The Perceptions of Educators' Preparedness on Suicide Prevention in Middle and Junior High Schools

Autor/in	Goodwin, Sherri Lavonne
Titel	The Perceptions of Educators' Preparedness on Suicide Prevention in Middle and Junior High Schools
Quelle	(2023), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2760-4
Schlagwörter	Hochschulschrift; Dissertation; Suicide; Prevention; Junior High School Students; Teacher Role; Middle School Students; Social Cognition; Self Efficacy; Teacher Attitudes; Administrator Attitudes; Identification; Teacher Student Relationship; Intervention; Faculty Development; Mental Health Workers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbstmord; Prävention; Vorbeugung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lehrerrolle; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Soziale Kognition; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Identifikation; Identifizierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Psychiater
Abstract	Research into an educator's ability to identify warning signs or intervene with suicidal students primarily focused on the perceptions of educators. The purpose of this qualitative case study was to explore the perceptions of educators from middle and junior high schools' ability to identify warning signs and intervene with suicidal students. The problem addressed by this study was that educators lack the essential skills to recognize and intervene with suicidal behaviors. Examining this problem from the perspectives of administrators, teachers, and paraprofessionals provided insight into how educators perceive their self-efficacy in recognizing and assisting a suicidal student. Social cognitive theory, more specifically self-efficacy provided the framework that guided this study. The research methodology was qualitative and the design was case study. Data was collected from 10 semi-structured interviews and two focus groups for a total of 21 participants. A thematic analysis was used to analyze the transcripts from the interviews and focus groups. Five themes emerged from the thematic analysis, preparation and support, educator role in suicide prevention, identification of at-risk behaviors, confidence in intervening with a suicidal student, and educator awareness and challenges. Preparation and support necessitate the need for additional training in suicide prevention. An educator's role is pivotal in suicide prevention in schools. Educators are likely to identify at-risk behaviors because they have daily interactions with students and often the first line of defense known as gatekeepers. Confidence in intervening with a suicidal student impacted educators' feelings of being underprepared due to lack of training. Educator awareness and challenges impacted educators' attitudes of fear and legal reprisal. The implications of the research represented the importance of connection between an educator perceptions and suicide prevention in schools. Recommendations for future research include professional development in suicide prevention from mental health professionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01