Teachers as Youth Suicide Prevention Gatekeepers: An Examination of Suicide Prevention Training and Exposure to Students at Risk of Suicide.

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Child & Youth Care Forum Pub Date : 2023-01-01 Epub Date: 2022-06-30 DOI:10.1007/s10566-022-09699-5

Jaimie Stickl Haugen, Claudia C Sutter, Jessica L Tinstman Jones, Laurie O Campbell

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Abstract

Background: Teachers are important gatekeepers in suicide prevention for children and youth, yet little is known about factors that contribute to suicide prevention training effectiveness and the influence of student suicidality on teachers' role as gatekeepers.

Objective: This study examined teachers' attitudes and self-efficacy in suicide prevention including an examination of suicide prevention training and exposure to student suicidality. Researchers examined incremental prediction of the relationship between teachers' self-efficacy, outcome expectations, and outcome values following prevention training.

Methods: Participants included teachers in PreK-12th grade schools in the United States (N = 505). Researchers used non-parametric statistics to examine group level differences and a structural equation model (SEM) to test the proposed theoretical model.

Results: Teachers who experienced a student death by suicide reported significantly higher levels of gatekeeper reluctance than teachers who had not experienced a student death by suicide (p < 0.01). Similarly, teachers who encountered students with suicidal thoughts reported greater levels of gatekeeper reluctance (p < 0.01) and higher self-efficacy to engage in suicide prevention (p < 0.05) compared to teachers who had not had this exposure. Results of the SEM indicated an adequate goodness of fit and fit statistics [χ² (87) = 194.420, p = 0.000; CFI = 0.95; RMSEA = 0.05]. The model remained in-tact when exposure to student suicide was added.

Conclusions: Findings support the importance of supporting teachers continued engagement in youth suicide prevention and prevention training that targets specific outcomes in teachers' attitudes and efficacy.

Supplementary information: The online version contains supplementary material available at 10.1007/s10566-022-09699-5.

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教师作为青少年自杀预防的把关人：对自杀预防培训和接触有自杀风险的学生的调查。

背景：教师是儿童和青少年自杀预防的重要把关人，但对影响自杀预防培训效果的因素以及学生自杀对教师把关人作用的影响知之甚少。目的：本研究调查了教师在自杀预防方面的态度和自我效能，包括自杀预防培训和学生自杀暴露情况。研究人员检验了预防培训后教师自我效能感、结果预期和结果值之间关系的增量预测。方法：参与者包括美国K-12年级前学校的教师（N = 505）。研究人员使用非参数统计学来检验群体水平的差异，并使用结构方程模型（SEM）来检验所提出的理论模型。结果：经历过学生自杀死亡的教师报告的看门人不情愿程度明显高于没有经历过学生死亡的教师（p p （p 2（87） = 194.420，第页 = 0.000；CFI = 0.95；RMSEA = 0.05]。当增加学生自杀暴露时，该模型保持了策略性。结论：研究结果支持支持教师继续参与青年自杀预防和预防培训的重要性，该培训针对教师态度和效能的具体结果。补充信息：在线版本包含补充材料，请访问10.1007/s10566-022-09699-5。

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来源期刊

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

期刊介绍： Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.