Assessment of Suicidal Ideation in Inner-City Children and Young Adolescents: Reliability and Validity of the Suicidal Ideation Questionnaire-JR

Reynolds, William M.; Mazza, James J.

doi:10.1080/02796015.1999.12085945

Cited by 237 publications

(78 citation statements)

References 43 publications

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“…Psychometric testing across the assessment tools was undertaken on mixed ethnicities and populations aged 5–19 years (Online Supplemental Tables 3 and 4). It was also undertaken across various settings, including inpatient hospitals (14/22; 63.6%) (Cotton and Range, 1996; Eltz et al, 2007; Fennig et al, 2005; Ferrara et al, 2012; Grilo et al, 1999; Gutierrez et al, 2000; Knafo et al, 2015; Koutek et al, 2016; Mcnicholas, 2011; Mieczkowski et al, 1993; Mirkovic et al, 2015; Morano et al, 1993; Ofek et al, 1998; Orbach et al, 1984, 1991; Osman et al, 1994, 2000; Pettit et al, 2009; Pfeffer et al, 2000; Posner et al, 2011; Range and Lewis, 1992; Romanowicz et al, 2013; Schwartz-Stav et al, 2006; Shaunesey et al, 1993; Spirito et al, 1987, 1996); schools (13/22; 59.1%) (Allison et al, 1995; Angelkovska, 2014; Cho et al, 2008; Cotton and Range, 1996; Davis, 1992; Jia et al, 2015; Labelle et al, 2015; Lee, 2011; Mazza, 2000; Mazza and Reynolds, 1999; Miranda et al, 2014; Orbach et al, 1984, 1991; Osman et al, 1994, 1998; Pfeffer et al, 2000; Range and Lewis, 1992; Reynolds, 1990; Reynolds and Mazza, 2001; Shaffer et al, 2004; Wong, 2004); universities (1/22; 4.5%) (Osman et al, 1993); outpatient departments (9/22; 40.9%) (Angelkovska, 2014; …”

Section: Resultsmentioning

confidence: 99%

Assessment tools of immediate risk of self-harm and suicide in children and young people: A scoping review

Carter

Walker

Aubeeluck

et al. 2018

J Child Health Care

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There are increasing numbers of children presenting to paediatric hospital settings in mental health crisis. Typically, non-mental health professionals are responsible for the initial assessment of these children and are required to identify immediate physical and emotional health needs. To ensure the safety of these children, immediate risk of suicide and self-harm should be assessed. However, no standardized assessment tool is used in clinical practice, and for those tools that are used, their validity and reliability is unclear. A scoping review was conducted to identify the existing assessment tools of immediate self-harm and suicide risk. Searches of electronic databases and relevant reference lists were undertaken. Twenty-two tools were identified and most assessed acute risk of suicide with only four tools incorporating a self-harm assessment. The tools varied in number of items (4-146), subscales (0-11) and total scores (16-192). Half incorporated Likert-type scales, and most were completed via self-report. Many tools were subject to limited psychometric testing, and no single tool was valid or reliable for use with children presenting in mental health crisis to non-mental health settings. As such, a clinically appropriate, valid and reliable tool that assesses immediate risk of self-harm and suicide in paediatric settings should be developed.

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Section: Resultsmentioning

confidence: 99%

Assessment tools of immediate risk of self-harm and suicide in children and young people: A scoping review

Carter

Walker

Aubeeluck

et al. 2018

J Child Health Care

View full text Add to dashboard Cite

show abstract

“…Second, this study is limited in terms of measures for some variables. Our dichotomous measures of suicidal behaviors were previously used by many researchers (Bernburg, Thorlindsson, & Sigfusdottir, 2009; Bjarnason & Thorlindsson, 1994), but more well-constructed dimensional tools such as Suicidal Ideation Questionnaire (Reynolds & Mazza, 1999) would provide a better capture of suicidal behaviors of adolescents. Similarly, we measured physical victimization with only one item asking whether respondents have been victim of physical violence during last year.…”

Section: Discussionmentioning

confidence: 99%

Strain, Negative Emotions, and Suicidal Behaviors Among Adolescents

Yıldız

Solakoglu

2017

Youth & Society

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“…Although some studies have looked at suicidal issues related to gifted students (Cross et al., 2006; Reynolds & Mazza, 1999), there has been very limited research on the comparison between gifted students and nongifted students with regard to suicidal issues. In the research concerning the difference of suicidality between (academically) gifted and nongifted students, the findings were inconsistent, with some studies showing no difference (e.g., Baker, 1995; Martin et al., 2010), while some others suggested that gifted students were distinguishable from the general student population in suicidal perception and related psychological characteristics.…”

Section: Academically Gifted Students and Suicidalitymentioning

confidence: 99%

“…Suicidal Cognition, Ideation, and Behavior Reynolds and Mazza (1999), who developed the suicidal ideation questionnaire-JR, discussed that suicidal ideation is "an initial stage on a continuum of suicidality and a primary marker for future suicidal behavior" (p. 18). On the other hand, suicidal cognition is defined as both the thought of committing suicide, as well as engaging in self-harm, both of which were induced by an extreme internalized reaction to negative life events (Baldry & Winkel, 2003).…”

mentioning

confidence: 99%

Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

Chen

Fan

et al. 2020

Gifted Child Quarterly

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From the perspective of positive psychology, this study examined the variables in four domains of personal resources under the broaden-and-build theory concerning their relationships with suicidal cognition among academically gifted students. A total of 386 academically gifted secondary school students in China participated in the study. First, the descriptive analysis results indicated that the mean score of suicidal cognition was below average, but these students were experiencing sleep deprivation problem in their daily lives. Second, based on the broaden-and-build theory, correlational analysis results suggested that most of the variables from the four domains of resources were significantly related to suicidal cognition. Most important, regression results showed that cognitive and psychological resources appeared to be the most influential for suicidal cognition. Furthermore, parents should be alerted that, for academically gifted students, parental relationship (social resource) is important, as lack of such a positive relationship (i.e., parents’ alienation) showed strong negative effect on suicidal cognition of these students. This was the first study that used the framework of broaden-and-build theory to study and compare the predictive effects of resources on suicidal cognition of academically gifted secondary school students in the Chinese social and cultural contexts.

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Assessment of Suicidal Ideation in Inner-City Children and Young Adolescents: Reliability and Validity of the Suicidal Ideation Questionnaire-JR

Cited by 237 publications

References 43 publications

Assessment tools of immediate risk of self-harm and suicide in children and young people: A scoping review

Assessment tools of immediate risk of self-harm and suicide in children and young people: A scoping review

Strain, Negative Emotions, and Suicidal Behaviors Among Adolescents

Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

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