The present study was designed to compare the relative effectiveness of two methods of presenting suicide intervention training to college students. Three experimental conditions were: (1) Modeling and Role Play, (2) Lecture and Handouts, (3) Control. The primary dependent measure was a Simulated Suicidal Interaction in which students interacted for 15 minutes with a confederate who was acting suicidal. Dependent measures also included two paper and pencil tests: (1) the Knowledge of Suicide Test (KOST)--a 30 item, multiple choice test and (2) Suicide-Related Vignettes--five essay questions. It was predicted that those in the Role Play group would score significantly higher on the Simulated Suicidal Interactions--a prediction which was supported. It was also expected the Lecture group would score significantly higher on the paper and pencil measures. This was partially supported. On the KOST, the Lecture group scored significantly higher than the Role Play group, but on the Vignettes, the two experimental groups were not significantly different. The experimental groups scored significantly higher than the Control group on all dependent measures. Results suggest that the Role Play method of training may be superior to the Lecture method in teaching students to (1) recognize potentially-suicidal individuals, (2) ask that individual if they are feeling suicidal, and (3) act appropriately by referring the individual to a professional. / Source: Dissertation Abstracts International, Volume: 51-02, Section: B, page: 0974. / Major Professor: Charles H. Madsen, Jr. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78180 |
| Contributors | Abbey, Karen Jeanne., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 111 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.002 seconds