Effect of guided, structured, writing program on self-harm ideations and emotion regulation

Fukumori, Takaki; Kuroda, Hiromi; Ito, Masaya; Kashimura, Masami

doi:10.2152/jmi.64.74

Cited by 2 publications

(10 citation statements)

References 21 publications

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“… Insufficient statistics Fitzpatrick et al, 2005 [ 69 ] Brief video intervention regarding problem solving and coping skills RCT (time-matched intervention focusing on physical health issues for control group with a 1 week, 2 weeks, and 1-month postintervention follow up) Reduce suicidal ideation No significant difference between intervention and control group with regard to suicidal ideation at baseline. Insufficient statistics Fukumori et al, 2017 [ 70 ] Three-day individual intervention program of structured writing that incorporates the emotional regulation group program and the DBT workbook RCT (wait-list control group with a postintervention, 2 week and 1-month follow up) Reduce suicidal ideation No significant reduction in suicidal ideation. Small ( d = 0.35) a Hetrick et al, 2017 [ 71 ] Internet-based cognitive behavioural therapy (Reframe-IT) RCT (treatment-as-usual control group with a 10 week and 22 week postintervention follow up) Reduce suicidal ideation No significant reduction in suicidal ideation at postintervention assessment.…”

Section: Resultsmentioning

confidence: 99%

“…The interventions shown to be effective at reducing suicidal thoughts and behaviours included: the Counsellor CARE (C-CARE) programme and a combined C-CARE plus 12 session coping and support training intervention [ 68 ]; Personal Growth Class programmes [ 67 , 76 ]; a combination of dialectical behaviour therapy and cognitive therapy [ 73 ]; dialectical behaviour therapy alone [ 74 ]; a problem solving intervention [ 77 ]; and intensive interpersonal psychotherapy [ 75 ]. The interventions that were ineffective at reducing suicidal thoughts and behaviours among high-risk students included: a brief intervention comparing a video on problem solving skills to a time-matched intervention on physical health issues [ 69 ]; the Reframe-IT internet-based cognitive behavioural therapy programme [ 71 ]; and a three-day structured writing program [ 70 ]. Finally, King and colleagues found that an electronic bridge mental health service ( eBridge ) significantly decreased personal stigma scores but not perceived public stigma among high-risk college students [ 72 ].…”

Section: Resultsmentioning

confidence: 99%

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Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

et al. 2021

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Background Youth suicide prevention in high-schools and universities is a public health priority. Our aim was to propose a research agenda to advance evidence-based suicide prevention in high-schools and universities by synthesizing and critically reviewing the research focus and methodologies used in existing intervention studies. Methods Fourteen databases were systematically searched to identify studies which evaluate suicide prevention interventions delivered on high-school or university campuses, with before and after measures. Data from included studies (n = 43) were extracted to identify what, where, how and for whom interventions have been tested. Narrative synthesis was used to critically evaluate research focus and methodology. Study quality was assessed. Results Research has focused primarily on selective interventions, with less attention on indicated and universal interventions. Most evidence comes from North America and high-income countries. The target of interventions has been: non-fatal suicidal behaviour; confidence and ability of staff/students to intervene in a suicidal crisis; suicide-related knowledge and attitudes; and suicide-related stigma. No studies included suicide deaths as an outcome, evaluated eco-systemic interventions, explored how context influences implementation, used multisite study designs, or focused explicitly on LGBTQ+ youth. Two studies evaluated digital interventions. Quality of the majority of studies was compromised by lack of methodological rigour, small samples, and moderate/high risk of bias. Interventions often assume the existence of an external well-functioning referral pathway, which may not be true in low-resource settings. Conclusion To advance evidence-based suicide prevention in educational settings we need to: conduct more high-quality clinical and pragmatic trials; promote research in low- and middle-income countries; test targeted interventions for vulnerable populations (like LGBTQ+ youth), evaluate interventions where death by suicide is the primary outcome; include translational studies and use implementation science to promote intervention uptake; evaluate the potential use of digital and eco-systemic interventions; and conduct multisite studies in diverse cultural settings.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

et al. 2021

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“…Two studies used a single‐arm non‐controlled non‐randomised study design (Muehlenkamp, Walsh, & McDade, 2010; Roberts et al., 2019). Two studies used a single‐arm controlled non‐randomised study design (Argento, Simundic, Mettler, Mills, & Heath, 2020; Fukumori, Kuroda, Ito, & Kashimura, 2017). One study used a two‐arm controlled randomised study design (Baetens, Decruy, Vatandoost, Vanderhaegen, & Kiekens, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Where reported, mean participant age ranged from 12 to 22 years. Four studies took place in secondary schools or high‐schools (Baetens et al., 2020; Muehlenkamp et al., 2010;Roberts et al., 2019; Stallard et al., 2013), while two studies took place in universities (Argento et al., 2020; Fukumori et al., 2017).…”

Section: Resultsmentioning

confidence: 99%

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Review: Interventions to prevent or manage self‐harm among students in educational settings – a systematic review

Nawaz

Anderson

Colville

et al. 2023

Child Adoles Ment Health

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Background: At least half of all young people who die by suicide have previously self-harmed and most of those who self-harm will not seek help from health services for self-harming behaviours. By default, schools, colleges and universities necessarily play a key role in identifying those who self-harm and supporting them to access help. Methods: We conducted a systematic review (PROSPERO ID: CRD42021243692) of five databases (Medline, PsycINFO, ASSIA, ERIC and BEI) for quantitative studies evaluating interventions to reduce self-harm among students in schools, colleges and universities. Results: We identified six eligible studies that reported interventions. Two interventions used mindfulness-based approaches and the remaining four interventions focused on in-classroom education. Three interventions reported a significant reduction in self-harm, all three used in-classroom education. Of the six studies, one study was rated methodologically moderate, while the remaining five were weak. Conclusion: In summary, the evidence base is limited in size and quality. Most current interventions to address self-harm in schools focus on training staff in awareness, with a significant gap in direct support for students. Key Practitioner Message• At least half of all young people who die by suicide have previously self-harmed and most of those who selfharm will not seek help from health services for self-harming behaviours. • By default, schools, colleges and universities necessarily play a key role in identifying those who self-harm and supporting them to access help. • The evidence base is limited in size and quality. Most current interventions to address self-harm in schools focus on training staff in awareness, with a significant gap in direct support for students. • Future research needs a much improved theoretical and empirical basis to develop, evaluate and implement direct interventions with young people who self-harm.

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Effect of guided, structured, writing program on self-harm ideations and emotion regulation

Cited by 2 publications

References 21 publications

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

Review: Interventions to prevent or manage self‐harm among students in educational settings – a systematic review

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