The Use of Simulations to Assess the Impact of an Adolescent Suicide Response Curriculum

This study employed simulations of encounters with suicidal peers to assess the impact of classroom suicide response lessons. Students were asked to anonymously write how they would respond, and how concerned they would be in regard to two vignettes of troubled peers. On the posttest, students who h...

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Bibliographic Details
Published in:Suicide & life-threatening behavior 1996-12, Vol.26 (4), p.359-364
Main Authors: Kalafat, John, Gagliano, Carla
Format: Article
Language:English
Subjects:
Adolescent
Adolescent Behavior
Adolescents
Adult
Adult and adolescent clinical studies
Adults
Ambiguity
Ambiguity (Context)
Biological and medical sciences
Classrooms
Community Relations
Community Resources
Consultants
Control Groups
Curricula
Curriculum
Curriculum Evaluation
Feedback (Response)
Female
Females
Gender Differences
Gender Identity
Grade 8
Group Discussion
Health Education
Humans
Junior High School Students
Junior High Schools
Male
Males
Medical Education
Medical sciences
Mental health
Middle Schools
Peer Group
Peers
Predictive Validity
Pretests Posttests
Prevention
Principals
Program Evaluation
Psychological Studies
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Risk Assessment
Role Playing
School Schedules
Sex Differences
Simulation
Student Attitudes
Student Evaluation
Students
Suburban areas
Suicidal behavior
Suicide
Suicide - prevention & control
Suicide - psychology
Suicides & suicide attempts
Treatment Outcome
Validity
Vignettes
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Description
Summary:This study employed simulations of encounters with suicidal peers to assess the impact of classroom suicide response lessons. Students were asked to anonymously write how they would respond, and how concerned they would be in regard to two vignettes of troubled peers. On the posttest, students who had participated in the classes provided significantly more “tell an adult” responses than those in the control group, whereas no differences existed between the groups on the pretest. On both the pretest and posttest, all students expressed greater concern on the unambiguous vignette (student said that he has been thinking about killing himself) than on the ambiguous vignette (student wrote an essay about final decisions); and, overall, females expressed greater concern than males. These results provide evidence for the efficacy of the classes and the utility of the simulations for assessing their impact.
ISSN:0363-0234
1943-278X
DOI:10.1111/j.1943-278X.1996.tb00839.x