A Proposal for Increasing Student Safety through Suicide Prevention in Schools

Ward, Janice E.; Odegard, Melissa A.

doi:10.1080/00098655.2011.564981

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…When considering the professionals qualified to lead suicide prevention efforts, school counselors are in the ideal position to work with students, identify warning signs, and inform parents (Erickson, & Abel, 2013;King, Price, & Telljohann, 2000;Ward & Odegard, 2011). School counselors are employed in most schools across the country and more importantly, have been trained in suicide risk assessment (CACREP, 2009).…”

Section: The Role Of Schools and School Counselorsmentioning

confidence: 99%

“…Junhke, Granello, and Granello, have framed the rising rates of suicide in adolescents as a public health concern and one in which schools can play a large preventative role (2011). When considering the professionals qualified to lead suicide prevention efforts, school counselors are in the ideal position to work with students, identify warning signs, and inform parents (Erickson & Abel, 2013;King, Price, & Telljohann, 2000;Ward & Odegard, 2011).…”

Section: Introductionmentioning

confidence: 99%

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The relationship between suicide assessment knowledge and self-efficacy among practicing school counselors

Gallo¹

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Suicide is the second leading cause of death in the 14-24 year age group in the United States. However, awareness and discussions regarding suicides for this age group are not widely heard or found. In addition, many practitioners are not adequately trained to assess suicide risk. School counselors are often on the front lines of identifying students at risk for emotional issues and possible suicidal ideation (ASCA, 2010). The following research questions guided this study: a) Does a school counselor's knowledge in identifying students at risk for suicide affect their willingness to conduct suicide risk assessments? b) Does a school counselor's self-efficacy in conducting a suicide risk assessment affect their willingness to carry out the assessment with a student? c) Do school counselors who graduated from CACREP institutions after 2009 report increased knowledge in identifying suicidal students than those who graduated from non-CACREP institutions or from those who graduated before 2009? d) Do school counselors who graduated from CACREP institutions after 2009 report higher self-efficacy in counseling suicidal students than those who graduated from non-CACREP institutions or those who graduated before 2009? e) In which ways, if any, do the following counselor characteristic variables: type of graduate training and institution, years of experience, number of suicide assessments conducted, and participation in crisis response team, contribute to suicide risk knowledge and self-efficacy in conducting suicide risk assessments?This study examined the relationship between three variables (knowledge of suicide risk, self-efficacy in conducting suicide risk assessments, and willingness to carry out suicide risk assessments with students) for practicing school counselors through the v use of a demographic questionnaire, the Suicide Intervention Response Inventory-II, and the Crisis Leader Efficacy in Assessing and Deciding Scale. A total of 200 high school counselors from across the United States participated in the study. All participants were anonymous. The statistical analyses were completed using the Software Program for Statistical Analysis (SPSS) using correlational matrices, hierarchical regressions, and one-way ANOVA analyses.Results revealed 71% of school counselors from the sample were performing suicide risk assessment every month however only 50% believed their graduate training adequately prepared them to assess for suicide. Results also showed self-efficacy was directly related to the number of suicide assessments school counselors conducted each month. In addition, the school counselor's willingness to conduct assessments, membership on a crisis team, and comfort identifying and assessing suicidal students related to their self-efficacy as well. Recommendations for school counselors include: continuing professional development related to suicide, securing administrative support to perform suicide assessment, and improving crisis response teams. Recommendations for counselor educators include: providing ap...

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Section: The Role Of Schools and School Counselorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relationship between suicide assessment knowledge and self-efficacy among practicing school counselors

Gallo¹

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“…Suicidal behavior ranges from ideation, to intent, to attempt, to completion (Doll & Cummings, 2008). Although not all children with suicidal ideations will attempt suicide, its presence indicates a need for support to address the emotional turmoil the student is experiencing (Ward & Odegard, 2011).…”

Section: Mental Healthmentioning

confidence: 99%

Expanding practice : understanding barriers to the adoption of the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services

Amador¹

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This interpretative phenomenological analysis (IPA) study explored the experiences of eight urban school psychologists in the northeastern United States, identifying barriers or facilitators to the adoption in professional practice of the 2010 National Association of School Psychologists Practice Model for Comprehensive and Integrated School Psychological Services. The question guiding this study was: How do urban school psychologists make sense of their experiences while adopting the Practice Model? The literature review revealed three themes: the need for increased behavioral health services in schools, the role of school psychologists, and current implementation of the Practice Model, creating a conceptual framework for the study and illustrated the current practice of school psychology; and adopted Rogers' Diffusion of Innovation theory as a lens to analyze the data. The findings reveal that: (a) a clear role definition is needed for role expansion in practice, and that awareness of school psychologists' potential to be mental health providers needs to increase among stakeholders; (b) district barriers to adoption of the Practice Model exist due to insufficient staffing, high caseloads, and lack of district strategic planning for student services; (c) school psychologists require specialized supervision; (d) specialized professional development is needed to expand practice, increase awareness and training in the Practice Model, and in leadership development; and (e) increased knowledge of the Practice Model as a result of participation in professional organizations. The study concludes with recommendations for district change, increased outreach by the National Association of School Psychologists, and advocacy and coalition-building on the part of school psychologists.

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Bullying victimization as a predictor of suicidal ideation and suicide attempt among senior high school students in Ghana: Results from the 2012 Ghana Global School-Based Health Survey

Baiden

Kuuire

Shrestha

et al. 2018

Journal of School Violence

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A Proposal for Increasing Student Safety through Suicide Prevention in Schools

Cited by 3 publications

References 16 publications

The relationship between suicide assessment knowledge and self-efficacy among practicing school counselors

The relationship between suicide assessment knowledge and self-efficacy among practicing school counselors

Expanding practice : understanding barriers to the adoption of the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services

Bullying victimization as a predictor of suicidal ideation and suicide attempt among senior high school students in Ghana: Results from the 2012 Ghana Global School-Based Health Survey

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