ABSTRACT
Background: Mental health professionals (MHPs) often lack skills necessary to effectively manage suicide risk. Training designed to combat this deficiency tend to rely on passive techniques, despite research suggesting active methods may better facilitate skill development.Aim: This study examines the effect of a role-play training on MHPs' attitudes, subjective norms and perceived behavioral control surrounding suicide risk assessment behaviors.Methods: Two hundred and three MHPs participated in a 4.5 hour role-play training after participation in an online suicide risk assessment training. The training utilized active learning and behavioral modification strategies. MHPs completed questionnaires assessing attitudes, subjective norms, perceived behavioral control and training variables.Results: MHPs endorsed positive attitudes, social norms and perceived behavioral control in suicide risk assessment and management skills, especially in assessing/determining the severity of risk, establishing rapport, documenting risk assessment information and developing a treatment plan. Results also revealed support for the feasibility of disseminating role-play training utilizing active learning methods.Conclusion: Factors found to be associated with participation in the role-play training are discussed. Findings may inform future development and improvement of suicide risk assessment training and practices that target risk and protective factors to effectively reduce suicide-related behavior.
Subject(s)
Attitude of Health Personnel , Behavior Control/psychology , Health Personnel/education , Risk Assessment/methods , Role Playing , Social Norms , Suicide Prevention , Clinical Competence , Female , Humans , Male , Mental Health ServicesABSTRACT
BACKGROUND: Given challenges that exceed the normal developmental requirements of adolescence, deaf and hard-of-hearing (DHH) youth are believed to be at elevated risk for engaging in suicide-related behavior (SRB). Unfortunately, little is known about the mechanisms that put these youth potentially at risk. AIMS: To determine whether peer relationship difficulties are related to increased risk of SRB in DHH youth. METHOD: Student records (n = 74) were retrieved from an accredited educational center for deaf and blind students in the United States. RESULTS: Peer relationship difficulties were found to be significantly associated with engagement in SRB but not when accounting for depressive symptomatology. LIMITATIONS: The restricted sample limits generalizability. Conclusions regarding risk causation cannot be made due to the cross-sectional nature of the study. CONCLUSION: These results suggest the need for future research that examines the mechanisms of the relationship between peer relationship difficulties, depression, and suicide risk in DHH youth and potential preventive interventions to ameliorate the risks for these at-risk youth.
Subject(s)
Deafness/psychology , Persons With Hearing Impairments/psychology , Suicide/psychology , Adolescent , Child , Depression/psychology , Female , Humans , Interpersonal Relations , Interviews as Topic , Male , Risk Factors , Suicidal Ideation , Suicide/statistics & numerical data , Suicide, Attempted/psychology , Young AdultABSTRACT
BACKGROUND: Many mental health professionals (MHPs) encounter youth at risk for suicide but lack knowledge and confidence to assist these individuals. Unfortunately, training for MHPs on suicide risk assessment and management is often not adequately accessible. AIMS: The aim of this study was to evaluate whether MHPs' knowledge, attitudes, perceived social norms, and perceived behavioral control in working with at-risk suicidal youth improve following an online training (QPRT: Question, Persuade, Refer, Treat). METHOD: QPRT was provided to 225 MHPs from three large urban areas in the United States. Suicide prevention literacy, attitudes, perceived social norms, and perceived behavioral control in assessing and managing suicide risk were assessed before and after training. Data were also collected on training engagement and completion. RESULTS: Suicide prevention literacy in most competency domains and perceived behavioral control increased significantly after participation in QPRT. Suicide prevention attitudes and some knowledge domains did not significantly improve. MHPs reported high satisfaction with the training. CONCLUSION: The current study provides initial support for offering MHPs online suicide risk assessment and management training. Online training programs may be an engaging and feasible means for providing advanced suicide prevention skills to MHPs who may have numerous barriers to accessing face-to-face training.
