Secondary Teachers’ Perceptions of their Role in Suicide Prevention and Intervention

Hatton, V.; Heath, Melissa Allen; Gibb, Gordon S.; Coyne, Sarah M.; Hudnall, Greg; Bledsoe, Cathy

doi:10.1007/s12310-015-9173-9

Cited by 25 publications

(38 citation statements)

References 41 publications

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“…Perceptions of educators working on the frontlines are especially important to consider when exploring how to counter barriers to suicide prevention efforts in the schools. Research demonstrates that teachers believe they have a role to play in suicide prevention; nevertheless, their comfort and confidence levels pertaining to assisting suicidal students are adversely affected by a lack of training and apprehension surrounding the possibility of making the situation worse and/or experiencing legal repercussions [41]. Training related to identifying and intervening with suicidal youth should include teachers and school staff (e.g., paraprofessionals, nurses, cafeteria workers), while simultaneously not overwhelming these school personnel with responsibilities that venture beyond their skills and expertise.…”

Section: Discussionmentioning

confidence: 99%

Improving Schools’ Readiness for Involvement in Suicide Prevention: An Evaluation of the Creating Suicide Safety in Schools (CSSS) Workshop

Breux

Boccio

2019

IJERPH

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Schools have an important role to play in combatting suicide, a significant public health problem that disproportionately affects adolescents and young adults. Schools can work to reduce youth suicidality by adopting policies that align with best practice recommendations pertaining to suicide prevention, intervention, and postvention. This study examined the impact of a one-day training, the Creating Suicide Safety in Schools (CSSS) workshop, on the readiness of school personnel to improve their schools’ suicide-related policies and procedures. Participants (N = 562) consisted predominantly of school-based mental health professionals working in communities of low or mixed socioeconomic status in New York State. Survey data were collected according to a one-group pre-test—post-test design with a 3-month follow-up. Workshop participants demonstrated improvements from pre-test to post-test in their attitudes about the importance of school-based suicide prevention, knowledge of best practices, perceptions of administrative support, and feelings of empowerment to work collaboratively to enhance their schools’ suicide safety. At follow-up, participants reported barriers to implementing changes, most commonly in the form of insufficient time and stigma surrounding the topic of suicide. The results of this study provide preliminary evidence for the effectiveness of the CSSS workshop as a promising method for improving schools’ suicide safety, yet additional research using randomized controlled trials needs to be conducted.

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Section: Discussionmentioning

confidence: 99%

Improving Schools’ Readiness for Involvement in Suicide Prevention: An Evaluation of the Creating Suicide Safety in Schools (CSSS) Workshop

Breux

Boccio

2019

IJERPH

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“…The survey was researcher‐created using the Qualtrics survey system, and guided by the researcher's questions of interest. Seven items were modified from the survey used by Hatton et al (2017) to be specific to school psychologists. Schools are increasingly implementing multitiered systems of support, inclusive of suicide prevention and response efforts (e.g., Miller et al, 2009; Singer et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…The ability to recognize those at‐risk comes from suicide education or training, and, as mentioned previously, many states have made, or are in the process of making, this education available for school personnel. Despite this mandated education, one study of secondary teachers found limited training, fear of making a situation worse, and fear of legal repercussions all kept teachers from intervening with at‐risk students (Hatton et al, 2017). In this study, 74 secondary teachers completed a survey assessing perceptions of role in suicide prevention, barriers to participating, and perceived levels of comfort and confidence in intervening.…”

Section: Addressing Suicide In the Schoolsmentioning

confidence: 99%

“…While Allen et al (2002) provided important information on school psychologists' role in and preparedness for addressing crisis intervention more broadly, the current study specifically focuses on the prevention and assessment of suicide. Relatedly, Hatton et al (2017) offered important insight into secondary teachers' perceptions of their role in suicide prevention and intervention. This study examines similar issues with a sample of practicing school psychologists.…”

Section: The Present Studymentioning

confidence: 99%

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School psychologists and suicide risk assessment: Role perception and competency

Erps

Ochs

Myers

2020

Psychology in the Schools

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As the second leading cause of death for adolescents, suicide is a major concern for school personnel. School psychologists' training in mental health makes them wellpositioned to lead in suicide prevention efforts; however, studies have shown a lack of preparedness in crisis intervention and, more specifically, suicide risk assessment.This study surveyed practicing school psychologists (N = 92) to explore their perception of both their role and competency in suicide risk assessment. Suicide risk assessment was defined as a broad term pertaining to any measures taken in suicide prevention, intervention, or postvention. The majority of school psychologists reported having a primary role at the tertiary level (i.e., intervening with a student identified as needing help).Participants indicated lacking adequate graduate preparation; however, most participants were confident in their knowledge of suicide and suicide risk assessment and were comfortable identifying and intervening with a student who is suicidal. Implications for practice and directions for future research are discussed.

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“…In most cases, teachers are helping the students to avoid wrong thinking such as depression (Shilubane et al, 2015). One result of the study shows that teachers overwhelmingly agreed that they should have a role in suicide prevention (Hatton et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Stress and Depression in the Workplace of Educators in the Philippines

Orlanda-Ventayen

Ventayen

2021

Preprint

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Workplace Stress and depression should be treated properly in order to maintain productive teaching as the noblest profession. Unmanaged stress and depression could lead to a serious outcome that affects the happy environment in the classroom. Thus, managing stress and avoiding depression in the workplace is one of the important situations that a teacher should aim in order to succeed. This study aims to determine the level of workplace stress and depression of the educators in the Philippines by gathering their profile, workplace stress, and the state of depression. A correlation was investigated if there is a significant difference in the profile to the workplace stress and state of depression. Based on the result of the study, teachers sometimes experience stress in the workplace, while some experience depression at some point in time. It is recommended that teachers should understand how to practice stress management and avoiding depression.

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Secondary Teachers’ Perceptions of their Role in Suicide Prevention and Intervention

Cited by 25 publications

References 41 publications

Improving Schools’ Readiness for Involvement in Suicide Prevention: An Evaluation of the Creating Suicide Safety in Schools (CSSS) Workshop

Improving Schools’ Readiness for Involvement in Suicide Prevention: An Evaluation of the Creating Suicide Safety in Schools (CSSS) Workshop

School psychologists and suicide risk assessment: Role perception and competency

Stress and Depression in the Workplace of Educators in the Philippines

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