In 2005, suicide was the third leading cause of death among youth 10-24 years of age in the U.S. —accounting for 4,482 deaths. Youth suicide is an important public health problem in the U.S. and research focusing specifically on gender differences is needed and warranted since recent research shows that rates of suicide attempts have increased specifically among young girls. Analyses of the recently released 2007 YRBS data (n=14,041; girls=7,036; boys=6,992) of high school students in 9-12th grades, show that 6.9% of adolescents attempted suicide (9.3% of girls versus 4.6% of boys) and 14.5% seriously considered a suicide attempt (18.7% of girls versus 10.3% of boys). Girls are 2.89 (95% CI: 2.31-3.61) times more likely than boys to report attempting suicide in the past 12 months. Moreover, girls who reported attempting suicide were significantly more likely to also report other risk factors such as depression (OR= 5.74), weapon carrying (OR= 1.48), experiencing intimate partner violence (OR=1.60), being forced to have sexual intercourse (1.72), huffing glue (OR=2.04), and being a minority (OR 1.65). However, boys who reported attempting suicide were significantly more likely to also report weapon carrying (OR=1.66), being forced to have sexual intercourse (OR=2.60), huffing glue (OR=1.63), participating in sports (OR=1.52), depression (OR=10.96), hard drug use (OR=2.18), and being a minority (OR=1.93). Furthermore, analyses of 1991 – 2007 YRBS data revealed that these gender specific risks have remained fairly constant over time. These findings will help guide prevention and intervention strategies to prevent suicide and suicidal behaviors among both girls and boys.

Tyrimo tikslas - nustatyti save žalojančių ir turinčių savižudiškų tendencijų 16-19 metų mokinių asmenybės savybių ypatumus. Tyrime dalyvavo 174 mokiniai (71 mergaitė ir 103 berniukai). Siekiant atskleisti paauglių agresyvumo bruožą, buvo pasirinktas A. H. Buss ir M. Perry (1992) Agresijos klausimynas (angl. The Buss–Perry Aggression Questionnaire), tyrime naudojamos dvi agresyvumo skalės: fizinė agresija ir priešiškumas. Savigarbai matuoti, pasirinkta M. Rosenberg (1965) Savigarbos skalė (angl. Rosenberg Self-Esteem). Siekiant atskleisti paauglių saviveiksmingumo bruožą, pasirinkta R. Schwarzer ir M. Jerusalem (1995) Saviveiksmingumo skalė (angl. General Self-Efficacy scale). Impulsyvumo savybei matuoti pasirinkta E. S. Barratt (1995) Motorinio impulsyvumo skalė (angl. Motor Impulsiveness, Baratt Impulsiveness Scale). Neurotiškumo savybei matuoti buvo pasirinkta H ir S. Eysenck klausimyno (EPQ) (1986) neurotiškumo skalė. Sąmoningai save žalojančiam elgesiui matuoti naudota V. Jonušės (2010) sudaryta skalė, o savižudiškų tendencijų turinčiam elgesiui L. Šeibokaitės (2008) sudaryti klausimai. Rezultatai rodo, kad sąmoningai save žalojantys, turintys savižudiškų tendencijų ir tik turintys savižudiškų tendencijų berniukai pasižymi didesniu nurotiškumo, impulsyvumo, priešiškumo lygiu bei tik turintys savižudiškų tendencijų pasižymi ir didesniu fizinės agresijos lygiu, palyginus su to nedarančiais berniukais. Kontroliuojant savybių tarpusavio ryšius impulsyvumo, fizinės... [toliau žr. visą tekstą] / The aim - to identify personality traits characteristics between 16-19 age school children with deliberate self-harm and suicidal behavior The study included 174 school children (71 females and 103 males). A. H. Buss ir M. Perry (1992) Aggression Questionnaire was applied to measure school children aggression; two scales used in this study: hostility, physical aggression. To measure self-esteem was chosen M. Rosenberg (1965) Self-Esteem scale. To measure children‘s self-efficacy were applied R. Schwarzer ir M. Jerusalem (1995) General Self-Efficacy scale. Impulsivity was measured by E. S. Barratt (1995) Motor Impulsiveness, Baratt Impulsiveness Scale. To measure neuroticism were applied H and S. Eysenck personality questionnaire (EPQ) (1986). To measure deliberate self-harm we used the scale created by V.Jonušė (2010), for suicidal tendencies – questions created by L. Šeibokaitė (2008). The results show that boys who deliberately self-harm and show suicidal behavior, and those who have only suicidal tendencies, but don‘t self-harm, have a higher impulsivity, hostility, neuroticism levels and those who have only suicidal tendencies also have higer physical aggression level, compared with boys who don‘t show such behavior. Controlling the relations between personality traits, impulsivity, hostility and physical aggression importance for boys self-harm and suicidal behavior disappears. Boys self-esteem and self-efficacy are not related to boys deliberately self-harm and... [to full text]

