Effectiveness of School-Based Suicide Prevention Programs

Running Head: EFFECTIVENESS OF SCHOOL SUICIDE PREVENTION PROGRAMS                        

Effectiveness of School-Based Suicide Prevention Programs

Abstract

Over the past few decades, the adolescent suicide rate has increased at an alarming rate.  Jiang, Perry, and Hesser (2010) pointed out that “suicide is the fourth leading cause of death among adolescents” (p. 1701).  The U.S. government became so concerned over this national problem that it passed legislature to address the need for early intervention.  Since adolescents spend a good percentage of their time in school, schools have been trying to determine which suicide prevention programs are the most effective.  Several types of programs that have been implemented are student self-reporting questionnaires, staff training, and curriculum based programs.  After careful examination of the various programs’ strengths and weaknesses, it is evident that further evaluation and research is necessary to determine the most effective suicide prevention program that appropriately fits in with a typical school system.  This paper reviews the literature about several programs as well as proposes a hypothesis and a test for a highly effective school-based suicide prevention program.

Effectiveness of School-Based Suicide Prevention Programs

        The U. S. government recognized youth suicide as a serious problem and classified it as “an urgent public health priority” (Miller, Eckert, & Mazza, 2009, p. 168).  In 2004, the Garrett Lee Smith Memorial Act, the nation’s first youth suicide prevention bill, was signed into law.  By passing this bill, the U.S. Congress noted that “youth suicide early intervention and prevention activities are national priorities” (Miller et al., 2009, p. 169).  This bill has several implications for schools.  Miller et al. (2009) reasoned that “given the substantial amount of time children and adolescents spend in school, it would appear that educational facilities provide an ideal arena for focused prevention efforts” (p. 161).  Therefore, teachers, staff, and school psychologists must play an important role in suicide prevention.  

Ciffone (2007) suggested that  “the significant decline in the number of suicides among 15-to19-year-olds in the United States from 1988 through 2003” (p. 41)  may be due to the greater awareness of the warning signs of suicide and the increase in “help seeking activities” (p.41).  He argued that curriculum-based presentations at school have contributed to these.  Aseltine and DeMartino (2004) also pointed out that a number of “diverse approaches to suicide prevention have been incorporated into high school curricula in the past 15 years” (p. 446).  Two goals of youth suicide prevention programs are to identify at-risk youth and to refer them for treatment (Tompkins, Witt, & Abraibesh, 2009).  By identifying and referring at-risk students, schools can be instrumental in decreasing suicidal behaviors.    

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