Fleure, Herbert John, (1877–1 July 1969), Hon. Secretary Geographical Association and Hon. Editor, Geography, 1917–47; President, Cambrian Archæological Association, 1924; Section H British Association, 1926; Section E 1932; Association of University Teachers, 1928; Manchester Lit. and Phil. Society, 1940–44; Royal Anthropological Institute, 1945–47; Folk Lore Society, 1947–48; Geographical Association, 1948; Conference of Corresponding Socs of British Assoc. for Advancement of Science, 1948; Chairman National Cttee for Geography, 1948

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

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Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.2.133 ◽

1995 ◽

Vol 11 (2) ◽

pp. 133-137 ◽

Cited By ~ 1

Author(s):

Juan Fernández ◽

Miguel A. Mateo ◽

José Muñiz

Keyword(s):

Higher Education ◽

Decision Making ◽

Social Climate ◽

Three Dimensions ◽

Academic Setting ◽

Teaching And Research ◽

Evaluation Questionnaire ◽

University Teachers ◽

The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

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