Suicide Prevention Program on a Diverse College Campus: Examining the Effectiveness of a Peer-to-Peer Model

With the high prevalence of college students experiencing psychological distress, it is becoming increasingly important to provide prevention and early intervention programs in addition to traditional psychological counseling services. This study examined the effectiveness of a suicide prevention program led by peer educators/trainers on a diverse college campus. Twenty-five suicide prevention workshops were conducted with 479 attendees. Preworkshop and postworkshop assessments revealed significant improvements in participants’ knowledge of suicide and resources. Recommendations for campus-wide suicide prevention efforts using diverse peer educators that reflect the students’ demographic and cultural background, recruitment strategies, and utilization of outreach programming in suicide prevention.     

Evaluating Question,Persuade, Refer (QPR) Suicide Prevention Training in a College Setting

This study assesses short-term and long-term learning outcomes of Question, Persuade, Refer (QPR) suicide prevention training in a college setting. Two hundred seventy-three participants completed pretest, posttest, and follow-up surveys regarding suicide prevention knowledge, attitudes, and skills. Results indicated: (a) increases in suicide prevention knowledge, attitudes, and skills both from the pretest to the posttest and from the pretest to the follow-up test on 8 items (warning signs, how to ask about suicide, influencing help-seeking, how to get help, knowledge of local resources, talking about resources, accompanying person to get help, and calling a crisis line); and (b) short-term increases on 2 items (suicide prevention facts and appropriateness of asking about suicide). Implications for campus-wide suicide prevention efforts are discussed.     

Building and Maintaining an Effective Campus-Wide Coalition for Suicide Prevention

Preventing suicide is a commonly shared priority among college administrators, faculty, staff, students, and family members. Coalitions are popular health promotion mechanisms for solving community-wide problems and are valuable in campus-wide suicide prevention efforts. This article provides an example of an effective suicide prevention coalition. Recommendations are offered for other campus-based suicide prevention coalitions. These suggestions are based upon the steps taken to create and implement a suicide prevention coalition at our institution and feedback from our coalition members. Attention is paid to challenges in building and implementing coalitions. Data are provided with regard to perceptions of the coalition's efforts on campus. Future directions for effective coalitions are offered.     

论犯罪性自杀

犯罪性自杀既是一种自杀行为，又是一种犯罪行为。犯罪性自杀有报复型犯罪性自杀、怜悯型犯罪性自杀和教型犯罪性自杀。在实践中应注意区分犯罪性自杀与犯罪自杀、犯罪性自杀与自杀性违法犯罪的界限。防治犯罪性自杀，刑罚的效果是微不足道的，应着眼于消除促使其产生的各种因素。     

新形势下大学生自杀的原因及预防对策

大学生自杀预防是一项系统工程。预防大学生自杀要加强大学生成"人"教育;创设和谐的社会环境;组建温馨家庭环境;健全大学生自杀预防机制。     

College Student Suicide

This article reviews the topic of college student suicide. Empirical and theoretical studies are reviewed. The research is presented in distinct sections. First, we present background information on college student suicide emphasized in a select number of cited literature reviews, followed by a review of a select number of key quantitative studies aimed at investigating risk factors and predictors of suicide among the college student population. Next, we discuss a select number of articles offering suggestions for the treatment and prevention of suicide based on the literature, including those articles that specifically explain developed prevention programs. Finally, obstacles to prevention are examined. Recommendations and future directions for research and practice are examined, which are particularly significant in light of tragic events on many different college campuses in recent years.     

System constraints on efficacious teacher behaviours in school-based suicide prevention initiatives; a qualitative study of teacher views and experiences

International concern about youth suicide has led to a growing consensus that schools are a potentially important location for suicide prevention efforts. The present study investigated the experiences and perceptions of teachers regarding a role in youth suicide prevention through semi-structured interviews which were analysed using Interpretative Phenomenological Analysis. Three themes are reported which contribute to an understanding of the construction of teacher efficacy in relation to a role in suicide prevention: baseline mastery, threats to efficacy and tension between personal and professional identities. The results indicate a mix of positive and negative experiences relating to personal, process and systemic factors. Positive elements were associated with the pastoral role. Negative experiences related to referral pathways and broader systems of care. Implications for the development of school-based suicide prevention programmes and for conceptualising processes of change in school systems are discussed.     

School psychologists and suicide risk assessment: Role perception and competency

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 well-positioned 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.     

