School Psychologists’ Experiences with and Training in Suicide Assessment: Challenges in a Rural State

Brown, Jacqueline A.; Goforth, Anisa N.; Machek, Greg R.

doi:10.1007/s40688-017-0147-9

Cited by 9 publications

(26 citation statements)

References 24 publications

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“…School mental health professionals, teachers, and school administrators often feel ill-equipped when responding to students who self-injure (Berger et al, 2014), but poor responses can thwart future support and helpseeking among students (Hasking et al, 2016). This concern is particularly relevant in rural areas, where access to mental health care and support for students may be limited, creating situations where teachers or untrained paraprofessionals may be tasked with responding to students who self-injure (Brown et al, 2018). Additionally, access to specialized referral services and training for mental health professionals working in rural schools is scarce, adding further constraints on This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Nssi Mental Health and Suicidal Behaviormentioning

confidence: 99%

“…At the same time, concerns have been expressed about the adverse impact of particular forms of online material, including graphic NSSI imagery, which may trigger NSSI urges and behavior (e.g., Baker & Lewis, 2013), and hopeless messages about recovery, which may contribute to continued NSSI and thwarted recovery efforts (e.g., Lewis et al, 2012). As students in rural areas may have fewer resources and lower access to mental health resources and services (Brown et al, 2018; Hastings & Cohn, 2013), the internet may have particular salience for rural youth. Thus, it is essential that school professionals are cognizant of the double-edged nature of online NSSI activity.…”

Section: Part I: Understanding Nssimentioning

confidence: 99%

“…People who self-injure are often trying to manage their distress, have future-focused aspirations, and most importantly, do not expect their injuries to result in death (Hamza et al, 2012). Given that suicide rates are higher in rural than in urban areas, and youth may have greater access to lethal means (e.g., firearms) in rural communities (Brown et al, 2018; Fontanella et al, 2015), staying vigilant and monitoring possible suicide risk among rural populations is critical. When a student is identified as having engaged in NSSI, a suicide risk assessment is necessary.…”

Section: Part I: Understanding Nssimentioning

confidence: 99%

“…Rural areas may have unique strengths, such as a strong sense of community (e.g., Hornberger & Cobb, 1998). At the same time, they are often disproportionately affected by resource barriers (e.g., mental health provider shortages; Brown et al, 2018; Hastings & Cohn, 2013). Beyond barriers to services, there are several reports of increased stigma related to mental health difficulties and associated help-seeking in rural contexts (Crumb et al, 2019; Stewart et al, 2015).…”

mentioning

confidence: 99%

“…Mental health professionals working in rural settings often report few well-developed policies and protocols, particularly for supporting high-risk students (Brown et al, 2018). This is especially concerning given emerging evidence indicating that rural populations have comparable prevalence rates of psychological disorders for youth compared to urban peers (Siceloff et al, 2017) and potentially higher rates of suicide and substance use (Fontanella et al, 2015; Hirsch & Cukrowicz, 2014).…”

mentioning

confidence: 99%

See 4 more Smart Citations

School-based recommendations for addressing nonsuicidal self-injury: Application to rural settings.

Lewis¹,

Heath²,

Bloom³

et al. 2022

Journal of Rural Mental Health

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Nonsuicidal self-injury (NSSI) has emerged as a common and serious concern in school settings. Up to one in five students report having self-injured and continued NSSI engagement is associated with a multitude of mental health difficulties. Moreover, NSSI uniquely and significantly exacerbates the risk of death by suicide. Despite this, many schools report having limited resources to address NSSI among students, with staff often feeling underequipped when working with students who self-injure. Unfortunately, this may be particularly true for schools in rural regions, which often face other unique challenges (e.g., increased stigma in these communities around the acceptability of help-seeking). This article presents a brief overview of current NSSI knowledge and offers practical recommendations for schools in rural areas to effectively respond to students who self-injure. We hope that by using these guidelines, schools in rural areas will be better positioned to address the needs of students who self-injure, reduce the burden on school staff, and foster greater student well-being.

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Section: Nssi Mental Health and Suicidal Behaviormentioning

confidence: 99%

Section: Part I: Understanding Nssimentioning

confidence: 99%

Section: Part I: Understanding Nssimentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

School-based recommendations for addressing nonsuicidal self-injury: Application to rural settings.

Lewis¹,

Heath²,

Bloom³

et al. 2022

Journal of Rural Mental Health

View full text Add to dashboard Cite

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Collaboration is key: School psychologists' experience in suicide intervention

Hopple

Ball

2022

Psychology in the Schools

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School psychologists are key school-based personnel when responding to suicidal thoughts and behaviors. The present paper explored the experiences and attitudes of school psychologists, with a special focus on collaborating during suicide intervention activities. Using a descriptive phenomenological approach, a purposive sample procedure identified 10 school psychologists. Data were collected via inperson, semi-structured interviews. Most participants were female (n = 9) and all were practicing within the school setting and had delivered suicide intervention activities.Experiences described through interviews suggested collaboration while responding to suicide was a common activity that enhances the quality of services, external collaboration-though beneficial for students-can be a barrier to the provision of services, school psychologists cope through collaboration, and suicide intervention services would benefit from increased collaboration.Implications for practice include working to develop stable partnerships with external stakeholders and increasing collaboration during suicide assessment and response.

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School psychologists' training and experience in providing grief support

Brown,

Snider,

Hall

et al. 2024

Psychology in the Schools

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School‐based mental health professionals consistently report that they are either not prepared to support grieving students, or do not have time to integrate crisis intervention support into their hectic schedule. Given that inadequate school mental health services can increase a bereaved student's risk of developing emotional problems, it is critical that school psychologists increase their comfort in grief. This study surveyed 75 school psychologists in the Northwestern United States regarding their training and experience in grief support. A reflexive thematic analysis identified four themes related to the challenges and recommendations in grief support: lack of training, limited role of the school psychologist, lack of formalized grief response system, and lack of school and community resources. Furthermore, only 3% of participants reported taking the lead in providing grief support and 64% provide grief support fewer than five times a year. The majority (81%) reported that they had zero courses devoted to grief support during their graduate degree, with more participants (67%) obtaining grief training postdegree. Study limitations, areas for further research, and implications for schools and school psychologists are also discussed.

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School Psychologists’ Experiences with and Training in Suicide Assessment: Challenges in a Rural State

Cited by 9 publications

References 24 publications

School-based recommendations for addressing nonsuicidal self-injury: Application to rural settings.

School-based recommendations for addressing nonsuicidal self-injury: Application to rural settings.

Collaboration is key: School psychologists' experience in suicide intervention

School psychologists' training and experience in providing grief support

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