidelines have also been developed by a number of countries to
promote responsible reporting of suicide. The guidelines stress the
importance of challenging the myths about suicide and recommend providing
information about help services. However, further evaluation of the
effectiveness of these guidelines is recommended (Pirkis et al., 2006).
Ethical and media guidelines have been adapted and refined over time to help
inform courses of action which may affect the wellbeing of others. The current
guidelines helped inform the educational psychologist’s postvention work with
pupils, families, members of the community, multi agency teams and other
professionals, as part of an ongoing negotiated process during the
development of the Choose Life self-harm and suicide reduction and
The role of the educational psychologist in postvention
According to Andriessen (2009, p. 43) postvention involves ‘activities
developed by, with, or for suicide survivors in order to facilitate recovery after
suicide.’ During critical incidents involving suicide a range of postvention
activities are undertaken by educational psychologists. At a systemic level
educational psychologists are primarily involved in building capacity in schools
through empowering school staff to support vulnerable young people affected
by suicide. Triage work and the process of referring ‘at risk’ pupils to external
agencies such as CAMHS is also an important aspect of crisis intervention
work (Debski et al., 2007), highlighting that collaborative multi agency working
plays an important role. Moreover, with the newly established children’s
services there is increased emphasis placed on educational psychologists
working in a multi–agency context. When working with individuals and groups
educational psychologists generally intervene by applying psychological first
aid as well as therapeutic and counselling approaches. Whilst it is recognised
that postvention work is paramount in the aftermath of suicide, due to limited
evaluative research there is insufficient information about treatment,
programmes and appropriate group formats across different subgroups of
survivors (Andriessen, 2009). This poses a challenge to educational
psychologists as one of the most frequently encountered crisis situations
experienced in the school setting is intervention with potentially suicidal young
Educational psychologists’ distinctive contribution when working with children
and young people is the application of psychological theory to practice, which
is a fundamental principle underpinning all aspects of educational
psychologists’ work. Of relevance is the theory of Social Constructionism
(Burr, 1995) which maintains that different people hold different constructions
of reality, suggesting that the perspective of young people may differ from
professionals but is equally valid. To effectively work with vulnerable people
bereaved after suicide a number of theoretical perspectives may also be
drawn upon, including theories on loss and bereavement (e.g. Kubler-
Ross,1970) and specific approaches can be employed, such as solution-
focused brief therapy (De Shazer, 1985).
Moreover, as the grief response differs between individuals it makes sense
that importance should be placed on helping the survivor find his/her own,
unique way to deal with the loss (Andriessen, Beautrais, Grad, Brockman, &
Simkin, 2007). To support this process West (2008) advocates ‘child-centred
negotiation’ using a person–centred approach with its roots based in
humanistic psychology, which places direct emphasis on the ‘client’. Its
philosophy is to give the client a voice by eliciting personal thoughts and
feelings about issues in their life. For this approach to be effective
opportunities need to be developed for children and young people to gain the
skills and knowledge to make informed decisions. A genuine belief should
also be held that children and young people can be involved in collective
decision making processes, whilst at the same time flexibility is required to
modify plans if appropriate (West, 2008).
Intervention: development of the Choose Life website
After reviewing the suicide literature and considering psychological theory,
research and practice as well as relevant policy it is generally understood that
children and young people bereaved after suicide have their unique way of
dealing with grief, which should be respected. Having experienced loss of
significant others they are best placed to contribute to a better understanding
of suicide and its prevention. They have a right to have views on matters that
affect them, have their opinions taken into account and participate in decision
making at different levels. The extent to which is dependent on age, maturity
and capability of the young person, ethical implications of such involvement
should also be taken into account. One psychological perspective
underpinning this philosophy is person-centred psychology, where young
people are made to feel important and their experiences and ideas valued.
When taken together, the above provides a rationale for collaborative work
with three Year 11 pupils who have been bereaved after suicide and informed
the process of facilitating the Choose Life self-harm and suicide reduction and
Planning the website
In February 2008, despite experiencing the loss of significant others, three 15
year old pupils from a comprehensive school where many pupils were deeply
affected by the suicides were motivated to produce a self-harm and suicide
reduction and prevention website for young people to access electronically. In
the previous weeks the pupils had experienced the impact of suicide on their
family, friends and the local community. Their intention was to appeal to their
age group to make a difference to young, vulnerable people.
At the start of the project the pupils believed that social networking sites would
be the best place to provide information to support young people affected by
suicide, given that the internet is frequently used by this group as a means of
communication. They proposed that the site should be easy to access and
simple to navigate and that the language should be reduced so that
information could be understood by all young people, even those with special
educational needs. Furthermore, the pupils felt that messages to their peers
should be communicated by young people bereaved after suicide, using the
words of the ‘young’, rather than through the voices of professionals who may
not share the same understanding and experiences. The pupils presented as
mature and resilient, having remarkable insight despite going through difficult
times. The website though designed to help others offered a therapeutic
approach to the pupils themselves.
