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dc.contributor.authorGrosselli, Luna
dc.contributor.authorHerzog, Kristina
dc.contributor.authorAseltine, Robert H
dc.contributor.authorBalazs, Judit
dc.contributor.authorCarli, Vladimir
dc.contributor.authorCiffone, Jerry
dc.contributor.authorDe Leo, Diego
dc.contributor.authorvan der Feltz-Cornelis, Christina
dc.contributor.authorHawton, Keith
dc.contributor.authorHegerl, Ulrich
dc.contributor.authorKolves, Kairi
dc.contributor.authorKutcher, Stan
dc.contributor.authorMehlum, Lars
dc.contributor.authorNiederkrotenthaler, Thomas
dc.contributor.authoret al.
dc.date.accessioned2021-05-31T00:59:03Z
dc.date.available2021-05-31T00:59:03Z
dc.date.issued2021
dc.identifier.issn0227-5910
dc.identifier.doi10.1027/0227-5910/a000783
dc.identifier.urihttp://hdl.handle.net/10072/404760
dc.description.abstractBackground: 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherHogrefe
dc.relation.ispartofjournalCrisis
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchCommunication and media studies
dc.subject.fieldofresearchPublic health
dc.subject.fieldofresearchSocial work
dc.subject.fieldofresearchClinical and health psychology
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode4410
dc.subject.fieldofresearchcode4701
dc.subject.fieldofresearchcode4206
dc.subject.fieldofresearchcode4409
dc.subject.fieldofresearchcode5203
dc.titleDos and Don’ts in Designing School-Based Awareness Programs for Suicide Prevention
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationGrosselli, L; Herzog, K; Aseltine, RH; Balazs, J; Carli, V; Ciffone, J; De Leo, D; van der Feltz-Cornelis, C; Hawton, K; Hegerl, U; Kolves, K; Kutcher, S; Mehlum, L; Niederkrotenthaler, T; et al., Dos and Don’ts in Designing School-Based Awareness Programs for Suicide Prevention, Crisis, 2021
dcterms.licensehttps://creativecommons.org/licenses/by-nc/4.0/
dc.date.updated2021-05-30T21:21:08Z
dc.description.versionVersion of Record (VoR)
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorKolves, Kairi
gro.griffith.authorDe Leo, Diego


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