Short- and Long-Term Impact of an Undergraduate Suicidology Course

Suicide stigma measures: A scoping review

BACKGROUND

Worldwide, approximately 800,000 people die by suicide every year, and non-fatal suicidal thoughts and behaviours are common. Stigma is likely a major barrier to preventing suicide. The purpose of our review is to scope the development, psychometric properties and use of measures that explicitly seek to measure the construct of suicide stigma.

METHODS

We conducted a scoping review. We searched PubMed, PsycINFO, Embase and CINAHL using search terms related to suicide, stigma and measures/scales with no date limits. We included any measure the authors defined as measuring suicide-related stigma. Only peer-reviewed articles published in English were included.

RESULTS

We included 106 papers discussing 23 measures of suicide stigma; 82 provided data on psychometric properties. Measures assessed personal or public stigma; and stigma toward a range of suicidal phenomena (e.g., suicidal thoughts, those bereaved by suicide). 'Stigma' definitions varied and were not always provided. The Grief Experience Questionnaire, Suicide Opinion Questionnaire and Stigma of Suicide Scale were the most commonly cited. Measures varied in the strength of their psychometric properties.

LIMITATIONS

We only included papers in English. Because we included any measures authors defined as measuring suicide stigma, we may have included measures not commonly considered as measures of suicide stigma, and conversely we might have excluded relevant measures because they did not use the term 'stigma'.

DISCUSSION

This review aimed to assist in better understanding available suicide stigma measures, their strengths and weaknesses and current uses, and will inform the development of future suicide stigma measures.

Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education

BACKGROUND

There has been limited attention to the development and delivery of tertiary suicide prevention curricula. The aim of this work was to describe the status of postgraduate suicide prevention education, with specific attention on examining the needs of the suicide prevention sector in Australia.

METHOD

An online survey was completed by 76 stakeholders in Australia. Current curriculum learning outcomes from Griffith University's postgraduate suicidology programs guided the development of the survey.

RESULTS

Four key learning domains were rated highest in importance by stakeholders. According to most stakeholders, skills-based qualifications were the most relevant type of qualification, and online modulized education was the most preferred delivery mode. Half of stakeholders supported suicide prevention professional development through a combination of financial support and study leave.

CONCLUSIONS

The survey provided invaluable feedback regarding the priorities of Australia's suicide prevention sector for content domains and delivery mechanisms for tertiary suicidology education. The findings showed the preferred type of organizational (employer) support that may be provided for employees to undertake such education. These findings will inform the future developments of Griffith University's suicidology programs and may motivate other universities to consider offering same or a similar type of education to support the suicide prevention sector toward saving lives.

Factors associated to suicide risk in stricto sensu postgraduate students: a cross-sectional study

OBJECTIVE

to analyze factors associated to suicide risk in postgraduate students.

METHOD

a cross-sectional analytical study, developed with 565 stricto sensu postgraduate students from August to September 2019. Data collection took place using a validated instrument containing demographic, socioeconomic, health and academic variables; as well as variables of Module C of the Mini International Neuropsychiatric Interview (MINI), version 5.0; of the CAGE (Cut down, Annoyed by criticism, Guilty and Eye-opener) questionnaire; and the Depression, Anxiety and Stress Scale (DASS-21). Descriptive and multiple statistical analysis was performed using the Poisson regression model, with a significance level of 5%.

RESULTS

40.8% prevalence of current suicide risk. The following variables were associated to current suicide risk: age > 30 years old (p=0.029), absence of faith (p=0.015), depression (p<0.001) and anxiety (p=0.018) symptoms, use of psychotropic drugs during the course (p<0.001), not having a meaningful and inspiring academic work (p=0.013), not having a good relationship with colleagues from the postgraduate school (p=0.033), having family relationship impaired by the demands of the postgraduate school (p=0.036) and concern about the financial situation (p=0.048).

CONCLUSION

a high prevalence of current suicide risk was identified among postgraduate students, as well as a significant association of this risk with demographic, socioeconomic, academic and health variables.

Integrating Interprofessional Education into Suicide Prevention Training: Results from A Pilot Evaluation

Suicide prevention training for health professions students is lacking, often occurring in disciplinary silos. The present study reports outcomes from an interprofessional education (IPE)-based suicide prevention course for health professions students across a variety of disciplines (e.g., social work, counseling, public health). Using a quasi-experimental design, students either took part in a fully online or blended version of the course. Primary outcomes included: (1) significant moderate-to-large positive gains in suicide prevention knowledge, perceived clinical care skills, and perceived ability to help self-harming patients; (2) moderate positive shifts in sensitivity to risk factors of those who died by suicide; (3) non-significant impacts on IPE-related outcomes; (4) overall high course satisfaction; and (5) students in the blended course preferred several interactive methods more than students in the online course version (large effects). Recommendations are provided for course revision and future implementation in educational and community-based settings.