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This study investigated the knowledge level of secondary building-level administrators and secondary teachers regarding adolescent suicidal risk factors and warning signs. Additionally, this study contributed a social mediation component, to explore whether educators believe that they have the potential to be change agents for youth in their school communities. Three hundred forty-three participants (318 teachers, 18 assistant principals and 7 principals) from the middle and high schools in a local public school district in the Mid-Atlantic Region of the United States completed a survey pertaining to information on adolescent suicide. Data analyses were conducted through detailed cross-tabulations and analysis of variances to examine educator knowledge. Despite a wide variability in scores, findings suggest that the majority of educators acknowledge having moderate to low knowledge levels in most critical content domains of youth suicide. Additionally, educators believe that they have the ability to be social mediators of change for youth in the school setting.

The purpose of this study was to determine whether or not risk and protective factors (socioeconomic status, social connectedness, negative reactivity temperament, approach/withdrawal temperament, social acceptance competence, behavioral conduct competence, and global self-worth) measured in middle childhood would statistically predict the prevalence of suicide-related ideations and behaviors in high school. This study highlights the importance of examining a population of this age range prior to entering a critical developmental stage, shown to be at increase the risk for suicide. Due to the growing rates of suicide in adolescence, the objective is for this population to be regarded as a main target of future suicide prevention and intervention techniques. As such, the current study examined specific risk and protective factors in middle childhood with the goal to help identify a profile for adolescents in high school at risk for future suicide-related ideations and behaviors or to determine those who have developed protection against this health-risk behavior. The sample for this study was taken from two larger longitudinal studies with student participants from three rural school districts of central Texas. The data were analyzed using binary logistic and multiple linear regression analysis. While the findings of this study revealed statistically significant relationships between three out of the seven predictive variables (self-connectedness, global self-worth, and behavioral conduct competence), the results were not robust. Given the minimal significance of these exploratory findings, further analysis is suggested before development of intervention programs is warranted. / text

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This research developed two best-fitting structural equation models of risk factors for adolescent depression and suicidality: a core model, which included parenting factors, gender, depression, and suicidality, and an extended model, which also encompassed personality traits (Introversion and Impulsivity) and mood factors (Anxiety and Anger). Further, this research investigated the consistency of model fit across time (Le., 1 month & 12 months) and samples, and explored the effectiveness of the ReachOut! Internet site as a psychoeducational prevention strategy for adolescent depression and suicidality. Gender, age, and location differences were also explored. Participants were 185 Year-9 students and 93 Year-10 students aged 14 - 16 years, from seven secondary schools in regional and rural Victoria. Students were given a survey which included the Parental Bonding Instrument (Parker, Tupling, & Brown, 1979), the Millon Adolescent Personality Inventory (Millon, Green, & Meagher, 1982), the Profile of Mood States Inventory (McNair & Lorr, 1964), items on suicidal behaviour including some questions from the Revised Adolescent Suicide Questionnaire (Pearce & Martin, 1994), and questions on loss and general demographics. Results supported an indirect model of risk factors, with family factors directly influencing personality factors, which in turn influenced mood factors, including depression, which then influenced suicidality. At the theoretical level, results supported Attachment Theory (Bowlby, 1969), demonstrating that perceived parenting styles that are warm and not overly controlling are more conducive to an adolescent's emotional well-being than are parenting styles that are cold and controlling. Further, results supported Millon's theory of personality (1981), demonstrating that parenting style influences a child's personality. Short-term intervention effects from the internet site were a decrease in Introversion for the full sample, and decreased Inhibition and Suicidality for a high-risk subgroup. Long-term age effects were decreased Inhibition and increased Anxiety for the fall sample. There was also a probable intervention effect for Depression for the high-risk subgroup. No location differences for the risk factors were found between regional and rural areas.

Diss. (sammanfattning) Umeå : Univ., 2006. / Härtill 4 uppsatser.

Thesis (M.S.)--University of Michigan, 1989.

The purpose of this study is to analyze the interaction of (1) the secondary school teacher's knowledge concerning both the problem of adolescent suicide and the potential for teacher intervention and (2) selected demographic variables on the dependent variables of the teacher's attitudes concerning both the problem of adolescent suicide and the potential for teacher intervention in order to develop a data base upon which to examine the prospects for realizing the intervention potential of secondary school teachers in the area of adolescent suicide. Findings indicate that there are significant differences in knowledge concerning the problem of adolescent suicide and the potential for teacher intervention as a function of particular demographics. Similarly, there are significant differences in attitude toward the problem of adolescent suicide and the potential for teacher intervention as a function of particular demographics. Findings further reveal that level of knowledge appears to be a significant contributing factor in the secondary school teacher's attitude as a function of selected demographics. Secondary school teachers appear to possess a low level of knowledge concerning both the problem of adolescent suicide and the potential for teacher intervention, and they exhibit a range of predominantly negative attitudes toward the problem of adolescent suicide. However, the teachers appear to possess a tenuously positive attitude toward the potential for teacher intervention.

The present study attempted to identify demographic and psychological variables predictive of adolescent suicidal ideations and attempts. Data from 90 adolescents, who completed an intake form at a university community mental health clinic or were student volunteers, were utilized. Two judges tabulated information regarding age, gender, number of siblings, ethnicity, parental marital status, drug use, depression, suicidal ideation, and previous suicidal attempts. A multiple regression analysis was performed to identify which variables had predictive significance. Depression was the best predictor of both suicidal ideations and attempts. Ethnicity was also predictive; white adolescents were found to be at higher risk for suicide than individuals from other ethnic groups. It is suggested that additional studies be done exploring other predictors of suicide among adolescents.

Best practices in adolescent suicide prevention include teachers as major participants, because teachers are in a unique and frontline position to support students. Unfortunately, many teachers are unaware of their role in suicide prevention efforts. In addition to confusion about their roles, teachers may feel uncomfortable and/or lack confidence in their abilities to identify warning signs and intervene with suicidal students. This study assessed secondary teachers' (N = 74) perceptions of their role in suicide prevention as well as how they perceive their comfort and confidence levels in identifying and intervening with suicidal students. In addition, this study explored possible reasons teachers might feel uncomfortable assisting in suicide prevention. While teachers overwhelmingly agreed that they should have a role in adolescent suicide prevention, teachers also reported having limited confidence in their ability to identify or help potentially suicidal youth. Teachers also acknowledged limited training, fear of making the situation worse, and fear of legal repercussions as potential barriers to participating in suicide prevention efforts. Consequently, teachers will benefit from more direct training which clearly identifies their roles and allows opportunities for teachers to role play.