24例精神病人院外自杀死因分析与预防

目的：通过分析调查精神病人院外自杀死亡的各种因素,降低自杀死亡率．方法：回顾性调查研究2000-2003年间经住院治疗出院后的院外自杀死亡的24例精神病人的病种、病程、自杀方式、年龄、季节、文化程度及各种生理、心理、社会因素．结果：自杀以男性多见,年龄在20-30岁和40-50岁两个年龄段,文化程度以初中及以下多见,住院2-3次多见,职业以农民多见,疾病种类以精神分裂症多见,自杀方式以服大量抗精神病药多见,自杀春夏季高于秋冬季．自杀因素有社会环境、家庭、疾病影响,药物副反应及其它等．结论：精神病人院外自杀预防应以社会、家庭、医生共同参与帮助为较好途径,早期发现,早期干预和治疗是减少自杀死亡的关键．     

大学生自杀行为及预防与干预对策

近几年来，在校大学生自杀事件频频发生，大学生已成为自杀的高危人群。其危害已经引起了社会各界的普遍关注。成为高校无法回避的难题之一。文章对大学生自杀现象进行了分析，并在此基础上提出大学生自杀的预防和干预对策。     

试论20世纪二三十年代上海的自杀预防与救济机制

20世纪二三十年代,上海面临着严重的自杀问题。由此,当时社会的一些有识之士和官方当局为控制和解决此社会问题纷纷从原因、方法、社会控制等方面提出了一些防止自杀的意见和建议,并在此基础上实施了一些预防自杀的措施和对自杀未遂者进行具体的救济,从而在社会中初步构建了一个由官方和社会力量共同参与的自杀预防和救济机制。     

存在论视域中的自杀现象探析

自杀现象的存在论视域包括对自杀者存在、自杀者是什么、自杀者如何自杀等问题的分析和研究。文章旨在从哲学层面揭示自杀现象的本质及形成机制,以探讨和构建行之有效的自杀干预及预防理论和措施。     

大学生自杀意念识别的心理学方法

自杀意念的有效识别是心理危机预防与干预的重要内容.属于内隐的自杀意念会有或多或少相应的外显表现.并且,对自杀意念的外在表征的有效识别,可以大大降低自杀成功的概率.文章尝试走进自杀者的内心,解读他们自杀的深层心理动因,以及把握在认知、言行、情绪及睡眠饮食和生理等方面所流露出的危险信号,并提出六种在访谈过程中用于识别自杀意念的心理学方法.     

青年农民工自杀相关因素及预防策略——以富士康跳楼事件为例

在查阅相关文献资料的基础上,从心理学的角度针对青年农民工自杀的相关影响因素及预防策略进行了分析汇总。结合富士康跳楼事件,提出了缺乏自我价值认同、自我角色混乱、缺乏社会支持系统及＂维特效应＂与青年农民工的自杀密切相关。预防青年农民工自杀需要政府、企业、家庭、心理卫生中心等机构的通力配合。     

大学生自杀现象心理分析

自杀是指个体蓄意或自愿采取各种手段结束自己生命的行为。目前,大学生自杀已成为较为突出的问题。大学生自杀一般要经过自杀动机形成、心理矛盾冲突、自杀者平静三个阶段。大学生的自杀主要与自身人格缺陷、压力、挫折等心理因素有关。针对大学生的自杀,我们应采取加强大学生心理健康教育、加强精神文明建设、对大学生进行挫折承受力的培养和设立心理咨询机构等策略进行预防。     

Collaborative knowledge-making in the everyday practice of youth suicide prevention education

The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites.     

在校大学生自杀的法律责任分析

近年来,在校大学生自杀现象正呈逐年上升趋势。大学生自杀在给家庭带来无尽伤痛的同时,也对高校的学生管理工作提出了新的挑战。大学生自杀法律责任的认定,一直是社会争论的焦点问题之一。本文在对大学生自杀的原因进行逐一分析的基础上,列出了不同情形下高校应承担的法律责任,提出高校对大学生自杀的预防和处理的原则和措施。     

大学生自杀的预防和干预研究

针对我国目前大学生自杀现象不断增加的现状，参照自杀动力理论、自杀行为的发展过程、自杀人群的特征以及一些共同的线索和暗示提出一套有效的预防和干预措施，对于促进大学生健康人格的培养，最大限度地降低该人群自杀率是十分必要的。     

大学生自杀成因的社会学透视

大学生自杀是一种复杂的社会现象,其存在的必然性具有多重的社会原因。大学生自杀的家庭影响、社会文化和高等教育等方面的缺失是其基本成因,这对于构建一个包括社会、学校、家庭在内的“三位一体”的大学生自杀防控体系具有重要意义。     

Campus Suicide Prevention:

The role of the counseling center director in a suicide prevention program is to maximize his/her staff's effectiveness, both presently and in the future. To do this, the director must carry out and/or oversee a broad range of related activities, including hiring counselors, providing staff development, building campus and community networks, making use of data, developing policies and procedures, handling the media, and providing accountability. Issues surrounding each of these activities are discussed as they relate to suicide prevention.