COM 1010 CSMD Suicide Intervention Presentation


This speech is worth 35 points. You will be evaluated using the Oral Performance Evaluation form. This form can be found in myLearning under the Informative Speech folder.
Many students wonder how the speeches will be delivered in an online class. You have two options.
Option A: Come to the Prince Frederick campus on the date scheduled by the professor in the syllabus and present your speech to the professor and the other students in the class who choose to present on campus. 
Option B:Present your speech over Zoom with other students in the class.  In order to sign-up for this option, you will need to be able to present on Zoom with a camera and a working microphone with a strong internet connection.  
Overview: The purpose of your informative speech is either to increase your audience’s knowledge of a topic or to teach your audience something new. In this speech, you are not trying to change your audience’s attitudes, actions, or beliefs. Instead, you should focus on helping your audience learn more about your topic. If you are presenting a topic that could be seen as on-sided, you will need to work with Dr. Merranko to craft an informative thesis and main points.
When selecting a topic for your informative speech, you should begin by asking yourself a series of questions about each topic that you consider: 

Is this an appropriate topic for an informative speech?
Can I find scholarly sources (from the library database) to support this topic. Three different sources are required for your speech.
Is this a topic in which I am interested? Is this topic important to me? 
Do I have expertise in this area or want to learn more about this subject? 
Will my audience be interested in this topic? 
How much does my audience already know about this topic? 
Will learning more about this topic help or improve my audience in some way? 

After selecting a topic, you should develop a specific purpose and thesis statement for your informative speech. Decide which pattern of organization is best for presenting your main points and incorporate support materials as you develop your speech outline. 
Important information for Informative Speeches:
Research: For this speech, you will need to conduct outside research though the library database. You will need to have three different scholarly sources, including one from a peer-reviewed journal. Your other two sources may come from newspaper articles, magazines, or books. Once you have completed that research, you can gather remaining information from websites. You should include a reference list in APA or MLA format with your outline form. During your speech, you will orally cite at least three sources found in the library database. 
PowerPoint: For this speech, you are required to create and use PowerPoint during your presentation. Your Power Point will need to have between 3-5 slides. We will discuss additional guidelines when developing your speeches. 
Notecards: When you give your speech in class, you can use only three, 4×6 notecards, written on one side only. Delivery of the speech is to be extemporaneous. Writing is only allowed on one side and should be in keyword or phrase form only. Manuscripts or outlines are not permitted. No full sentences except for direct quotes Do not read your speech word-for-word, or you will score poorly. You must practice and rehearse the speech enough so that you can be conversational with the audience. Eye contact and vocal variety are very important elements to maintain during any speech and you will be evaluated on your delivery skills
Students will be expected to use three different scholarly sources from the CSM Library (online database) and one Power Point with 3-5 slides. All informative speech topics must be pre-approved by the instructor. Students who fail to complete this assignment, will be ineligible to pass the course.

