Conducting School Suicide Risk Assessment in Distance Learning Environments

Brock, Stephen E.; Lieberman, Richard; Cruz, Melinda A.; Coad, Robert

doi:10.1007/s40688-020-00333-6

Cited by 8 publications

(12 citation statements)

References 23 publications

(6 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our finding is consistent with previous research showing that students experiencing school maladjustment (e.g., irregular attendance/truancy, poor academic performance, peer conflict, behavior problems) are known to be at increased risk for suicide. 29 Additionally, the present study showed similar results to a prior study that found that suicide among youths was associated with recent stressful events. 12 13 30 31 As mentioned above, deceased students for whom no warning signs were identified accounted for 60%.…”

Section: Discussionsupporting

confidence: 90%

Can We Notice the Suicidal Warning Signs of Adolescents With Different Psychometric Profiles Before Their Death?: Analysis of Teachers’ Reports

et al. 2023

View full text Add to dashboard Cite

Background This study aimed to analyze the suicidal warning signs of Korean students with different psychometric profiles based on teacher reports. Methods This was a retrospective cohort study based on Korean school teachers’ responses to the Student Suicide Report Form. In total, 546 consecutive cases of student suicide were reported from 2017 to 2020. After missing data were excluded, 528 cases were included. The report consisted of demographic factors, the Korean version of the Strengths and Difficulties Questionnaire (SDQ) for teacher reporting, and warning signs of suicide. Frequency analysis, multiple response analysis, the χ 2 test, and Latent Class Analysis (LCA) were performed. Results Based on the scores of the Korean version of the teacher-reported SDQ, the group was divided into nonsymptomatic (n = 411) and symptomatic (n = 117) groups. Based on the LCA results, four latent hierarchical models were selected. The four classes of deceased students showed significant differences in school type (χ 2 = 20.410, P < 0.01), physical illness (χ 2 = 7.928, P < 0.05), mental illness (χ 2 = 94.332, P < 0.001), trigger events (χ 2 = 14.817, P < 0.01), self-harm experience (χ 2 = 30.618, P < 0.001), suicide attempts (χ 2 = 24.072, P < 0.001), depressive symptoms (χ 2 = 59.561, P < 0.001), anxiety (χ 2 = 58.165, P < 0.001), impulsivity (χ 2 = 62.241, P < 0.001), and social problems (χ 2 = 64.952, P < 0.001). Conclusion Notably, many students who committed suicide did not have any psychiatric pathology. The proportion of the group with a prosocial appearance was also high. Therefore, the actual suicide warning signals were similar regardless of students’ difficulties and prosocial behaviors, so it is necessary to include this information in gatekeeper education.

show abstract

Section: Discussionsupporting

confidence: 90%

Can We Notice the Suicidal Warning Signs of Adolescents With Different Psychometric Profiles Before Their Death?: Analysis of Teachers’ Reports

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Specifically, students felt that excessive screen time does no good for their learning. This finding supports the study of [10] who found that students who experienced excessive online learning are prone to suicidal ideations and behaviours. These issues call for preventive actions from the education system to take into account students' mental health when conducting online learning.…”

Section: Students' Expectations On Future Online Esp Learningsupporting

confidence: 91%

“…However, the delivery of online learning is painstakingly challenging where many studies documented various problems ranging from digital devices and electronic support [8], home conditions [9], to psychological disturbances [10]. Excessive online learning likely leads to the ideation of suicidal actions among students [10]. In higher education, the pressure of online learning even led to non-completion where students could not attain their university degrees [11].…”

Section: Introductionmentioning

confidence: 99%

Students’ experiences and learning objectives: Implications for future online learning

Asih

Alief²

2022

EduLearn

View full text Add to dashboard Cite

Positive online learning experiences during the COVID-19pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students’ experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors’ strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed.

show abstract

“…Several studies did not have a clear escalation plan prior to intervention. Authors from the National Association of School Psychologists (Brock et al, 2021) offered guidance for this: identifying local resources that are immediately available to respond to a student's location, maintain regularly updated contact information, educating teachers on what to do in an imminent situation, reaching agreements on how sensitive disclosures will be handled, and consulting with the school district legal counsel. Brenna et al (2021) recommends screeners verify the youth's identity at the start of the online session and confirm their physical location.…”

Section: Implications For Future Research Policy And/or Practicementioning

confidence: 99%

Suicide screening among pupils in online learning conditions: A scoping review

Chunikhina¹,

Dodson²,

Önen³

2022

sssp

View full text Add to dashboard Cite

Introduction. The risk of child and youth suicides has increased in Ukraine since the Russian-Ukrainian war began. There is a high probability of increasing suicides among all ages, genders, and social groups after the end of active hostilities and the commencement of peace. Thus, Ukrainian students and pupils require regular screening for suicidal and self-harm tendencies to receive timely preventive or therapeutic interventions. However, due to distance learning conditions, most have limited access to diagnostics and help. Purpose. The article aims to observe the available screening techniques suitable/applicable for detecting suicidal tendencies and/or self-harm in school-aged children in online learning conditions. Methodology. A scoping review was chosen as a method of identifying available literature. Inclusion criteria were defined in that all articles must have been published within the last five years, written or translated into English, and dealt with pupils aged 5-19. Search engine databases included Scopus and Web of Science. The “Pearl growing” method was also applied by reviewing the references of included articles. Results. Ultimately 18 out of 996 identified articles were included in scoping review. Most of the studies utilized long-established, reliable and evidence based mental health diagnostic screening tools, or a combination of several. The two most widely used diagnostic screening tools were the Patient Health Questionnaire (PHQ-9) and the Generalized Anxiety Disorder Questionnaire (GAD-7). We have identified three settings of digital tools developed on this basis: for school, for clinical, for remote-only usage. Conclusions. Emerging technologies can augment traditional approaches during virtual suicide assessment. This research can offer promising direction into the facilitation of screening adolescents electronically in distance learning conditions. With careful planning and research, it is possible to effectively accomplish screenings for Ukrainian pupils and students and ensure they receive the appropriate mental health care as soon as possible.

show abstract

Conducting School Suicide Risk Assessment in Distance Learning Environments

Cited by 8 publications

References 23 publications

Can We Notice the Suicidal Warning Signs of Adolescents With Different Psychometric Profiles Before Their Death?: Analysis of Teachers’ Reports

Can We Notice the Suicidal Warning Signs of Adolescents With Different Psychometric Profiles Before Their Death?: Analysis of Teachers’ Reports

Students’ experiences and learning objectives: Implications for future online learning

Suicide screening among pupils in online learning conditions: A scoping review

Contact Info

Product

Resources

About