The relationship of bystander intervention variables to adolescents' responses to suicidal peers

Kalafat, John; Elias, Maurice J.; Gara, Michael A.

doi:10.1007/bf01324560

Cited by 40 publications

(43 citation statements)

References 14 publications

(10 reference statements)

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“…Many research topics that have applied the use of vignettes -pain (Bendelow 1993), suicide (Kalafat et al 1993, Kalafat andGagliano 1995), sexual standards (Bettor et al 1995), relationship violence (Carlson 1996), rape (Furnham and Boston 1996), drug injecting (McKeganey et al , 1996 and deviance (Kirmayer et al 1997) -are arguably regarded as 'sensitive' (Lee 1993) or 'unrespectable' (Dean and Barrett 1996) research topics. Vignettes provide a useful way in to discussing these issues and also as a means of introducing personal experiences.…”

Section: The Differences Between Real Life and Vignette Responsesmentioning

confidence: 99%

“…While others may see themselves as different from other people and likely to respond in different ways. For example, the study by Kalafat et al (1993) on suicidal peers found that the majority of students would talk to the person or tell an adult and most reported that they would act in the same way. However, their results do show a sizeable minority of students who found that other students would do nothing or ignore the suicidal student in the vignette situations.…”

Section: The Differences Between Real Life and Vignette Responsesmentioning

confidence: 99%

“…Vignettes are generated from a range of sources including previous research findings (Carlson 1996, in collaboration with other professionals working in the field (Kalafat et al 1993, Kalafat andGagliano 1996), or based on real-life case histories (Rahman 1996). Participants are typically asked to respond to these stories with what they would do in a particular situation or how they think a third person would respond.…”

Section: Introductionmentioning

confidence: 99%

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Considering the Vignette Technique and its Application to a Study of Drug Injecting and HIV Risk and Safer Behaviour

Hughes

1998

Sociology Health & Illness

397

344

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Vignettes are stories generated from a range of sources including previous research findings. They make reference to important factors in the study of perceptions, beliefs and attitudes. Vignettes have primarily been used by psychologists in North America and used in quantitative surveys but more recently they have been used in a small number of qualitative studies. Drawing from a range of studies in the social sciences this paper considers the value of vignettes together with the difficulties associated with the technique. It introduces the technique in a study that explores drug injectors' perceptions of human immunodeficiency virus (HIV) risk and safer behaviour inside and outside the prison system.

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Section: The Differences Between Real Life and Vignette Responsesmentioning

confidence: 99%

Section: The Differences Between Real Life and Vignette Responsesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Considering the Vignette Technique and its Application to a Study of Drug Injecting and HIV Risk and Safer Behaviour

Hughes

1998

Sociology Health & Illness

397

344

View full text Add to dashboard Cite

show abstract

“…• Education and training of individuals: providing education and training for students [18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34] , increasing self efficacy among students 35) • Development of a support network: Development a support network among students 23,36,37) • Cooperation from internal and external resources:…”

Section: Schoolmentioning

confidence: 99%

Characteristics and Effects of Suicide Prevention Programs: Comparison between Workplace and Other Settings

Takada

Shima

2010

INDUSTRIAL HEALTH

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The present study reviews the literature on suicide prevention programs conducted in the workplace and other settings, namely school, the community, medical facilities, jail, and the army, by conducting an electronic literature search of all articles published between 1967 and November 2007. From a total of 256 articles identified, various contents of suicide prevention programs were determined, and in 34 studies, the effect of programs was evaluated. A review of the literature reveals that the common contents of suicide prevention programs in the workplace and other settings are education and training of individuals, development of a support network, cooperation from internal and external resources, as well as education and training of managers and staff. Although the characteristic contents of suicide prevention programs at the workplace aimed at improving personnel management and health care, screening and care for high-risk individuals, as well as improvement of building structures, were not described. Although a reduction in undesirable attitudes and an increase in mental health knowledge and coping skills in the workplace are in agreement with findings in other settings, suicide rate, suicide-associated behavior, and depression, which were assessed in other settings, were not evaluated in the three studies targeting the workplace. Key words: Suicide prevention program, Effect, WorkplaceIndustrial Health 2010, 48, 416-426 Review ArticleCHARACTERISTICS AND EFFECTS OF SUICIDE PREVENTION PROGRAMS 417 grams currently proposed in the workplace and other settings, such as school, the community, medical facilities, jail, and the army, provides information on the content and context of suicide prevention programs, and details recommendations for future prevention programs. ObjectivesThe present study compares the characteristics and effect of suicide prevention programs between the workplace and other settings.

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“…When young adults experience high levels of stress and depression, which place them at increased risk for suicide, their peer group may be the most effective in recognizing suicidal symptoms and taking steps to assist the at-risk peers (e.g., Kalafat, Elias, & Gara, 1993;Schepp & Biocca,1991). Such assistance may take a variety of forms including both affective (e.g., sympathy, companionship) and instrumental (e.g., problem solving, referral) types of support (Cramer, 1990;Folkman & Lazarus, 1985).…”

mentioning

confidence: 99%

College Students' Perceptions of Suicide: The Role of Empathy on Attitudes, Evaluation, and Responsiveness

Mueller¹,

Waas²

2002

Death Studies

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A total of 334 college-age students (18719 years) participated in a study investigating the role of empathy in perceptions of and responsiveness toward a hypothetical friend exhibiting symptoms associated with suicide risk. High-empathy participants viewed both affective and behavioral characteristics associated with suicide risk as more serious, and they were more likely to provide direct assistance and talk with the troubled peer. Gender of participant and type of symptom displayed also emerged as important factors in participants' evaluations. These findings underscore the importance of considering social-cognitive factors that may influence perceptions of at-risk behaviors. The implications of these findings for the development of primary prevention intervention efforts are discussed.

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The relationship of bystander intervention variables to adolescents' responses to suicidal peers

Abstract: This study sought to understand factors that might enhance su&ide prevention programs by investigating the responses of adolescents to

Cited by 40 publications

References 14 publications

Considering the Vignette Technique and its Application to a Study of Drug Injecting and HIV Risk and Safer Behaviour

Considering the Vignette Technique and its Application to a Study of Drug Injecting and HIV Risk and Safer Behaviour

Characteristics and Effects of Suicide Prevention Programs: Comparison between Workplace and Other Settings

College Students' Perceptions of Suicide: The Role of Empathy on Attitudes, Evaluation, and Responsiveness

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