Sarah N Keller1, Tim Wilkinson2. 1. Department of Communication & Theater, Montana State University Billings, 1500 University Drive, Billings, MT 59101, (406) 896-5824, skeller@msubillings.edu. 2. Professor and Charles L. Boppell Dean, School of Business, Whitworth University, 300 W. Hawthorne Road, Spokane, WA 99251, (509) 777-4567, twilkinson@whitworth.edu.
Abstract
PURPOSE: This study examined whether a community-based suicide prevention project could increase willingness to seek professional help for suicidal ideation among eastern Montana youth. DESIGN: Online surveys were administered at baseline (N = 224) and six months post-test (N = 217) consisting of the Risk Behavior Diagnosis Scale (RBD), self-report questions on suicidality, willingness to engage with suicide prevention resources, and willingness to communicate with peers, family members, teachers or counselors about suicide. FINDINGS: A comparison of means within groups from pre- to post-test showed increases in self-efficacy for communicating about suicidal concerns with a teacher, school counselor or social worker; increases in self-efficacy for helping others; and increases in response-efficacy of interpersonal communication about suicide with a teacher, school counselor or social worker. PRACTICAL IMPLICATIONS: Young adults need to be willing and able to intervene in life-threatening situations affecting their peers. In step with narrative empowerment education, personal experiences can be used to communicatively reduce peer resistance to behavior change. ORIGINALITY: Health communicators tend to rely on overly didactic education and awareness-raising when addressing suicide prevention. This research shows the importance of direct and personal forms of influence advocated by social marketing professionals.
PURPOSE: This study examined whether a community-based suicide prevention project could increase willingness to seek professional help for suicidal ideation among eastern Montana youth. DESIGN: Online surveys were administered at baseline (N = 224) and six months post-test (N = 217) consisting of the Risk Behavior Diagnosis Scale (RBD), self-report questions on suicidality, willingness to engage with suicide prevention resources, and willingness to communicate with peers, family members, teachers or counselors about suicide. FINDINGS: A comparison of means within groups from pre- to post-test showed increases in self-efficacy for communicating about suicidal concerns with a teacher, school counselor or social worker; increases in self-efficacy for helping others; and increases in response-efficacy of interpersonal communication about suicide with a teacher, school counselor or social worker. PRACTICAL IMPLICATIONS: Young adults need to be willing and able to intervene in life-threatening situations affecting their peers. In step with narrative empowerment education, personal experiences can be used to communicatively reduce peer resistance to behavior change. ORIGINALITY: Health communicators tend to rely on overly didactic education and awareness-raising when addressing suicide prevention. This research shows the importance of direct and personal forms of influence advocated by social marketing professionals.
Authors: Peter A Wyman; C Hendricks Brown; Jeff Inman; Wendi Cross; Karen Schmeelk-Cone; Jing Guo; Juan B Pena Journal: J Consult Clin Psychol Date: 2008-02
Authors: Gil Zalsman; Keith Hawton; Danuta Wasserman; Kees van Heeringen; Ella Arensman; Marco Sarchiapone; Vladimir Carli; Cyril Höschl; Ran Barzilay; Judit Balazs; György Purebl; Jean Pierre Kahn; Pilar Alejandra Sáiz; Cendrine Bursztein Lipsicas; Julio Bobes; Doina Cozman; Ulrich Hegerl; Joseph Zohar Journal: Lancet Psychiatry Date: 2016-06-08 Impact factor: 27.083