Recognize suicide risk, respond with care, and connect youth to appropriate support using evidence-based prevention and intervention strategies.
Full Course Description
This 90 minute course is designed for line staff in youth programs who want to better support young people’s mental health. Learn how to recognize warning signs of suicide risk, respond with empathy, and connect youth to the right resources using evidence-based strategies. Build confidence in having caring conversations and taking action that could save a life. Enroll today to become a stronger, more responsive support for the youth in your care.
Course Outcomes
By the end of this course, you will be able to:
Identify risk factors, warning signs, and protective factors associated with youth suicide.
Apply crisis response strategies, including the QPR model and safety planning, to support at-risk individuals.
Utilize local and national resources to connect youth with professional mental health support and ongoing care.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
Early Care and Education Professional Competency Goals for Staff
1. Child development, including discipline, guidance, nutrition, injury control and safety
3. Child abuse and neglect, including identification and reporting, and meeting the needs of abused and/or neglected children
Afterschool & Youth Development Standards
3. Environment & Climate
5. Health & Well Being
6. Staffing & Professional Development
7. Organizational Practices
8. Evaluation & Outcomes
Early Care and Education Professional Competency Goals for Directors
f. Advocacy for the Center, Parents, children and Staff
Out-of-School Time (NMOST) Guiding Principles
1. Environmental Safety
Early Childhood Education and Care Department
2. Health, safety, nutrition, and infection control
5. Learning environment and curriculum implementation
6. Assessment of children and programs
Career Development
1. Ethics and professionalism in child care
Child Growth and Development
2. Interpersonal Relationships
5. Health and Safety
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Career Development
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
Early Childhood: Child Care Center Training Topics
6. Prevention, signs, and symptoms of child abuse and neglect, including child sexual abuse, and legal reporting requirements
The National Association for the Education of Young Children (NAEYC) Training
1. Health and safety
8. Detection of child abuse
MOST (Michigan Out-of-School Time) Standards of Quality
1. Health, Safety
2. Human Relationships
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
2. Health, safety, and nutrition
6. Observation, documentation, and assessment
7. Interactions and guidance
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
4. Staffing and Professional Development
Afterschool Standards
1. Human Relationships
4. Safety, Health, and Nutrition
Core Knowledge and Competencies
2. Health, Safety and Nutrition
3. Observation and Assessment
Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment
3. Positive ways to support children’s social and emotional development
7. Observing and recording children’s behavior
Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition)
3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
7. Observing and recording children’s behavior
Afterschool Network Best Practices
1. Prepared Staff
6. Promotion of Safety, Health and Wellness
Core Competencies for Early Childhood Practitioners
2. Health, safety and nutrition
3. Child observation and assessment
Afterschool Alliance Best Practices
1. Prepared Staff
6. Promotion of Safety, Health and Wellness
All Staff Annual Training
4. Health and Safety, Nutrition
Early Learning Staff Professional Development Areas
All Staff Annual Training
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
1. Proper supervision of children
7. Mandated reporter training
Standards for Quality Afterschool Programs
1. Safe and Appropriate Program Environments and Facilities
2. Ongoing Training and Staff Development
4. Positive Youth Development
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
6. Health, Safety and Nutrition (HSN)
7. Professionalism and Leadership (PL)
After School Network
1. Relationships — Interactions and Engagement
5. Safety
Early Learning and Development Standards
3. Health Issues
Virginia Partnership for Out-of-School Time Quality Standards
1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
Child Care VA Standards
6. Safe Spaces
12. Recognition and Reporting of Child Abuse and Neglect
Guiding Principles for Quality OST Programs
1. Safe & Supportive Environment
Early Care and Education Knowledge Base
3. Observation, documentation and assessment
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
5. Healthy Choices and Behaviors
ECE Competencies
3. Relationships, Interactions, and Guidance
9. Health, Safety, and Nutrition
Core Competencies for Early Childhood Professionals
1. Safe Environments
Goals for Program Management and Delivery
1. Safe, Healthy, and Orderly Environment
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
g. Observing and recording children's behavior
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Management and Delivery
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
1. Safety, Health and Nutrition
6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
Annual Training (4) Teacher-child interaction
Pre-Service 4. Fostering children’s self-esteem
Quality Standards for OST Programs
1: Health and Safety
Hawaii OST Quality Guidelines
1a. Pilina (Relationships) between Staff and Youth
2a. Youth Learning and Development
3c. Health, Safety, and Emergencies
Competencies for Early Childhood Educators and Administrators
2. Child observation and assessment
5. Health, safety and nutrition
Academic Standards: Essential Skills
3. Civic/Interpersonal Skills
OST Quality Guidelines
3. Human Relationships
5. Staff Qualifications and Training
