scholarly journals School-based gatekeeper training programmes in enhancing gatekeepers’ cognitions and behaviours for adolescent suicide prevention: a systematic review

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
Phoenix K. H. Mo ◽  
Ting Ting Ko ◽  
Mei Qi Xin
Keyword(s):  
Systematic Review ◽  
Suicide Prevention ◽  
Adolescent Suicide ◽  
Gatekeeper Training ◽  
School Based ◽  
Training Programmes

scholarly journals Revisiting the Concept of Knowledge

Crisis ◽  
2015 ◽  
Vol 36 (4) ◽  
pp. 274-280 ◽  
Author(s):  
Christa D. Labouliere ◽  
Sarah J. Tarquini ◽  
Christine M. W. Totura ◽  
Krista Kutash ◽  
Marc S. Karver
Keyword(s):  
Free Recall ◽  
Focus Group ◽  
Suicide Prevention ◽  
Methodological Issue ◽  
Gatekeeper Training ◽  
School Based ◽  
Before And After ◽  
Baseline Knowledge ◽  
Quantitative Results ◽  
Knowledge Levels

Abstract. Background: Although gatekeeper training is effective at increasing knowledge, some question the effectiveness of these programs due to high pretraining knowledge levels. However, knowledge scores may be artificially inflated when students guess answer options correctly but lack information needed to assist suicidal peers. Aims: To use free-recall questions to evaluate suicide prevention knowledge and compare levels of knowledge using this methodology with established assessment methods in the literature. Method: Free-recall knowledge questions were examined before and after participation in a student gatekeeper training program. Focus groups with students enriched interpretation of quantitative results. Results: Unlike in studies using forced-choice assessment, students’ baseline knowledge was markedly low using free-recall questions and, despite making significant improvement from pretraining levels, posttraining knowledge barely approached passable levels. Focus group findings suggest that training sessions may need to be more engaging and interactive in order to improve knowledge transfer. Conclusion: Free-recall questions may provide a less inflated measure of accessible knowledge learned from school-based suicide prevention curricula. Evaluators and programmatic partners should be cognizant of this methodological issue and consider using a mix of assessment methodologies to determine students’ actual levels of knowledge after participation in gatekeeper training.

Adolescent Suicide Prevention: School Psychologists' Acceptability of School-Based Programs

2003 ◽  
Vol 32 (1) ◽  
pp. 57-76 ◽  
Author(s):  
Tanya L. Eckert ◽  
David N. Miller ◽  
George J. DuPaul ◽  
T. Christopher Riley-Tillman
Keyword(s):  
School Psychologists ◽  
Suicide Prevention ◽  
Adolescent Suicide ◽  
School Based

Preventive Interventions and Treatments for Suicidal Youth

2017 ◽  
pp. 515-532
Author(s):  
Jill Harkavy-Friedman ◽  
Herbert Hendin
Keyword(s):  
Emergency Department ◽  
Suicidal Ideation ◽  
Suicide Prevention ◽  
Pharmacological Treatment ◽  
Adolescent Suicide ◽  
Suicide Attempts ◽  
Preventive Interventions ◽  
School Based ◽  
And Behavior

The last category of adolescent suicide prevention efforts focuses on indicated interventions and treatments that target those who have already shown signs of suicidal ideation and behavior. Such efforts seek essentially to reduce prevent suicide attempts and suicide completion. The interventions and treatments described in this chapter differ widely in terms of the groups they target, the methods they use, and the settings in which they have been implemented. This chapter reviews school-based programs, emergency department programs, posthospitalization programs, psychotherapeutic treatments, college-based programs, and pharmacological treatment for suicidal youth. Assumptions underlying each intervention and critiques are provided.

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