Background:The interpersonal theory of suicide posits that perceived burdensomeness, thwarted belongingness, and acquired capability together interact to increase risk for lethal selfinjury. Despite the prominence of this theoretical model, few studies have directly tested the threeway interaction central to the theory, with mixed findings reported in studies to date. The objective of this study was to test the theorized three-way interaction in relation to suicidal behaviors in a large sample of college students.Methods: Undergraduate students were recruited from two universities (N=1,686; ages 18-29; 64.5% female). Participants completed measures of perceived burdensomeness and thwarted belongingness (Interpersonal Needs Questionnaire-25), fearlessness about death (Acquired Capability for Suicide Scale-Fearlessness About Death), and suicidal behaviors (Suicidal Behaviors Questionnaire-Revised).Results: Multiple linear regression was used to test the three-way interaction among burdensomeness, belongingness, and fearlessness about death on suicidal behaviors. Controlling for sex and depressive symptoms, results indicated the presence of a significant three-way interaction. The interaction was probed by dichotomizing burdensomeness at high and low values. There was a significant two-way interaction at high burdensomeness such that low belongingness was only related to suicidal behavior at high levels of fearlessness about death.

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Objective: To conduct qualitative analysis of interviews to understand phenomenology, daily life impact, and treatment considerations of sluggish cognitive tempo (SCT) behaviors in children and adolescents. Method: Youth with elevated SCT symptoms ( N = 15, ages 9–16 years) and their parents completed interviews focused on their perception and daily life impact of SCT behaviors. Parents were also asked about intervention targets. Results: Parents and youth had both negative and positive perceptions of SCT, with SCT fostering creativity/imagination and a break from stressors while also negatively impacting daily functioning. The domains most frequently selected by parents as SCT intervention targets were academics, emotions, mind wandering, morning routines, and self-esteem. Conclusion: Children and their parents share negative and positive views of SCT behaviors, while also detailing specific ways that SCT negatively impacts day-to-day functioning. This study offers insights into possible intervention targets as provided by youth and parents directly impacted by SCT.

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