Analysis of a Standardized Suicide Intervention Training for Counselor Trainees

Abstract

The present study evaluates the impact of an evidence-based suicide intervention model and how pedagogical practices of counselor education programs may prepare counselors-in-training (CIT) to respond to clients considering suicide. Using content analysis to explore pre-and post-training data, the researchers examined the impact of the 14-hour evidence-based Applied Suicide Intervention Skills Training (ASIST) on 54 CITs (76% female, 24% male; 58% White, 20% African American, 11% Latinx/Hispanic, 11% other), with a mean age of 30 years (SD =8.6). Further data were collected six months later after CITs had the opportunity to utilize suicide intervention skills during their clinical experiences. Content analysis yielded several changes between pre-and post-training data that elucidate the process of suicide intervention skill acquisition. The CITs also reported frequently applying their skills during their clinical internships with clients considering suicide. The findings support the use of ASIST in the preparation of future counselors.

Research of Teaching in Counselor Education: A Collective Effort of Improved Rigor

“…In research on teaching, Lloyd-Hazlett et al 2020used content analysis to examine how counseling students interpret this belief into action. For learning outcomes, in their assessment of a suicide training for counselor trainees, Shannonhouse et al (2019) applied content analysis to a pre-post training intervention as a means to demonstrate acquisition of knowledge. They then followed up with participants during their internship experience to describe how, if at all, they had used their suicide training skills on-site with real clients (Shannonhouse et al, 2019).…”

“…For learning outcomes, in their assessment of a suicide training for counselor trainees, Shannonhouse et al (2019) applied content analysis to a pre-post training intervention as a means to demonstrate acquisition of knowledge. They then followed up with participants during their internship experience to describe how, if at all, they had used their suicide training skills on-site with real clients (Shannonhouse et al, 2019). Although the accounts are descriptive in nature, from a program evaluation perspective, it allowed researchers to speak to the learning objectives of the intervention and utility of the skills in practice.…”

Counselor Education and Supervision: 2019 Annual Review

“…Prior reviews have noted that the teaching and training literature included some focus on empirical evaluation of interventions. This year's literature was largely conceptual with regard to innovative practices, with the exception of a notable increase in a focus on suicide prevention training outcomes (e.g., Banks & Diambra, 2019; Shannonhouse et al, 2019). The lack of empirical study of innovative techniques continues to be a trend noted in prior years, and thus the recommendation for empirically sophisticated approaches to teaching and training scholarship is encouraged.…”