The following week the proposal was put forward to an organised meeting
which had been scheduled to formulate responses to the suicides. A number
of specialist agencies were in attendance, including the Educational
Psychology Service, CAMHS, Child Protection Service, Social Services,
South Wales Police, Counselling Service, senior personnel from the LEA and
secondary school headteachers. Young people were represented by a sixth
former from a neighbouring school elected as Youth Mayor, who during the
development of the project offered support to the pupils to extend their skills
and knowledge through the gathering of appropriate materials from
recognised self-harm and suicide prevention sites (including voluntary support
agencies and registered charities).
The Local Service Board (LSB) had already developed a suicide management
group which established strategic and operational groups (gold, silver and
bronze structure) to fast track, monitor and manage various responses to the
suicides. The bronze tactical group was involved in the coordination of a
multi-agency approach and was attended by the Educational Psychology
Service. As part of the process it was intended that the progression of the site
should be fed back to bronze group and silver (strategic) group.
In subsequent meetings with the educational psychologist the content of the
site was developed by the pupils to include ‘myths and facts’ about suicide
and personal statements about the affects of suicide on those left behind.
Advice would be offered on where young people can get help if they felt
suicidal or if they are bereaved after suicide and it was proposed that a
hyperlink should be created to offer direct access to the help lines and support
agencies’ websites. The pupils also suggested that the Educational
Psychology Service booklets for children and young people about
bereavement and loss and for adults about how to help a bereaved child
should be downloadable on the web pages. Believing that their home town
had received ‘bad press’, the three young people suggested that an
ambassador for the LEA area could bring back confidence to the community.
Support was given by a former Wales and British Lions international rugby
legend who spent time with the pupils and was an inspiration to them. His
family represented the local area in both sport and business.
Ethical issues were overcome during different stages of the development of
the Choose Life website. Firstly, because of the intense and intrusive media
interest shown in the pupils their identities remained anonymous. The pupils
were offered support by the Educational Psychology Service and their school
throughout the project and there was liaison with their families. Secondly, at
the early stages of the project the pupils anticipated that information could be
placed onto social networking sites to reach out to a wider audience of young
people. However, the educational psychologist expressed concerns about
material being located on unprotected sites which could invite unwarranted
feedback, comments and opinions (some of the messages and images posted
on the internet at the time were disturbing and harmful). Consequently,
confirmation was sought about the potential risks of unprotected sites versus
secure sites from the Children’s Commissioner for Wales and the Corporate
Principal Solicitor, the LEA. At the same time a letter was sent by the pupils to
social networking sites about accessing a secure site. Unfortunately the pupils
were unsuccessful in obtaining a secure social networking site, in part due to
difficulty contacting decision makers. At this stage it was the opinion of the
pupils to develop the pages as a website for the LEA which offered a secure
site, with the aim of progressing the pages onto social networking sites at a
later stage. Thirdly, a focus group activity took place with Year 11 pupils to
elicit their views on the content of the website before it was launched. There
were no issues raised by any of the pupils about the website messages or the
language used. Fourthly, for the purpose of problem solving and debriefing
the educational psychologist was offered supervision by senior members of
the Educational Psychology Service. The educational psychologist was also
mindful of how the role of the ‘website facilitator’ and care provider could blur.
Progression of the website and multi agency involvement
In December 2008 the three pupils were invited to present the final version of
Choose Life website to members of the silver group. Following the power
point presentation which conveyed the purpose of the website and its content
there was consensus to launch the Choose Life web pages on the LEA
website. During the development of the website the pupils met with Youth
Services, the police and a range of professionals within the County Borough
Council, who supported the progression of the website, assisted with technical
support for its design in conjunction with the pupils and helped organise the
communication links for the website launch.
Launch of the Choose Life website
On the 9th July 2009 the LEA placed the web pages via a hyperlink onto their
home page and the pupils were invited to launch the Choose Life website on
radio. The opportunity to have it broadcast on television was turned down to
maintain anonymity for the pupils. Several local papers reported on the
website, it was adopted by a number of rugby clubs in the area and has since
been placed via a hyperlink onto local comprehensive schools home pages.
The pupils hoped that the website would support young people not only in the
local area but all over Wales and the UK. However, they recognised that
ideally a website link should also be located on internet social networking
sites where it would be more accessible to young people.
