Improving School Psychologists' Knowledge and Confidence Pertinent to Suicide Prevention through Professional Development

Autor/inn/en	Suldo, Shannon; Loker, Troy; Friedrich, Allison; Sundman, Ashley; Cunningham, Jennifer; Saari, Bonnie; Schatzberg, Tracy
Titel	Improving School Psychologists' Knowledge and Confidence Pertinent to Suicide Prevention through Professional Development
Quelle	In: Journal of Applied School Psychology, 26 (2010) 3, S.177-197 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	Intervention; Action Research; Prevention; School Psychologists; Suicide; Professional Development; At Risk Persons; Program Evaluation; Program Effectiveness; Self Esteem; College School Cooperation; Urban Areas; Knowledge Level; Competence; Counseling Techniques; Agency Cooperation; Legal Responsibility; Ethics + Suchen Sie Ihr Suchwort? Projektforschung; Prävention; Vorbeugung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Selbstmord; Risikogruppe; Programme evaluation; Programmevaluation; Self-esteem; Selbstaufmerksamkeit; Urban area; Stadtregion; Wissensbasis; Kompetenz; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Strafmündigkeit; Ethik
Abstract	This study evaluated a professional development intervention that stemmed from a university-district partnership and was developed through participatory action research. Baseline and postintervention survey items showed participating school psychologists' (n = 57) knowledge related to youth suicide improved reliably immediately after the intervention in all content knowledge areas. At 9-month follow-up, participants (n = 41) retained knowledge gains relevant to assessment and intervention strategies, whereas knowledge relevant to prevention and postvention activities declined. Increases in participants' confidence in their abilities to execute different suicide-related professional activities and in their confidence in working with diverse youth in relation to suicide risk maintained over time. At follow-up, 87% of participants who had received referrals for suicidal students reported accessing products from the professional development, compared with 40% of practitioners without the impetus of a suicidal student. Participants rated the professional development to be between "mostly" and "very" useful in facilitating their work with suicidal youth. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10