About

Program Overview

This suite of training programs was developed to improve coping and ultimately prevent suicide.

Care · Collaborate · Connect is based on the Coping Planning approach developed by Dr Helen Stallman at the University of South Australia in conjunction with Dr Tony Arklay and Dr John Bennett at The University of Queensland. Coping Planning is an intervention for acute distress, including suicidal ideation. The Coping Planning paradigm is person- and strengths-focused and overcomes the limitations of the traditional risk assessment and management approach to suicide.

The aims of Coping Planning are to:

  1. Promote coping
  2. Meet the needs of people who are distressed
  3. Be easy to use by clinicians and people who support others
  4. Eliminate stigma related to distress and suicide
  5. Prevent suicide

Suicide Prevention Principles

The 5 Care · Collaborate · Connect Suicide Prevention Principles are:

  1. Suicide results from inadequate coping skills to reduce distress and is caused by problems in one or more domains of  health and wellbeing—healthy environments, responsive parenting, sense of belonging, healthy behaviours, coping, resilience, and treatment of illness.
  2. Suicide prevention involves the whole community—individuals, families, communities, schools, workplaces, and government and non-government service providers.
  3. Investing in the seven components of health and wellbeing is critical to suicidal prevention.
  4. Appropriate support and treatment should be provided to everyone who asks for help.
  5. Suicide prevention activities should be evidence-based to improve problems with health and wellbeing that lead to suicide.

Training

Online training programs are free for health professionals and students. For training for research or organisations please contact us to discuss costs.

Suicide
Prevention

5 Hours

Provides health students and professionals with the knowledge, attitudes, skills, and confidence to work with people who are distressed, including those who have thoughts of suicide.

Coping
Schools

This whole-of-school approach develops a culture of coping through curriculum-based activities, teacher and peer-support and health and wellbeing monitoring.

Psychological
First-Aid

Teaches you the skills to support people in your life when they are distressed—family, friends, colleagues, and strangers.

Student
Success

1 Hour

Helps equip all students with strategies to be successful at university, on placement and as future professionals. Particularly suitable for first year students.

Journalism

2 Hours

Provides journalism students and professionals with the knowledge, attitudes, skills, and confidence to report news stories that involve suicide in a way that minimises stigma and the risk of suicide contagion.

Working
with
distressed
students

1 Hour

Provides university staff with the skills to support students and colleagues who are distressed.

Coping
as a carer

1 Hour

An online training program for carers to help them stay well and cope while they care for others.

Coping

1 Hour

An online training program to help everyone manage the inevitable tough times that happen in life, without becoming overwhelmed.

Coping
Kids

This program helps parents teach children healthy coping strategies and support them to cope and be resilient.

Publications

Program materials

Stallman, H. M. (2017). Care · Collaborate · Connect: Suicide Prevention. Adelaide: University of South Australia.

Stallman, H. M. (2017).  Coping is for everyone [animation]. Available at https://www.youtube.com/watch?v=mqAbIlD7jaQ

Stallman, H. M. (2017).  My Coping Plan [mobile application]. Available at http://itunes.apple.com and https://play.google.com/store/apps/details?id=au.edu.unisa.mycopingplan&hl=en_AU 

Peer-refereed journal articles

Stallman, H. (2018). Coping Planning: A patient- and strengths-focused approach to suicide prevention training. Australasian Psychiatry, 26(2), 141–144. doi: http://dx.doi.org/10.1177/1039856217732471  

Stallman, H. M., Ohan, J. L. (2018). The alignment of law, practice and need in suicide prevention.  BJPsych Bulletin, 42(2), 51-53. https://doi.org/10.1192/bjb.2017.3

Stallman, H. M. (2017). Meeting the needs of patients who have suicidal thoughts presenting to Emergency Departments. Emergency Medicine Australasia, 29(6), 749. doi:http://dx.doi.org/10.1111/1742-6723.12867

Stallman, H., Ohan, J. L. & Chiera, B. (in press). Reducing distress in university students: A randomized control trial of two online interventions. Australian Psychologist. 

Stallman, H. M. & Wilson, C. J. (2018). Attending to the biopsychosocial approach in Australia’s mental health agenda. Australian and New Zealand Journal of Psychiatry, Advance online doi: https://doi.org/10.1177/0004867418783569

Stallman, H. M. & Wilson, C. J. (2018). Can the mental health of Australians be improved by dual strategy for promotion and prevention? Australian and New Zealand Journal of Psychiatry, 52(6), 602. doi: https://doi.org/10.1177/0004867417752070

Stallman, H. M., Ohan, J. L., & Chiera, B. (2018). The role of social support, being present, and self-kindness in university student wellbeing. British Journal of Guidance and Counselling, 46(4),365-374. doi: ttps://doi.org/10.1080/03069885.2017.1343458

