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Evaluation of a Suicide Prevention Program Encompassing Both Student and Teacher Training Components

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Title: Evaluation of a Suicide Prevention Program Encompassing Both Student and Teacher Training Components
Authors: Katharina Bockhoff, Wolfgang Ellermeier, Simone Bruder
Source: Crisis
Publisher Information: Hogrefe Publishing Group, 2023.
Publication Year: 2023
Subject Terms: Suicide Prevention, 4. Education, COVID-19, Teacher Training, 16. Peace & justice, 3. Good health, Suicide, 03 medical and health sciences, 0302 clinical medicine, Humans, Suicide Prevention [MeSH], Humans [MeSH], suicide prevention in schools, Research Trends, gatekeeper training, psycho-educational training, teachers, Pandemics [MeSH], students, Suicide [MeSH], Program Evaluation [MeSH], COVID-19 [MeSH], Teacher Training [MeSH], Students/psychology [MeSH], Students, Pandemics, Program Evaluation
Description: Abstract. Background: Although suicide prevention programs have been shown to change suicide-related knowledge and attitudes, relatively little is known about their effects on actual behavior. Aims: Therefore, the focus of the present study was on improving participating school staff’s practical and communication skills. Method: Suicide prevention workshops for students in grades 8–10 ( N = 200) and a gatekeeper training program for school staff ( N = 150) were conducted in 12 secondary schools in Germany. Schools were alternately assigned to one of three interventions (staff, students, or both trained) or to a waitlist control group. Results: School staff undergoing the training showed increased action-related knowledge, greater self-efficacy when counseling students in need and augmented counseling skills, and also had more conversations with students in need. Although students participating in the workshops did not seek help more frequently, they provided help to their peers more often in the conditions in which both students and school staff or only the latter had been trained. Limitations: The generalizability of the results is constrained by high dropout rates due to the COVID-19 pandemic and the relatively small sample size. Conclusion: A combination of suicide prevention programs for school staff and students appears to be most effective.
Document Type: Article
Other literature type
File Description: text
Language: English
ISSN: 2151-2396
0227-5910
DOI: 10.1027/0227-5910/a000862
DOI: 10.26083/tuprints-00021371
Access URL: https://pubmed.ncbi.nlm.nih.gov/35548882
https://tuprints.ulb.tu-darmstadt.de/21371/1/0227-5910_a000862.pdf
https://repository.publisso.de/resource/frl:6477490
Rights: CC BY
URL: http://creativecommons.org/licenses/by/4.0/Distributed as a Hogrefe OpenMind article under the license CC BY 4.0 (http://creativecommons.org/licenses/by/4.0 (http://creativecommons.org/licenses/by/4.0/) )
Accession Number: edsair.doi.dedup.....e5a069caa3d0d43577de7dea2f0c92d0
Database: OpenAIRE
Description
Abstract:Abstract. Background: Although suicide prevention programs have been shown to change suicide-related knowledge and attitudes, relatively little is known about their effects on actual behavior. Aims: Therefore, the focus of the present study was on improving participating school staff’s practical and communication skills. Method: Suicide prevention workshops for students in grades 8–10 ( N = 200) and a gatekeeper training program for school staff ( N = 150) were conducted in 12 secondary schools in Germany. Schools were alternately assigned to one of three interventions (staff, students, or both trained) or to a waitlist control group. Results: School staff undergoing the training showed increased action-related knowledge, greater self-efficacy when counseling students in need and augmented counseling skills, and also had more conversations with students in need. Although students participating in the workshops did not seek help more frequently, they provided help to their peers more often in the conditions in which both students and school staff or only the latter had been trained. Limitations: The generalizability of the results is constrained by high dropout rates due to the COVID-19 pandemic and the relatively small sample size. Conclusion: A combination of suicide prevention programs for school staff and students appears to be most effective.
ISSN:21512396
02275910
DOI:10.1027/0227-5910/a000862