7. Health and Safety Guidelines
School's Out Washington Quality Improvement Standards
2. Having positive, meaningful relationships with program staff and youth
Department of Children, Youth & Families: Child Care Provider Training Requirements
3. Child observation and assessment
5. Safety and wellness
8. Professional development and leadership
11. Other training as appropriate
Childcare Program: Continuing Education
2. Health and safety or fire safety
12. Child abuse and neglect
Standards of Early Learning and Development
2. Health, Safety and Universal Precautions
6. Positive Discipline and Guidance
Afterschool Quality Standards
2. Staff and Youth Relationships
4. Family and Community Partnerships
7. Staffing and Professional Development
Guidelines for Afterschool, Summer, and Youth Development Programs
2. Health, Safety, and Environment
8. Staff and Professional Development
Child Care Training Regulations
2. Routine and emergency health protection of children including health related exclusions
18. Preventing, recognizing, and reporting child abuse and neglect
25. Staffing plans and definitions of related duties to include opening and closing procedures
Program Content
2. Interpersonal Relations
Early Care & Education Professional Development Content Areas
3. Child Observation, Documentation, and Assessment
7. Health and Safety
Program Management
6. Safety and Health
Afterschool Program Standards
Program Content
Program Management
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
3. Health, Safety and Nutrition
5. Inclusive Practices
6. Learning Environments
11. Social-Emotional Development and Mental Health
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
2. Positive Connections
3. Safety and Health
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 3: Child Observation, Documentation, and Assessment
Afterschool Network Quality Standards
2. Relationships
Afterschool Program Quality Institute
2. Relationships and Connections
Early Childhood - Continuing Education
3. Child Abuse Prevention
7. Health and Safety
Statewide Afterschool Quality Standards
2. Safety, Health, and Nutrition
4. Professional Development and Qualifications
B-3 Continuum
5. Joint Professional Development
Building Blocks for Out-of-School Time Quality
2. Supportive Relationships & Environments
8. Youth Safety and Wellness
Ignite Afterschool
2. Supportive Relationships and Environments
Teachers of Early Childhood Education Subject Matter Standards
4. Assessment, evaluation, and individualization
7. Health, safety, and nutrition
Core Knowledge and Competencies for Early Childhood Professionals
3. Child safety, abuse, and neglect
West Virginia Afterschool Program Quality Standards
4. Health, Safety and Nutrition
National Afterschool Association Competencies
3. Child/Youth Observation and Assessment
4. Interactions with Children and Youth
8. Safety and Wellness
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
6. Program health and safety
Child Care Core of Knowledge
3. Health, Safety, and Nutrition
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Program Quality Standards
III. Family/Caring Adult and Community Engagement
Administrative Quality Standards
III. Health, Safety and Program Space
Afterschool Network
3. Health, wellness, and safety
4. Observation and assessment
Child Care Training & Education
Standard 3: Staff Qualifications and Professional Development
Standard 7: Health, Safety, Nutrition, and Physical Activity
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
6. Safety and Environmental Health
Department of Children & Families: Staff Training Requirements for Childcare Centers
ii. Positive guidance and discipline
Early Childhood Educator Requirements: Birth to Second Grade
3. Observation and assessment
5. Health, safety, physical activity, and nutrition
Network for Youth Success Quality Self-Assessment (QSA) Tool
3. Relationships
4. Staffing & Professional Development
School Age Child Care
4. Safety and Security Procedure
6. Child Abuse and Maltreatment Identification and Prevention
10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
NYC DYCD Core Competencies for Youth Work Professionals
6. Ability to promote responsible and healthy decision-making among all participants.
Department of Early Learning and Care: Training
4. Health Safety and Nutrition
6. Observation and Assessment
10. Understanding and Guiding Behavior
Standards for Quality Afterschool Programs
5. Health, Safety and Nutrition
Department of Children and Families (Annual In-Service Training)
10. Community, health and social service resources
Afterschool Program Quality Guidelines
5. Professional Development
Program Quality Practices
6. Safety, Health, and Wellness
8. Professional Development
Department of Early Education & Care Standards
8. Health and Safety in Early Childhood
11. Child Observation, Documentation and Assessment
Quality Standards for Out-of-School Time Programs
A. Safe and Healthy Environments
C. Intentional Programming and Activities
F. Program Management
Early Childhood Education Professional Learning Standards
B. Health and Safety Issues
C. Program administration, planning, development, or management
Department of Education and Early Development (DEED)
Biennial and Quadrennial Requirements: 1. Domestic Violence & Sexual Assault Training for Educators
Mandatory Trainings: 1. Sexual abuse awareness and prevention
Mandatory Trainings: 3. Dating violence awareness and prevention (Must be approved by DEED)
Teacher Certification Requirements: 2. Domestic Violence & Sexual Assault Training for Educators (eLearning course: Domestic Violence & Sexual Assault Training for Educators)
Quality Standards for Nevada OST Programs
b. Health, Safety and Security of the Physical Environment
Division of Early Care and Education: Staff Development
o. Identification and reporting of suspected child abuse or neglect
s. Any other topic that promotes child development or protects children’s health or safety