Stallman, H. M., Ohan, J. L., & Chiera, B. (2018). The role of social support, being present, and self-kindness in university student psychological distress. Australian Psychologist, 53(1), 52–59. doi: http://dx.doi.org/10.1111/ap.12271

Eley, D., & Stallman, H. M. (2014). Where does medical education stand in nurturing the 3 Rs in medical students: Responsibility, resilience, and resolve? Medical Teacher, 36(10), 835-837. doi: http://dx.doi.org/10.3109/0142159X.2014.917159

Stallman, H. M., & Wilson, C. (2017). Could explicit teaching coping planning for suicide prevention improve resilience in medical students? Medical Teacher. 39(7):680. doi: http://dx.doi.org/10.1080/0142159X.2017.1302574

Stallman, H., Eley, D. & Hutchinson, A. D. (2017). Trigger warnings: Caring or coddling. Journal of the Australian and New Zealand Student Services Association, 50, 89–92.

Stallman, H. M. & Muncey, P. (2018).  Are extension requests an opportunity to support student self-management? Social Work Education, Advance online doi: https://doi.org/10.1080/02615479.2018.1517151

Stallman, H. M.,  Hutchinson, A. D., Woolley, B. (2018). To report or not to report: A case study of a coping planning approach for reporting suicide. Under review.

Stallman, H. & Hutchinson, A. D., & Ohan, J. L. (2018). Uncomplicating bereavement following suicide using the theory of Coping Planning. Under review.

Stallman, H. M. (2018). Supporting children and adolescents with suicidality: Coping planning is a strengths-focused alternative to risk assessment and management. Under review.

Book Chapters

Stallman, H. M. (2019).  An ethical response to disclosures of suicidal ideation or behaviour. In N. J. Pelling & L. J.  Burton (Eds). The Elements of Ethical Practice in Australia. Abingdon, Oxon: Routledge.  Download

Stallman, H. M. & Hutchinson, A. D. & (2018). Using Coping Planning with a client experiencing suicidality: A case study. In N. J. Pelling & L. J.  Burton (Eds). The Elements of Psychological Case Report Writing in Australia (pp. 224–226). Abingdon, Oxon: Routledge.

Measures

Stallman, H. M. (2017). Coping Index.  Adelaide: University of South Australia.

Stallman, H. M. & Ohan, J. L. (2018). Coping Index-Kids.  Adelaide: University of South Australia.

Stallman, H. M. (2018). Coping-Self-Efficacy-Index Adelaide: University of South Australia

Testimonials

I just wanted to congratulate you on coming up with a very useful and simple method of early intervention in individuals with suicidal ideation.

I very much enjoyed this course. It’s great to see a coping based program developed rather than risk based. As a psychologist, I’ve always felt SCARED about the risk assessment bit of caring for people but coping based makes it just so much more natural and what clients are actually wanting – not about me protecting myself ethically! 

Great approach and looking forward to it being adopted as the national standard (hopefully!)

The model has provided a useful framework for understanding suicidality, and how to ask about it in practice. I like being able to help clients understand why they experience suicidal thoughts in times of distress, as well to help them identify healthy coping strategies they can use when distressed. In doing this, the main focus of the intervention is on the client’s strengths, and whether they need some additional help coping, rather than on whether they are a ‘risk’ to themselves.

Great client focused idea – have had to use the old way for years due to organisational constraints and have not found it beneficial for the client or myself.

The Care Collaborate Connect suicide prevention program is changing the way we respond to students in distress, ensuring our focus is client centred and evidence based.  It has led to a re-think of our approach and we will offer better support to our students as a result.

I am always struck by this approach and how much it increases my confidence in dealing with suicidality, which I think is one of the greatest strengths.            

Overall, I enjoyed the different mediums for learning and feel better equipped to approach the topic of suicide.  

This training helped change my misconceptions and assumptions about suicide. It gave me another perspective and new way to work with people with suicidality.

This training has prepared me well and made me more confident to deal with people and potentially clients who have suicidal thoughts and also helping them to cope. I also learnt more about self-care.

This training helped me to improve my knowledge about coping strategies and how to work with people with suicidality.

I found the training very well structured and I completely agree with the approach.

What a great course!

I wish I had completed this training years ago.

Excellent training program and I will be recommending it to my staff.

I have absolutely loved your program. I have found this one of the most interesting and engaging aspects of the Bachelor of Social Work so far. I enjoyed working through it and forgot that I was actually studying whilst completing it due to it being so interactive and providing such practical information that will be able to be applied to my future practice as a social worker. 

Supervision

Group clinical supervision is available via teleconference to support health professionals develop proficiency after completing the online training.

Further Information

For more information, contact Dr Helen Stallman with the details below.

Dr Helen Stallman
School of Psychology, Social Work and Social Policy
University of South Australia, Adelaide, South Australia, 5001
T: 08 8302 4360
E: helen.stallman@unisa.edu.au