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Informative Speech Outline Form-30 POINTS POSSIBLE
Organizational Pattern Used:
A .
H a r p e r
The following should be written in full sentences. Do not use phrases or keywords. The minimum number of sentences is listed in parenthesis after each category.
I. Attention getter: (3-5 sentences)
It was January 2009, the first weekend with my now ex-husband after being home from his fourth deployment and my second. After diner, I had a drink (Hennessey and coke). He doesn’t drink. He phone keep ring, after a
couple of rings he picked up. It was one of his Non-commissioned (NCO) office looking to see if he or we heard from another NCO. We both said no. I led back down, so did he. Then I jump up. “babe remember SGT X was
not in a good place before we left Iraq. He’s back now without his apartment and things he left behind and his girlfriend left. Babe I don’t have a good feeling about this. My husband “he is OKAY we talked”. When? I
asked him, after the welcome home ceremony. Nooo babe I really don’t feel good about this. Did he say where he would be this weekend”? Call him keep calling him until he answer. Did he answer????
II. Thesis: (1 sentence)
Suicide is a serious concern in the military community. If you are in crisis, or you know someone who is, there are immediate resources available to support you or your loved ones.
III. Relevancy (also known as connection with audience): (2-4 sentences)
He did answer finally and midnight, he was I a hotel room in Maryland, we were in VA. “Babe GO! Go get him” go get him know, with reluctant he left. Two and half hours later, my husband, two other NCOs retrived SGT
X from the hotel with a bottle of whisky and knife, he was YES! Attempting to commit suicide. All I could think was what if I had went to sleep, what if my husband didn’t go at the time he did. Why didn’t SGT X use the
resource the military have and why didn’t he talk, why didn’t someone ask that hard but need question? (ARE YOU THINKING OF HURTING YOUSELF?).
IV: Credibility: (2-4 sentences)
In 2021, research found that 30,177 active duty personnel and veterans who served in the military after 9/11 have died by suicide – compared to the 7,057 service members killed in combat in those same 20 years.
The resulting data collection portal, the Department of Defense Suicide Event Report (DoDSER), became and remains the primary method for reporting data on the occurrence, context, and risk factors associated with a
suicide. The system expanded in 2010 to include suicide attempts that resulted in hospitalization or evacuation from theater for all services.
IV. Preview of Main Points: (1-2 sentences that preview 2-3 main points)
Can we prevent suicide? If so, what can we do to help prevent suicide? As civilians how can we help a service member from committing suicide or another person?
I. First Main Point (written as a complete sentence):
Anyone can help prevent or intervene when it comes to committing suicide
SUBPOINTS (A minimum of 2 required for each main point. Must be written in full sentences. At least one sub-point must have in-text citation.
A. The Buddy-to-Buddy program encourages soldiers to obtain mental health services and to maintain adherence with messaging like “you are not alone,” “treatment works,” “it has helped many of your
buddies,” and “pursuing help is a sign of strength” (Greden et al., 2010).
B. ACE of the Army Ask Care Escort. This prevention program is with the Army and the Air force no matter the rank. You ask if they are thinking of hurting themselves, if they are or not you show you care about
whatever it is they are going through and have some resources for them to go too. If the answer yes you escort them the nearest hospital, mental health clinic, church/Chaplin, any professional that can help them.
(ACE, 2019)
C. sometime after an attempt you need something to keep you on the right path for you. She had a letter.
Transition statement: (1 sentence) Mrs. Harper, I not in the military, neither are any of my friends but I want to help
II. Second Main Point (Written as a complete sentence):
Just like Military life can be stress full so can civilian life, these same intervention can be used the civilian (non-military life) life as well.
SUBPOINTS (A minimum of 2 required for each main point. Must be written in full sentences. At least one sub-point must have in-text citation.
A. The same buddy to buddy care the National Guards use you can use, it’s called friends to friend, sister to sister.. ect…. Just send the message from the heart.
B. The Maryland Suicide Prevention Program is not a crisis or emergency care center. If you or someone you know is in crisis, contact Maryland’s crisis hotline by calling 2-1-1 and pressing option 1 or
texting 898-211. In the case of a life-threatening emergency, call 911. Maryland’s Suicide Prevention and Early Intervention Network (MD-SPIN) offers training for behavioral health professionals,
gatekeepers, and the general public. (MD-SPIN 2021)
C. National Suicide Prevention Lifeline, we can all help prevent suicide. The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved
ones, and best practices for professionals in the United States. (NSPL 2022)
Transition statement: (1 sentence) We have learned that we can do something, and how we can do something soooo?.
I. Summary of Main Points: (3-4 sentences)
We all must do our part. As unimportant you may think your part maybe, just do it. Ask the question, make the time care and listen, and take action escorting the person to the required place to get help.
II. Clincher: (1-2 sentences)
Do you really want to ask yourself what if? What if I had just ask, just listen, just had more time, just care more. We do have the time, to care, to save someone’s life. “Prevention is better than cure” my grandmother use to
Informative Speech Outline Form-30 POINTS POSSIBLE
always say”.
Citations (in APA or MLA format). Minimum of 3 citations. At least one must be from a SCHOLARLY JOURNAL:
Suicide Awareness retrieved 30 May 22 from;
Military suicide rates are at an all-time high here’s how were trying to help retrieved 30 May 22 from; Care Escort intervention retrieved 30 May 22 from; and
Maryland Department of Health Suicide Prevention retrieved 30 May 22 from
Pruitt, L., Smolenski, D., Bush, N., Tucker, J., Issa, F., Hoyt, T. and Reger, M., 2019. Suicide in the Military: Understanding Rates and Risk Factors Across the United States’ Armed
Forces. Military Medicine, 184(Supplement_1), pp.432-437. Retrieved 30 May 22 from;
Harrison, M., Vargo, T., Camit, C., Agrawal, V., Gramling, L., Sanghvi, R., Holleran, L. and Bongar, B., 2022. Suicide Prevention and Psychological Resilience for Military and
Veterans. Retrieved 30 May 22 from
National Suicide Prevention Lifeline- Retrieved 30 May 2022 from;
National Suicide Prevention Lifeline: 1-800-273-8255 (TALK)
PRESS “1” for the Veteran’s Crisis Line or text 838255 (24-7)
Deaf and Hard of Hearing dial: 1-800-799-4889
ÌÌ Are you thinking of harming yourself?
ÌÌ Do you have a plan to kill yourself?
• Calmly control the situation;
do not use force; be safe
• Actively listen to show empathy
and support
• Remove any means that could be
used for self-injury
• Request assistance if needed
• Never leave your buddy alone
• Escort to local emergency room,
behavioral health professional,
Chaplain, chain of command, or
primary care provider
• Call the National Suicide
Prevention Lifeline
Approved for public release, distribution unlimited.

• Have the courage to ask the
question, but remain calm
• Ask your questions directly:
Additional ACE Cards available at:

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Explanation & Answer:
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Suicide Intervention

informative speech

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