The incidence of suicide attempts and completions during academically gifted students' attendance at state-supported, residential high schools was the subject of this study. School personnel's perceptions of this environment, roles in identifying students at-risk for attempting suicide, and knowledge about suicide were also studied. Five schools participated in this study. Initial interviews were conducted with each school's director, measuring the incidence of suicide utilizing an adaptation of a survey developed by M. Hayes and R. Sloat (1990). Questionnaires distributed to personnel included questions about knowledge about the school's history concerning suicide, perceptions of the environment, and knowledge about suicide. The adaptation of Hayes and Stoat's survey was included in questionnaire materials, along with the School-Level Environment Questionnaire (Rentoul & Fraser, 1983) and 11 true/false statements measuring knowledge of suicide. A total of 83 questionnaires were completed. Telephone interviews were conducted with a random sample of 21 personnel who completed the questionnaire. These interviews consisted of open-ended questions measuring the environment of these schools and perceived roles of personnel in identifying students at-risk for suicide. Descriptive and qualitative analyses were conducted. Ten attempts and two completions occurred among 4899 students. Suicide attempts and completions were measured to be .20% and .04% respectively. These findings indicate that these schools need to be prepared in order to prevent suicide among this population. The environment of these schools was one of affiliation, autonomy, and innovativeness. However, affiliation predominately existed within specific departments and/or divisions. Personnel characterized their roles in suicide prevention as unofficial because of lack of time, academic priorities, and other individuals who were better equipped to respond to students. Even though personnel considered their roles unofficial, they attempted to meet students' emotional needs through support, observation, and involvement. Knowledge of suicide was observed in the areas of incidence of suicide among adolescents, importance of warning signs, factors increasing risk, and need for intervention. Respondents were less knowledgeable about the rate of suicide among adolescents, factors not increasing risk, and myths about suicide. / Department of Educational Psychology

Thesis (M.H.A.)--University of Michigan, 1965.

Thesis (M.H.A.)--University of Michigan, 1965.

Thesis (M.N.)--Memorial University of Newfoundland, School of Nursing, 2001. / Typescript. Bibliography: leaves 86-89.

Thesis (M.N. (Clinical))--Victoria University of Wellington, 2009. / Includes bibliographical references.

No description available.

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 operators working the emergency line 112 receive, evaluate and handle information about the type of incidence while performing their job. They also receive situations where they handle emergency calls dealing with suicides. Talking to a person with suicidal intent is an extremely stressful and mentally challenging situation. Operators are well aware when handling a suicide call a human life hangs in the balance. They are the ones which can discourage the intention of suicide or lose the caller. Due to the seriousness of the matter it is really essential that the operators are professionally prepared to handle such calls and successfully deal with this challenging situation. The thesis deals with the handling of suicide calls on the single European emergency line 112 in the South Bohemia and Plzen regions. I established two goals for the diploma thesis. The first objective is to compare the professional preparation of the emergency line 112 operators for handling suicide calls in the South Bohemia and Plzen regions. The second is to create a proposal for increasing the training preparedness of the emergency line 112 operators for dealing with suicide calls. The thesis is divided into a theoretical and practical part. The theoretic part covers the basic concepts of the topic of suicide. In general the reader becomes familiar with the basic concepts, such as forms, motives, causes, developmental stages, methods or risk factors for suicidal tendencies, past and present social attitudes and other facts are described. Further the issue of crisis intervention is clarified from the point of view of the emergency call 112 centers and their operators. The theoretical part of the thesis relies on the knowledge based on the analysis, synthesis and research from available sources dealing with this issue. Printed books, magazines, journals, laws, statutory regulations and methodology of the Czech Republic Fire and Rescue Service, Fighting rule of Fire protection units, Catalog File of Type Activities and electronic sources were used as references. To achieve the purpose and obtain answers to the research question, the qualitative methodology of research was used in the thesis. In both regions, on the basis of a questionnaire survey, readiness of the emergency number 112 operators to handle calls from individuals contemplating suicide was evaluated and the research question answered. Response to the research question proved that professional preparedness of the operators of emergency number 112 for handling calls related to suicide requires the operators possess additional professional knowledge and skills. Based on the data from the questionnaire survey and a study of the professional literature, design methodology is developed to enhance professional preparation service emergency number 112 suicide calls. The results from the questionnaire survey indicated that not all the operators demonstrated the same knowledge level and skills and that regularly all of them do not go through the same training on the theme of suicide. Therefore in design methodology, training divided by each category is incorporated. For each category, a schedule, structure and content of the training is elaborated and a suitable trainer is recommended. In the discussion and conclusion of this thesis there are further useful recommendations listed which relate to the research topic, however they are not part of the above mentioned methodology.