University Students' Perceived Self‐Efficacy in Identifying Suicidal Warning Signs and Helping Suicidal Friends Find Campus Intervention Resources

Currently, suicide is the third leading cause of death among youth 18 to 24 years of age and the second leading cause of death on college campuses. A sample of students (N = 1,019) from three midwestern universities were surveyed regarding their perceived self‐efficacy in identifying suicide warning signs and campus suicide intervention resources. The results indicated that 11% strongly believed they could recognize a friend at suicidal risk, while 17% strongly believed they could ask a friend if he or she was suicidal. Students who had received high school suicide prevention education and who had ever had a family member or friend express suicidal thoughts to them were those most confident in recognizing a friend at risk, asking a friend if he/she is suicidal, and helping a friend to see a counselor. Most (71%) were not aware of on‐campus help resources. These findings underscore the importance of suicide prevention education throughout the high school and college years.     

Affective-Evaluative Learning in Humans: A Form of Associative Learning or Only an Artifact?

The status of evaluative conditioning (EC) as a distinct form of associative learning was called in question by Field and Davey (1997, 1998, 1999), who argued that in the typical visual EC paradigm, nonassociative visual concept learning is responsible for the evaluative changes observed. Especially, the use of only within-subject control conditions instead of independent control groups was criticized. The present three experiments show (a) that EC effects can be demonstrated within another sensory modality than visual perception and (b) that EC effects are demonstrable in a between-subject design (including a successful replication attempt). A further result was that these EC effects do not require participants' conscious awareness. The data provide no support for an artifactual account of EC but suggest an interpretation of EC as a form of associative learning.     

Decomposing implicit associations about life and death improves our understanding of suicidal behavior

The Death/Suicide Implicit Association Test (IAT) is effective at detecting and prospectively predicting suicidal thoughts and behaviors. However, traditional IAT scoring procedures used in all prior studies (i.e., D-scores) provide an aggregate score that is inherently relative, obfuscating the separate associations (i.e., “Me = Death/Suicide,” “Me = Life”) that might be most relevant for understanding suicide-related implicit cognition. Here, we decompose the D-scores and validate a new analytic technique called the Decomposed D-scores (“DD-scores”) that creates separate scores for each category (“Me,” “Not Me”) in the IAT. Across large online volunteer samples (N > 12,000), results consistently showed that a weakened association between “Me = Life” is more strongly predictive of having a history of suicidal attempts than is a stronger association between “Me = Death/Suicide.” These findings replicated across three different versions of the IAT and were observed when calculated using both reaction times and error rates. However, among those who previously attempted suicide, a strengthened association between “Me = Death” is more strongly predictive of the recency of a suicide attempt. These results suggest that decomposing traditional IAT D-scores can offer new insights into the mental associations that may underlie clinical phenomena and may help to improve the prediction, and ultimately the prevention, of these clinical outcomes.     

A Psychometric Investigation of the Suicide Status Form II with a Psychiatric Inpatient Sample

We investigated the psychometric validity and reliability of the Suicide Status Form‐II (SSF‐II) developed by Jobes, Jacoby, Cimbolic, and Hustead (1997) . Participants were 149 psychiatric inpatients (108 suicidal; 41 nonsuicidal) at the Mayo Clinic. Each participant completed assessment measures within 24 hours of admission and 48–72 hours later. Factor analyses of the SSF core assessment produced a robust two‐factor solution reflecting chronic and acute response styles. The SSF core assessment had good to excellent convergent and criterion validity; pre‐post SSF ratings also demonstrated moderate test‐retest reliability. The results replicated previous research and show that the SSF‐II is psychometrically sound with a high‐risk suicidal inpatient sample.     

Assessment of Depression and Suicidal Actions: Agreement between Suicide Attempters and Informant Reports

Knowledgeable informants may be able to provide useful information about depressive symptoms and suicidal actions when a suicidal patient is uncooperative with a clinical interview or not available for a psychiatric evaluation. The present study was designed to examine information gathered from psychiatric inpatients who had attempted suicide as compared to similar information obtained from a close friend or family member. From a larger sample of adult psychiatric inpatients diagnosed with major depression, 25 suicide attempters were assessed and their reports were compared to similar information solicited from a close friend or family member. The assessment focused on depressive symptoms from the SCID and the presence of various suicidal actions. Moderate to high agreement was found on all measures. Psychiatric patients and their informants tended to agree on the presence of depressive symptoms, the presence of recent stressful life events, and specific actions taken during the suicidal crisis, suggesting that informants may be capable of providing useful information about the patient.     

Suicide Ideation and Attempts among Low‐Income African American Adolescents

We examined the impact of risk and protective factors on the odds that African American adolescents seriously think about or attempt suicide. Data from students in grades 5–12 in a mostly urban, southeastern U.S. school district were analyzed. Findings support earlier work documenting differences in gender and grades. Risk factors were uniformly significant in understanding both ideation and attempts. Protective factors were not consistent predictors; the lowering role of religious protective factors was limited, though student's belonging to or their perception of belonging to a spiritual community was a significant factor in lowering the odds of suicide ideation.