This research was supported through a grant from the Jeffrey Gutin Fund of the Suicide Prevention Partnership and a SAMHSA youth suicide prevention grant. “This publication draws substantially on materials and information originally developed by the Jeffrey Gutin Fund of the Suicide Prevention Partnership, working in conjunction with (the Authors' Institution). All statements, findings, opinions, and recommendations expressed herein are those of the authors and do not necessarily represent the views of either the Partnership or (Authors' Institution).” The views and opinions contained in the publication also do not necessarily reflect those of SAMHSA or the U.S. Department of Health and Human Services, and should not be construed as such.
Frameworks: a community-based approach to preventing youth suicide†
Article first published online: 2 JUL 2009
© 2009 Wiley Periodicals, Inc.
Journal of Community Psychology
Volume 37, Issue 6, pages 684–696, August 2009
How to Cite
Baber, K. and Bean, G. (2009), Frameworks: a community-based approach to preventing youth suicide. J. Community Psychol., 37: 684–696. doi: 10.1002/jcop.20324
- Issue published online: 2 JUL 2009
- Article first published online: 2 JUL 2009
Few youth suicide prevention programs are theory based and systematically evaluated. This study evaluated the pilot implementation of a community-based youth suicide prevention project guided by an ecological perspective. One hundred fifty-seven adults representing various constituencies from educators to health care providers and 131 ninth-grade students received training and participated in the evaluation. Analysis of questionnaire data collected before and after the trainings indicated significant increases in knowledge about youth suicide and belief in the usefulness of mental health care among adults and students. Adults' preparedness to help youth also increased. Students' sense of responsibility to help their peers who might be at risk for suicide increased from pre- to posttraining, as well as the likelihood that these trained students would seek adult assistance immediately if they were concerned about a peer. The results of these analyses are discussed in the context of qualitative information collected through individual interviews with key community contacts. © 2009 Wiley Periodicals, Inc.