[Analysis of Surviving the TeensⓇ Suicide Prevention
and Depression Awareness Program]
[Upadhyay, Shahzadi]
Bloomington High School South
Ivy Tech Community College-Bloomington
Professor Roxanna Allison
[Analysis of Surviving the TeensⓇ Suicide Prevention and Depression Awareness Program]
The purpose of this paper is to analyze the data presented in the research article, “Preliminary Effectiveness of Surviving the TeensⓇ Suicide Prevention and Depression Awareness Program on Adolescents’ Suicidality and Self-Efficacy in Performing Help-Seeking Behaviors,” by Keith A. King, Catherine M. Strunk, and Michael T. Sorter. This article introduces the study of a pilot program, designed to help high school students recognize suicidal ideations, and the program’s effectiveness up to three months after it was introduced. This program, called the “Surviving the TeensⓇ Suicide Prevention and Depression Awareness,” was implemented in Greater Cincinnati high schools in multiple sessions for *how long was the program*. These sessions focused on statistics surrounding suicide and depression in teens, as well as strategies to recognize and reduce suicide. Throughout the program, students were encouraged to strengthen their self-efficacy by learning primary prevention skills to help individuals with suicidal ideations and also to gain awareness surrounding suicidal symptoms.
[Summary of Article]
The “Surviving the TeensⓇ Suicide Prevention and Depression Awareness” program focused on teaching students primary prevention strategies as a response to studies that suggest that 90% of teenagers who commit suicide had a diagnosable mental disorder. These primary prevention strategies included diagnosing suicidal behaviors in oneself or in peers, and learning the coping strategies to support an individual with suicidal thoughts. The program issued a pretest to all of its participants to assess each student’s knowledge base of suicide and its symptoms, in addition to gathering data around students who had previously thought about committing suicide, or knew an individual who had committed suicide. Results from the pretest show that 21.2% of students had seriously considered attempting suicide in the past, with almost half of those students (11.5%) having had those thoughts in the past three months. This data served as a starting point of the program, proving that suicidal thoughts and behaviors are prevalent among high schoolers. The information in the pretest was compared to a posttest as well as a follow up survey to analyze the effectiveness of the educational program over the course of the four sessions it was presented. The posttest data, taken immediately after the four sessions, showed a decrease in individuals seriously considering committing suicide and an increase in students recognizing suicidal symptoms. Three months after the program began, in the follow-up survey, students showed positive progress in their awareness of suicide and its symptoms. The results also showed that students’ suicidal behaviors and depression had decreased since first participating in the program. The data from the follow-up survey shows that students maintained their self-efficacy skills regarding suicide prevention and intervention.
[Purpose of the Research]
The purpose of the research was to implement the pilot program in schools to see how it affected the rates of suicide, suicidal behaviors, and suicide awareness during the course of the program, as well as up to three months after the start of the program.
[Research Questions]
The primary research question was to see how the rates of suicide and suicide ideation were affected by the program.
[Hypotheses]
Though the article does not explicitly state a hypothesis, the program was implemented in hopes to generate progress in reducing suicidal thoughts and behaviors in participants, as well as to increase awareness of suicidal symptoms. The Surviving the TeensⓇ Suicide Prevention and Depression Awareness program is a pilot for future suicide awareness education programs, and according to the data received from participants, it was successful in educating high school students about suicide risk factors and how to recognize them. The program, through its many surveys, proved it was successful in lowering suicidal behaviors and depression risk factors, as well as raising self-efficacy and awareness of suicidal symptoms.
[Variables]
The independent variable is the “Surviving the TeensⓇ Suicide Prevention and Depression Awareness” pilot program that was implemented in the Greater Cincinatti schools. The dependent variables are the rates of suicide, suicide ideation, and help seeking behaviors. These factors depend on the students’ reactions to the program, so they can fluctuate.
[Qualitative or Quantitative Method]
The research is presented through the quantitative method, as the article contains objective measurements and statistical analysis of data collected through surveys in the program.
The pretest, posttest, and follow up survey were all quantitative methods to analyzing the effectiveness of the pilot program. For example, students showed an increase in behavioral intent to help a suicidal friend from the pretest to the post test. However, in the three month follow-up survey, results show that the difference was not maintained. From this data, it can be concluded that suicide should continue to be a topic of discussion in schools in order to reinforce the primary prevention strategies. Without consistent reinforcement, it is possible that students will forget the importance of suicidal advocacy and help-seeking behaviors, just like the follow-up survey suggests.
[Research Used or Entered In]
The research presented in this article directly correlates with my own work on the Indiana Coalition Against Domestic Violence (ICADV) Youth Council: a team of ten high school students who work on a state-level to reduce domestic violence. Studies show that suicide rates are higher for those who have experienced domestic violence, so the content of the program is connected to the ICADV Youth Council. The program, as well as the council, both use primary prevention strategies as a means to combat the issue at hand. For example, the ICADV Youth Council’s monthly meetings consist of planning for events surrounding domestic violence prevention efforts, how to respectfully avoid triggers, and general education about what domestic violence actually is. Similarly, the “Surviving the TeensⓇ Suicide Prevention and Depression Awareness” programs taught primary prevention strategies and educated students on suicide and its symptoms.
[Conclusion]
The results of this study supports continuing suicide prevention education in schools. It is important to note that the results from this study are based on students' self-reporting, so it is unclear how closely their feelings and attitudes mirror their actual behavior regarding suicide. The data from the three month follow up survey suggests implementing a consistent program in schools where students can refresh their knowledge base surrounding suicide and prevention strategies. The results from the comprehensive study may be useful to those who wish to implement such a program, especially for youth.