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  • Dos and Don’ts in Designing School-Based Awareness Programs for Suicide Prevention

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    De Leo495993-Published.pdf (189.5Kb)
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    Version of Record (VoR)
    Author(s)
    Grosselli, Luna
    Herzog, Kristina
    Aseltine, Robert H
    Balazs, Judit
    Carli, Vladimir
    Ciffone, Jerry
    De Leo, Diego
    van der Feltz-Cornelis, Christina
    Hawton, Keith
    Hegerl, Ulrich
    Kolves, Kairi
    Kutcher, Stan
    Mehlum, Lars
    Niederkrotenthaler, Thomas
    et al.
    Griffith University Author(s)
    Kolves, Kairi
    De Leo, Diego
    Year published
    2021
    Metadata
    Show full item record
    Abstract
    Background: Despite the promising evidence for the effectiveness of school-based awareness programs in decreasing the rates of suicidal thoughts and suicide attempts in young people, no guidelines on the targets and methods of safe and effective awareness programs exist. Aims: This study intends to distill recommendations for school-based suicide awareness and prevention programs from experts. Method: A three-stage Delphi survey was administered to an expert panel between November 2018 and March 2019. A total of 214 items obtained from open-ended questions and the literature were rated in two rounds. Consensus and stability ...
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    Background: Despite the promising evidence for the effectiveness of school-based awareness programs in decreasing the rates of suicidal thoughts and suicide attempts in young people, no guidelines on the targets and methods of safe and effective awareness programs exist. Aims: This study intends to distill recommendations for school-based suicide awareness and prevention programs from experts. Method: A three-stage Delphi survey was administered to an expert panel between November 2018 and March 2019. A total of 214 items obtained from open-ended questions and the literature were rated in two rounds. Consensus and stability were used as assessment criteria. Results: The panel consisted of 19 participants in the first and 13 in the third stage. Recommended targets included the reduction of suicide attempts, the enhancement of help-seeking and peer support, as well as the promotion of mental health literacy and life skills. Program evaluation, facilitating access to healthcare, and long-term action plans across multiple levels were among the best strategies for the prevention of adverse effects. Limitations: The study is based on opinions of a rather small number of experts. Conclusion: The promotion of help-seeking and peer support as well as facilitating access to mental health-care utilities appear pivotal for the success of school-based awareness programs.
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    Journal Title
    Crisis
    DOI
    https://doi.org/10.1027/0227-5910/a000783
    Copyright Statement
    © 2021 The Author(s) Distributed as a Hogrefe OpenMind. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Specialist studies in education
    Sociology
    Communication and media studies
    Publication URI
    http://hdl.handle.net/10072/404760
    Collection
    • Journal articles

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