Helpline: suicide prevention at a suicide site

In an effort to reduce the number of suicides from the Mid-Hutson Bridge in Poughkeepsie, New York, the Dutchess County Department of Mental Hygiene and the New York State Bridge Authority jointly established a suicide prevention phone on the bridge, which is directly connected to a 24-hour psychiatric emergency service. This program is the first known one in which a dedicated suicide prevention helpline has been installed at a site of known suicides and linked with a mental health service. After 2 years of operation, the phone has been used 30 times; the data suggest that most would-be jumpers are ambivalent enough about dying that they will reach out for help/contact if the opportunity exists, and, as a consequence, can be saved.     

The assessment and management of suicide risk: state of workshop education

A systematic search of popular and scholarly databases identified workshops that addressed general clinical competence in the assessment or management of suicide risk, targeted mental health professionals, and had at least one peer-reviewed publication. We surveyed workshop developers and examined empirical articles associated with each workshop. The state of workshop education is characterized by presenting the learning objectives, educational formats, instructor factors, and evaluation studies. Workshops are efficacious for transferring knowledge and shifting attitudes; however, their role in improving clinical care and outcomes of suicidal patients has yet to be determined.     

The relationship between attitudes toward suicide and willingness to pay for suicide prevention: a cross-sectional study in Japan

There are gaps in our knowledge of the role attitudes toward suicide play in determining people’s willingness to participate (WTP) for suicide prevention. We conducted a large nationwide cross-sectional study with the aim of clarifying the relationship between WTP for reducing suicide risk and attitudes toward suicide. Ordinal logistic regression analyses (n = 1771) showed that there were significant associations of WTP for suicide prevention with ‘Suicide as a right’ (β = ?.15, 95% CI: ?.25 to ?.04, p = .006), ‘Preventability/readiness to help’ (β = .81, 95% CI: .69–.94, p < .001) and ‘Common occurrence’ (β = .32, 95% CI: .19–.46, p < .001). ‘Incomprehensibility/unpredictability’ did not show an association with WTP. Taxpayer acceptance for suicide prevention is more likely to be achieved through provision of information that increases endorsement of ‘preventability/readiness to help’ and ‘common occurrence’ factors, and decreases ‘suicide as a right’ scores.     

Community responses to a suicidal crisis: implications for suicide prevention

We conducted a cross‐sectional, random‐digit‐dial survey to evaluate public responses to a hypothetical question: “If someone you knew was suicidal, what would you do first?” Younger people were more likely to call a suicide hotline, and less likely to go to an emergency room (ER) or call 911; immigrants (in the U.S. <15 years) were more likely to call 911, and less likely to call a suicide hotline; African Americans were more likely to go to the ER and call 911; Hispanics were more likely to call 911 but less likely to call a suicide hotline. These results suggest that public messages about hotlines and emergency options for suicidal patients need to be tailored to relevant population characteristics including age, education, ethnicity, and language preferences.     

The contemplation of suicide: Its relationship to irrational beliefs in a client sample and the implications for long range suicide prevention

This study investigated differences in irrational belief systems between clients in psychotherapy who reported they were contemplating suicide and those who reported they were not. The sample included over 95% of all persons aged 16 and over seen for psychotherapy over a six-year period (90 males and 117 females). Those contemplating suicide (N=85) were significantly more irrational on a number of basic dimensions. The general composite picture was that of an individual who sees him/herself as a helpless victim of past and present circumstances who must, nevertheless, perform well, be approved of, and never have anything go wrong; any kind of failure would be awful for it would prove one to be a worthless person. Findings are consistent with other cognitive-behavioral research on suicide. Other approaches to the explanation of suicide are reviewed and criticized, especially those that in Rational-Emotive Therapy terms have made an A-C error.Paul J. Woods, Ph.D., is a Professor of Psychology at Hollins College, an associate fellow and a certified supervisor of training of the Institute for Rational-Emotive Therapy in New York City, and is engaged in part-time private practice in Roanoke, VA.Geri E. Muller is a graduate student in the Master's program in psychology at Hollins College.     

Evidence-based practices project for suicide prevention

Suicide continues to be a serious public health problem. In response to this problem, a myriad of suicide prevention programs have been developed and employed across the United States. Unfortunately, the effectiveness of many of these programs is unknown because they have not been evaluated using rigorous methods. The Evidence-Based Practices Project (EBPP) for suicide prevention was created in 2002 to identify and promote evidence-based suicide prevention programs. In this paper the process and outcomes of the initial EBPP project within the context of the broader evidence-based movement are described, and the EBPPs creation of a best practice registry for suicide prevention is previewed.     

Functional analysis in public schools: a summary of 90 functional analyses

Several review and epidemiological studies have been conducted over recent years to inform behavior analysts of functional analysis outcomes. None to date have closely examined demographic and clinical data for functional analyses conducted exclusively in public school settings. The current paper presents a data-based summary of 90 functional analyses conducted in public school settings from 2006 through 2009 for 69 students. Specifically, we present data on gender, age, race, diagnosis, topography of target behaviors, number of conditions, duration of sessions, duration of analysis, functional outcomes, setting, and person serving the role of therapist. Results suggest that functional analyses in schools are possible, practical, and produce results that are comparable to those in past research.     

The Zuni Life Skills Development Program: a school/community-based suicide prevention intervention

The Zuni Life Skills Development Program, an effective community-initiated and high-school-based suicide prevention intervention, is featured. Development and evaluation of this intervention are followed by note of the specific challenges associated with stabilizing the program. A more tribally diverse, culturally-informed model entitled the American Indian Life Skills Development Curriculum is then presented to illustrate a hybrid approach to the cultural tailoring of interventions. This curriculum is broad enough to address concerns across diverse American Indian tribal groups yet respectful of distinctive and heterogeneous cultural beliefs and practices. Finally, we reflect upon issues in community-based research that emerged during this collaboration.     

The role of the clergyman in suicide prevention

Pastoral Psychology -     

Evaluation of a youth suicide prevention school program

Adolescent suicide is a subject of increasing national concern. In California, this problem was addressed through the implementation of a three-year youth suicide prevention school program established by legislative mandate in 1983. Findings for the first two years of the program indicate significant gains in understanding of youth suicide prevention techniques for those high school students who completed a four-hour training course. School staff and parents completing 90-minute youth suicide awareness seminars indicated that they most appreciated receiving practical advice and resources they could use in responding to a potentially suicidal young person.     

Evaluation of the effectiveness of suicide prevention programs: a methodological perspective

Many studies that attempt to evaluate the effectiveness of treatment programs for suicidal patients are methodologically deficient in one or more areas. This paper outlines six criteria that should be met in designing such investigations: Patients should be randomly assigned to groups; at least 80% of the subjects who were initially enrolled should be followed up; the results should be both statistically significant and clinically important; all clinically relevant outcomes should be reported; the patients must be adequately described; and the new intervention should be feasible in other settings. It is shown that these criteria are both necessary and achievable.