Identification of Nearly Fatal Suicide Attempts: Self-Inflicted Injury Severity Form

The Self-inflicted Injury Severity Form (SIISF) was developed as an epidemiological research tool for identifying individuals in hospital emergency departments who have life-threatening self-inflicted injuries. Data were collected from 715 patients with self-inflicted injuries in two large hospitals. In 295 of these cases, a second set of data was independently collected for assessment of interrater reliability. Validity was assessed by comparing the SIISF results with simultaneously collected Risk—Rescue Ratings. Assessment of interrater reliability found that only 2.4% of physicians disagreed on the suicide method used. The kappa statistic for method used was .94, indicating excellent agreement. The SIISF was found to distinguish between severe and less severe injuries. Thus, it appears to provide a simple method to distinguish patients who have life-threatening self-inflicted injuries.     

The Influence of Geographic Mobility on Nearly Lethal Suicide Attempts

T eenagers and young adults are very mobile and mobility has been identified as a potential risk factor for suicidal behavior. We conducted a population‐based, case‐control study of nearly lethal suicide attempts with 153 cases and 513 controls. Study participants were asked about changing residence over the past 12 months. Results indicate that moving in the past 12 months is positively associated with a nearly lethal suicide attempt (adjusted odds ratio of 2.1, with 95% confidence interval of 1.4–3.3), as are specific characteristics of the move (e.g., frequency, recency, distance, and difficulty staying in touch). These findings confirm and extend prior ecologic research by demonstrating a relationship, at the individual level, between the geographic mobility of adolescents and young adults and nearly lethal suicide attempts.     

Urban Thinkscape: Infusing Public Spaces with STEM Conversation and Interaction Opportunities

ABSTRACT

How can we transform places where people gather or wait into hubs for interaction and playful learning? Bus stops offer one setting in which to test this idea. Urban Thinkscape reimagines an everyday bus stop in an under-resourced area as an interaction zone instead of merely a place to wait for a ride. Results suggest that embedding playful learning into architectural design is associated with increases in targeted types of caregiver interaction and child language use. Compared to pre-installation data as well as data from a control site (a neighborhood playground), Urban Thinkscape suggests that we can build public spaces in ways that invite the kinds of interactions known to support later learning in language and STEM.