“Signs of Suicide” Shows Promise as a Middle School Suicide Prevention Program

Although the Signs of Suicide (SOS) suicide prevention program has been implemented at both the middle and high school levels, its efficacy has been demonstrated previously only among high school students. The current study evaluated SOS implemented in high military impact middle schools. Compared to controls, SOS participants demonstrated improved knowledge about suicide and suicide prevention, and participants with pretest ideation reported fewer suicidal behaviors at posttest than controls with pretest ideation. These results provide preliminary evidence for SOS's efficacy as a suicide prevention program for middle school students.     

Definition and the Question of “Woman”

Within recent feminist philosophy, controversy has developed over the desirability, and indeed, the possibility of defining the central terms of its analysis—"woman,”“femininity,” etc. The controversy results largely from the undertheorization of the notion of definition; feminists have uncritically adopted an Aristotelian treatment of definition as entailing metaphysical, rather than merely linguistic, commitments. A “discursive” approach to definition, by contrast, allows us to define our terms, while avoiding the dangers of essentialism and universalism.     

Against “Transracialism”: Revisiting the Debate

This article critically reflects on some of the themes and assumptions at stake in the “transracialism” controversy, and connects them to important works in critical race theory: namely Rey Chow's notion of “coercive mimeticism” and Sara Ahmed's critique of white liberal multiculturalism. It argues that the analytic account of “race” that Tuvel draws upon in her article—Sally Haslanger's—is politically problematic, both on its own terms and in light of broader reflections on racialized and gendered power relations. In particular, I critique Haslanger's assumption that all racial identities exist on the same conceptual plane: that a single variable definition of “race” can be applied to any particular racialized group—including white and nonwhite racial identities. This erases racialized power relations, especially where, in liberal “multicultural” nations, whiteness constitutes the implied standard against which an appearance of “racial difference” is conjured. Finally, I extend my argument to the issue of treating “race” and gender analogously. Rejecting this move, I propose an alternative way of conceptualizing these as analytically distinct, yet constitutively interdependent, phenomena. In order to situate the debate historically, I consider an example of “racial transgression” from twentieth‐century China.     

“SCIENCE,” “RELIGION,” AND “SCIENCE‐AND‐RELIGION” IN THE LATE OTTOMAN EMPIRE

Many intellectuals wrote texts on the relations between Islam and science in the nineteenth‐century Ottoman Empire. These texts not only addressed the massive social and cultural changes the Empire was going through, but responded to European authors’ claims about the extent to which Islam was compatible with the modern world. Focusing on several texts written in the second half of the nineteenth century by the influential Muslim Ottoman authors Namik Kemal, Ahmed Midhat, and ?emseddin Sami, this article shows the influence of these exigencies on arguments on Islam and science. In order to represent Islam as a respectable religion in harmony with science, these intellectuals defined a “pure Islam” that was a set of basic principles that could be found in the Qur'an. Rather than an embedded way of life, Islam in these texts was an objectified, delimitable entity that could be imagined as having relations with other entities, such as science.     

“Alkie,”“Frat Brother,” and “Jock”: Perceived Types of College Students and Stereotypes About Drinking1

Two studies assessed perceived types of college students and associated stereotypes about drinking. In the first study, 64 university students responded to an open‐ended probe asking them to list types of college students and then rated the amount of drinking done by each of a set of preselected types. In the second study, 236 students responded to the same open‐ended item and directly rated a set of types that had been revised based on Study 1 in terms of drinking and involvement in the academic and sociosexual collegiate subcultures. As hypothesized, consensual responses to the open‐ended probe reflected the college student culture. Also as hypothesized, types of students socially defined in terms of the sociosexual aspects of college (e.g., “fraternity boy”) were rated as likely to drink heavily, whereas types that were seen as being pulled away from college social life, through assumed involvement in academics (e.g., “brain/straight As”), were rated as drinking relatively little. Finally, rated sociosexual involvement was positively correlated, and academic involvement was negatively correlated, with perceived drinking, which supports a central assumption of the framework guiding the research.     

A Review of “Suicidal Intent” Within the Existing Suicide Literature

The results of a systematic literature review that investigated suicide intent are presented. Of the 44 relevant articles identified, 17 investigated the relationships between various suicide risk factors and suicide intent and 25 publications investigated the relationships between suicide intent and various suicide outcomes. Despite recent advancements in the definition and nomological validity of suicide intent, a high degree of variability in the empirical measurement and analysis of suicide intent was found. Such variability limits future research related to measuring suicidal risk and outcomes, reporting suicide intent, or the meaningful comparison of diagnostic approaches or treatments across multiple studies.     

Theoretical Grounding: The “Missing Link” in Suicide Research

This article discusses the strengths and limitations of the current pragmatic focus of research in suicidology and presents an argument for theoretical grounding as a precursor for continued advancement in this area. An existential‐constructivist framework of “meaning creation” is presented as a theoretical heuristic for understanding suicide. This formulation focuses on the basic human quest for meaning and connectedness as the underlying motivations for individual constructions of reality. Finally, the model outlines general areas of challenge and stress that may provide pathways to suicide and provides a general discussion of the implications of the model for research and practice.