scholarly journals The role of the high-risk approach in suicide prevention

2012 ◽  
Vol 201 (3) ◽  
pp. 175-177 ◽  
Author(s):  
Alexandra Pitman ◽  
Eric Caine

SummaryEvidence favours the population approach over high-risk approaches to suicide prevention, but methodological problems may have obscured the contribution of the latter. This editorial uses the findings of a recent evaluation of a high-risk approach used in England to consider the role of high-risk interventions in national suicide prevention strategies.

2016 ◽  
Vol 120 ◽  
pp. S132-S133
Author(s):  
Hitomi Fujii ◽  
Nozomi Akashi ◽  
Makoto Kuroishikawa ◽  
Eitaro Kodani ◽  
Hajime Sasabe ◽  
...  

2021 ◽  
pp. 002076402110272
Author(s):  
José Eduardo Rodríguez-Otero ◽  
Xiana Campos-Mouriño ◽  
David Meilán-Fernández ◽  
Sarai Pintos-Bailón ◽  
Graciela Cabo-Escribano

Background: Each year, around 800,000 people die by suicide. The prevalence of suicidal behaviors is much higher when suicidal attempts and persistent self-injurious ideation are included. Therefore, suicide is a public health concern. Research has been sensitive to this problem, deepening the study of risk factors and the development of theoretical frameworks of suicidal behavior, with the aim of generating effective suicide prevention policies around the biopsychosocial model. Aim: We aimed to explore the role of relational, community, and social factors in current suicide prevention strategies. Method: Studies of risk and protective factors for suicidal behavior and the consequent development of theoretical frameworks were reviewed to verify if this knowledge was really used in suicide prevention policies. Results: Studies of risk and protective factors focus mainly on the individual, while theoretical frameworks emphasize the role of the relational, community, and social. Suicide prevention strategies more closely follow individual models derived from studies of risk factors. Conclusions: Suicide prevention strategies should broaden their individual narrative to include relational, community, and social interventions as anti-suicide measures.


1996 ◽  
Vol 25 (6) ◽  
pp. 1286-1291 ◽  
Author(s):  
R B. AYLWARD ◽  
E. MANSOUR ◽  
E. S. A. OON ◽  
S. A. E. TAWFIK ◽  
S. MAKAR ◽  
...  

2019 ◽  
pp. 120-129
Author(s):  
Navneet Kapur ◽  
Robert Goldney

This chapter discusses the central role of bereavement after suicide. Supporting people bereaved by suicide should be a key component of suicide prevention strategies. People bereaved by suicide may be at increased risk of suicidal behaviour themselves but are less likely to obtain support than other bereaved groups. There may be qualitative differences in the issues or grief themes which arise when someone is bereaved through suicide compared to those which arise after death from other causes. Clinicians are vulnerable to similar feelings as well as concerns about their professional competence. Information resources, psychological interventions, and support groups may be helpful for people bereaved by suicide.


Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  

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.


2014 ◽  
Vol 9 (3) ◽  
pp. 2-6
Author(s):  
Sherry Davis Molock ◽  
Ariel Smith ◽  
David Jeffries ◽  
David Jean
Keyword(s):  

2017 ◽  
Vol 7 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Kelly D. Cromer ◽  
Miguel T. Villodas

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