Does a Gatekeeper Suicide Prevention Program Work in a School Setting? Evaluating Training Outcome and Moderators of Effectiveness

The current study sought to evaluate the suicide prevention gatekeeper training program QPR (Question, Persuade, and Refer) among school personnel using a non‐equivalent control group design. Substantial gains were demonstrated from pre‐ to post‐test for attitudes, knowledge, and beliefs regarding s...

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Bibliographic Details
Published in:Suicide & life-threatening behavior 2009-12, Vol.39 (6), p.671-681
Main Authors: Tompkins, Tanya L., Witt, Jody, Abraibesh, Nadia
Format: Article
Language:English
Subjects:
Adolescents
Adult
Age
Analysis of Variance
Attitude Change
Behavior
Beliefs
Biological and medical sciences
Chi-Square Distribution
Community
Community Involvement
Control Groups
Cooperation
Disease control
Female
Health Knowledge, Attitudes, Practice
Humans
Inservice Training
Male
Medical sciences
Mental health
Middle Aged
National Surveys
Pretests Posttests
Prevention
Prevention. Health policy. Planification
Prior Learning
Program Evaluation
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Research Design
Rural schools
School districts
School Personnel
Schools
Scores
Self Efficacy
Social psychiatry. Ethnopsychiatry
Suicide
Suicide - prevention & control
Suicides & suicide attempts
Surveys and Questionnaires
Teaching
Tests
Time Factors
Youth
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Description
Summary:The current study sought to evaluate the suicide prevention gatekeeper training program QPR (Question, Persuade, and Refer) among school personnel using a non‐equivalent control group design. Substantial gains were demonstrated from pre‐ to post‐test for attitudes, knowledge, and beliefs regarding suicide and suicide prevention. Exploratory analyses revealed the possible moderating effects of age, professional role, prior training, and recent contact with suicidal youth on QPR participants' general knowledge, questioning, attitudes toward suicide and suicide prevention, QPR quiz scores, and self‐efficacy. The need for replication using a more rigorous experimental design in the context of strong community collaboration is discussed.
ISSN:0363-0234
1943-278X
DOI:10.1521/suli.2009.39.6.671