Suicide among Guyanese youth: Barriers to mental health help-seeking and recommendations for suicide prevention

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2019.1578313

Prerna G. Arora, Sarika Persaud

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引用次数: 10

Abstract

ABSTRACT The current study sought to better understand barriers to mental health help-seeking for suicide, as well as elicit input on recommendations for suicide prevention and intervention efforts for Guyanese youth. Participants included 17 adult stakeholders (i.e., teachers, administrative staff, and school-allied community workers) and 40 students at a secondary school in Guyana who participated in focus groups and interviews, respectively. Data were analyzed using a grounded theory approach. Themes related to perceptions of barriers to mental health help-seeking included shame and stigma about mental illness, fear of negative parental response to mental health help-seeking, and limited awareness and negative beliefs about mental health services. Themes related to recommendations for adolescent suicide prevention in Guyana included the need for culturally informed prevention efforts, the importance of integrating such efforts within schools, and the role of government and community organization in suicide prevention efforts. Findings have implications for the development and tailoring of suicide prevention efforts for Guyanese youth.

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圭亚那青年中的自杀:心理健康求助的障碍和预防自杀的建议

摘要本研究旨在更好地了解寻求自杀心理健康帮助的障碍，并就圭亚那青年自杀预防和干预工作的建议征求意见。参与者包括17名成年利益相关者（即教师、行政人员和学校社区工作者）和圭亚那一所中学的40名学生，他们分别参加了焦点小组和访谈。使用扎根理论方法对数据进行分析。与对寻求心理健康帮助障碍的看法有关的主题包括对心理疾病的羞耻感和耻辱感、对父母对寻求心理卫生帮助的负面反应的恐惧，以及对心理健康服务的认识有限和消极信念。与圭亚那青少年自杀预防建议有关的主题包括需要在文化上知情的预防工作，将这些工作纳入学校的重要性，以及政府和社区组织在自杀预防工作中的作用。研究结果对圭亚那青年自杀预防工作的发展和调整具有启示意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.