Suicide Prevention, Part 2: Evidence-Based Practices, Cost-Effectiveness, and Future Directions

2020 ◽  
Vol 71 (12) ◽  
pp. 1320-1321
Author(s):  
Matthew L. Goldman ◽  
Lisa B. Dixon
2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 625-625
Author(s):  
Luming Li

Abstract This individual symposium abstract will focus on evidence-based approaches to suicide in older adults, with particular focus on the Zero Suicide Model. Zero Suicide Model is a framework that applies seven essential elements of suicide care (Lead, Train, Identify, Engage, Treat, Transition, Improve). The model provides a systematic approach for quality improvement for suicide prevention and offers implementation strategies for “real-world” clinical settings using the Assess, Intervene, and Monitor for Suicide Prevention (AIM-SP) program for suicide-safer care. The authors will describe implementation of Zero Suicide in general healthcare settings that care for older adults, including health systems and outpatient clinics. The authors will also describe the value of Zero Suicide other settings such as long-term care centers, where older adults are cared for. In addition, the authors will describe future directions for research in the Zero Suicide Model and additional opportunities in public policy for suicide prevention.


2016 ◽  
Vol 52 (3) ◽  
pp. 182-187 ◽  
Author(s):  
Mona Nasir-Tucktuck ◽  
Joshua N. Baker ◽  
Matthew L. Love

With the adoption of the Right of Education for All (1994), the Palestinian Ministry of Education has indicated the necessity to address the needs of students with disabilities. Although the growth of services has increased to meet the needs of this population, there are still concerns with providing best instructional practices to these students in this novel educational system. This column presents a brief historical background on services provided to students with disabilities, as well as discussing current identification, diagnostic, and placement practices in the Palestinian territories. Future directions are suggested and discussed in regard to the use and availability of evidence-based practices.


2007 ◽  
Vol 37 (2) ◽  
pp. 154-164 ◽  
Author(s):  
Philip L. Rodgers ◽  
Howard S. Sudak ◽  
Morton M. Silverman ◽  
David A. Litts

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Rinad S. Beidas ◽  
Brian K. Ahmedani ◽  
Kristin A. Linn ◽  
Steven C. Marcus ◽  
Christina Johnson ◽  
...  

Abstract Background Insights from behavioral economics, or how individuals’ decisions and behaviors are shaped by finite cognitive resources (e.g., time, attention) and mental heuristics, have been underutilized in efforts to increase the use of evidence-based practices in implementation science. Using the example of firearm safety promotion in pediatric primary care, which addresses an evidence-to-practice gap in universal suicide prevention, we aim to determine: is a less costly and more scalable behavioral economic-informed implementation strategy (i.e., “Nudge”) powerful enough to change clinician behavior or is a more intensive and expensive facilitation strategy needed to overcome implementation barriers? Methods The Adolescent and child Suicide Prevention in Routine clinical Encounters (ASPIRE) hybrid type III effectiveness-implementation trial uses a longitudinal cluster randomized design. We will test the comparative effectiveness of two implementation strategies to support clinicians’ use of an evidence-based firearm safety practice, S.A.F.E. Firearm, in 32 pediatric practices across two health systems. All pediatric practices in the two health systems will receive S.A.F.E. Firearm materials, including training and cable locks. Half of the practices (k = 16) will be randomized to receive Nudge; the other half (k = 16) will be randomized to receive Nudge plus 1 year of facilitation to target additional practice and clinician implementation barriers (Nudge+). The primary implementation outcome is parent-reported clinician fidelity to the S.A.F.E Firearm program. Secondary implementation outcomes include reach and cost. To understand how the implementation strategies work, the primary mechanism to be tested is practice adaptive reserve, a self-report practice-level measure that includes relationship infrastructure, facilitative leadership, sense-making, teamwork, work environment, and culture of learning. Discussion The ASPIRE trial will integrate implementation science and behavioral economic approaches to advance our understanding of methods for implementing evidence-based firearm safety promotion practices in pediatric primary care. The study answers a question at the heart of many practice change efforts: which strategies are sufficient to support change, and why? Results of the trial will offer valuable insights into how best to implement evidence-based practices that address sensitive health matters in pediatric primary care. Trial registration ClinicalTrials.gov, NCT04844021. Registered 14 April 2021.


2019 ◽  
Vol 45 (2) ◽  
pp. 67-84 ◽  
Author(s):  
Eric Alan Common ◽  
Kathleen Lynne Lane ◽  
Emily D. Cantwell ◽  
Nelson C. Brunsting ◽  
Wendy Peia Oakes ◽  
...  

We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.


2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983443 ◽  
Author(s):  
Brett Zyromski ◽  
Carey Dimmitt

This special edition of Professional School Counseling presents some of the key proceedings from the sixth annual Evidence-Based School Counseling Conference (EBSCC). The EBSCC exists to provide professional development around effective school counseling program components and interventions, especially related to evidence-based practices and other cutting-edge innovations in school counseling. We offer a brief history of the EBSCC, a definition of evidence-based school counseling, and an overview of the contents of this special issue. Future directions for evidence-based school counseling conclude the article.


2019 ◽  
Vol 43 (1) ◽  
pp. 12-19
Author(s):  
Alissa Cress ◽  
Ophélie Allyssa Desmet ◽  
BeAnn Younker

Partnerships between schools and universities can be beneficial for all parties involved, particularly when their interests and goals for the partnership overlap. The Gifted Education Research and Resource Institute (GER2I) and Tippecanoe School Corporation (TSC) formalized a collaborative effort to improve identification procedures for students with gifts and talents, provide high-quality professional development for teachers, create services and resources for families, and develop evidence-based practices through research opportunities for graduate students and faculty. Suggestions for practitioners and university partners are discussed, along with future directions for the existing partnership.


Sign in / Sign up

Export Citation Format

Share Document