After a Suicide Death in a High School: Exploring Students' Perspectives.

By the time they leave high school, 17% of adolescents will have experienced the suicide death of a friend, peer, or classmate. While some will be unaffected or experience a brief period of distress following the death, for others the death will cause significant disruption and distress, even increasing their risk of suicidal thoughts and behaviors. It is essential for social workers to be able to support at-risk adolescents after this type of loss. To do this, it is critical to understand the ways that adolescents experience the death, grieve, and recover from the loss. This qualitative study explored adolescents' experiences with grief and loss following an adolescent suicide death in the United States. Thematic analysis of semi-structured interviews with young adults (N = 13) who had been exposed to the suicide death of a peer, classmate, or friend while in high school examined themes about their processing of the death, yielding four themes about sense-making and making meaning about the death. Implications for social workers, schools, and suicide postvention researchers are identified and discussed.

The first 72 hours: Suicide loss survivor experiences with early responders.

Exposure to a suicide carries risks for loss survivors including significant and long-standing emotional distress. Early responders play a critical role in shaping survivors' experience and trajectory for seeking support services. Yet, few prior studies explore the nuances of early responders' interactions with loss survivors. The current study explored suicide-bereaved adults' experiences with early responders in the first 72 h after their loss through four group interviews. Participants (N = 15) indicated that interactions with early responders were positive overall. Yet, the lack of resources and referrals provided, and perceived stigmatization of suicide may contribute to survivors' delay in obtaining support services.

Adolescents' Experiences With School-Based Postvention Services: Needs, Supports, and Recommendations.

This exploratory qualitative study of youth (N = 13) exposed to a peer's suicide death examined responses to the death and needed school-based responses and supports. Youth reported emotions including anger, grief, and fear, described suicide as a profound and impactful experience, and shared beliefs about entitlement to grief. Participants wanted schools to provide support for grief, to feel cared about by adults at school, to receive education about grief and suicide at school, and to have school-based opportunities to commemorate the deceased. Recommendations for schools include strategies for facilitating healthy grieving, supporting students, educating the community, and memorializing the deceased, while remaining cognizant of the need to prevent suicide contagion in the community.

Continuing Education on Suicide Assessment and Crisis Intervention: What Can We Learn About the Needs of Mental Health Professionals in Community Practice?

This study examined the impact of a 1-day continuing education training for mental health professionals on knowledge and confidence around suicide assessment and intervention. Data on knowledge, confidence and the utility of information were collected through pretests and posttests at 12 trainings at local community agencies. Findings indicate that a continuing education workshop can increase knowledge and self-confidence. Several participant characteristics were associated with knowledge and confidence at pretest; only being trained as a mental health professional and previous training remained significant at posttest. Participants identified training components which were new and useful. Implications for training and education are discussed.