Counselors in training identifying and responding to suicidal clients: a matched-control study

Elston, Nikki; Rogers, Jennifer L.; Gilbride, Dennis D.; Shannonhouse, Laura

doi:10.1080/2326716x.2019.1677532

Cited by 4 publications

(2 citation statements)

References 30 publications

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“…Gatekeepers may be community members (such as teachers, clergy members, and co-workers), as well as professionals (such as health professionals), who may encounter individuals at risk of suicide through their professional role [ 29 ]. In general, gatekeeper training increases knowledge, skills, self-efficacy, and attitudes toward suicide prevention [ 30 , 31 , 32 , 33 ]; however, these effects tend to decrease over time [ 34 , 35 ]. Furthermore, gatekeeper training is often delivered as a component of a broader multicomponent suicide prevention program, which makes it difficult to ascertain the specific effects of such training on suicidal behavior and ideation [ 36 , 37 , 38 ].…”

Section: Overviewmentioning

confidence: 99%

Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education

Hawgood

Krysińska

Mooney

et al. 2021

IJERPH

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Background: There has been limited attention to the development and delivery of tertiary suicide prevention curricula. The aim of this work was to describe the status of postgraduate suicide prevention education, with specific attention on examining the needs of the suicide prevention sector in Australia. Method: An online survey was completed by 76 stakeholders in Australia. Current curriculum learning outcomes from Griffith University’s postgraduate suicidology programs guided the development of the survey. Results: Four key learning domains were rated highest in importance by stakeholders. According to most stakeholders, skills-based qualifications were the most relevant type of qualification, and online modulized education was the most preferred delivery mode. Half of stakeholders supported suicide prevention professional development through a combination of financial support and study leave. Conclusions: The survey provided invaluable feedback regarding the priorities of Australia’s suicide prevention sector for content domains and delivery mechanisms for tertiary suicidology education. The findings showed the preferred type of organizational (employer) support that may be provided for employees to undertake such education. These findings will inform the future developments of Griffith University’s suicidology programs and may motivate other universities to consider offering same or a similar type of education to support the suicide prevention sector toward saving lives.

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Section: Overviewmentioning

confidence: 99%

Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education

Hawgood

Krysińska

Mooney

et al. 2021

IJERPH

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“…A conceptual article was published by Gallo et al (2019) on the implementation of a youth suicide prevention course in a master's in counseling program and addressed how school counseling students made meaning of their preparatory experiences related to suicide prevention, assessment, and post‐intervention. Relatedly, Ohrt et al (2019) evaluated a federally funded training program that was designed to increase access to mental health services for at‐risk children and youth through an increase in trained providers; Elston et al (2020) evaluated suicide attitudes and knowledge of counselors‐in‐training; and Rigsbee and Goodrich (2019) addressed efficacy of online suicide assessment training related to counseling skills, indicating marginal support for online training to improve suicide assessment skills.…”

Section: Teaching and Trainingmentioning

confidence: 99%

Counselor Education and Supervision: 2019 Annual Review

Guardia¹

2021

Couns Edu & Supervision

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A total of 139 articles on counselor education and supervision published in professional counseling journals during 2019 were reviewed. A variety of methods were used, providing perspectives on current supervision issues, the training of counselors, curriculum developments, and associated professional issues. Implications include a need for continued research on online teaching and school counselor supervision and exploration of inclusion and advocacy efforts.

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