Preliminary evaluation: Choose Life website hits
Number of hits
July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June
Figure 1. Choose Life website hits from July 2009 to June 2010 in
English and Welsh language.
Figure 1 shows that Choose Life website received the most hits in July 2009
due to the publicity given to the launch. The analysis shows a greater number
of hits in English (2023) compared to Welsh (450) with a total of 2473 hits
received over a 12 month period. In the first five months after the launch more
people accessed the website with the number of hits declining during the
following six months.
The CAMHS team reported a statistically significant rise in referrals for
depression and suicidal behaviour in 2008 compared with the previous two
years. Referrals in 2009 fell from the 2008 level but were still 50% higher than
in 2007. CAMHS referral rates for 2010 are not yet available.
The only available data for the Choose Life website is the number of hits the
site received as information is not available about who accessed the site and
for what purpose or how the messages were received. Therefore, it would not
be meaningful to make direct comparisons between CAMHS referral rates for
depression and suicidal behaviour and the Choose Life website hits.
Preliminary analysis provides an overview of how frequently the Choose Life
website has been accessed since its launch in July 2009. Given that the web
pages are located on the LEA website relatively high numbers of hits were
received in the months following the launch. It is difficult to speculate the
reason for the demand for the site decreasing over time without having details
about the users and their motivations for going onto the site. Ideally,
interviewing those who have downloaded Choose Life would provide a rich
source of data about the benefits of the website, but this form of data
collection was not possible.
Advances in information technology have provided increasing opportunities to
communicate to others about the impact of suicide on individuals, schools and
communities. Of key importance is reaching the people it is aimed at. If
Choose Life is located on a site which is frequently accessed by young people
then the website messages are more likely to reach the target audience.
Given that internet appeals to young people, the pupils believe that presenting
Choose Life on social networking sites will offer help to a wider population of
young people who are feeling suicidal or who have been bereaved after
suicide. However, very few studies have evaluated self-harm and suicide
reduction and prevention websites and there remains scepticism about the
potential risks and benefits of such sites. Further research into this area is
Of benefit to the pupils during the progression of the Choose Life website was
the therapeutic nature of the work that they were undertaking. The pupils
reported that the website ‘kept them going’, that they were able to talk about
their experiences and felt listened to. Importantly for the pupils it helped build
up their own resilience and gave them the satisfaction of being able to transfer
the knowledge and skills that they had acquired to others who needed it.
The postvention work has implications for the role of the educational
psychologist as it demonstrates how they can work in creative ways with
young people by helping them actively participate in collaborative work on
issues that affect them. It highlights how educational psychologists can
engage with a range of professionals in a multi agency context. It also
emphasises the requirement for further research into prevention and
postvention work, particularly involving cluster suicides in order to inform
The Choose Life website was designed by three pupils attending a
comprehensive school as a messaging system to provide information to
support young people who may be considering self-harm or who are feeling
suicidal. The pupils were bereaved after suicide during the time of a critical
incident involving a suicide cluster and the website though developed by them
was supported by an educational psychologist through regular meetings with
them and other professionals. The pupils highlighted the importance of
listening to the views of young people on matters that affect them and they
offered a different perspective from that of professionals. They emphasised
that the mode of communication and the language used is vital for messages
to be well received by children and young people. By drawing on their own
experiences the pupils wished to make a difference to the lives of vulnerable
young people. The pupils’ views and opinions were valued, considered worthy
and developed in collaboration with the educational psychologist. An
important issue is that the Choose Life website would not have been created
without the pupils’ participating in every respect. Thus, highlighting the need
to avoid ‘tokenism’ where professionals listen to young people’s views but
with little evidence that their suggestions influence outcomes, such as school
developments, service delivery or policy.
Ethical issues can be overcome when young people participate in postvention
activities by following appropriate guidelines. To instil confidence in
professionals there needs to be more supportive evidence that involving
young people in service developments relating to sensitive issues can result
in positive change. To date there is little documented in suicide literature
about postvention activities being undertaken by suicide survivors and it is
considered that Choose Life website is the first self-harm and suicide
prevention and reduction website to be produced by young people bereaved
The intention of the pupils is to promote the website via a hyperlink to be
added onto social networking sites in the future. The community has
recognised the pupils’ contribution to suicide prevention and they have since
received the Mayor’s award for their work. Presently discussions are taking
place with a leading registered charitable organisation about progressing the
website via a hyperlink onto their home pages. Furthermore, arising out of a
presentation to ACAMH in June 2010 there is ongoing communication with an
acknowledged expert in the field of self-harm and suicide based at Columbia
University New York about how to evaluate and progress the website.
The author would like to thank the three pupils for their dedication to the
development of the Choose Life website and for being an inspiration to other
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