Objectives The purpose of this study was to examine whether or not MMPI-2-RF can be used as a useful tool to differentiate between the subtypes of high suicide risk among patients with depression.Methods Patients were recruited from the department of psychiatry at a university hospital. Participants were diagnosed using DSM-5 criteria by board certified psychiatrists. Their medical records were reviewed, and participants were put into three groups (Depression with suicide attempt, Depression with suicide ideation, and Normal as a control group). For statistical comparison, MANCOVA with gender as a covariate was used.Results Similar to pervious research, the two Depression groups with high suicide risk showed significantly higher Emotional/Internalizing Dysfunction, Negative Emotionally/Neuroticism-Revised, Demoralization, Dysfunctional Negative Emotions, Suicidal/Death Ideation, Helplessness/ Hopelessness, Self-Doubt, Stress/Worry, and Cognitive complaints than the normal group. In the Depression with suicide attempt group, Behavioral/Externalizing Dysfunction scales were significantly higher than the Depression with suicide ideation group. ConclusionThe results show the significant prediction of MMPI-2-RF scales for suicide risk. Severity of mental pain (EID) and impulsive acting-out tendency of mental pain (BXD) were identified as important psychological characteristics of depression patients with suicide risk. The limitations of this study and suggested directions for future research are also discussed.

The purpose of this thesis is to propose “a model of a guideline for instructors that can be referred to” in order for them to effectively teach the information required of their students when it comes to their essay writing. Having done so, we may hope to positively contribute to the overall efficient progress of college students essay writing. By ‘college student essay’ we are referring to a short paper written by a university student, which amounts in length to roughly 5 sheets of A4 paper.The procedure used to achieve the above purpose is as follows. 1) learn about the definition and types of college student essays, 2) examine the fundamental significance and status of college student essay writing, and 3) present the instructor’s guidelines for the course of college student essay writing.What is necessary in order to properly establish the learning of college student essay writing is as follows: first, a qualitatively distinct essay task should be assigned to learners, based on the cold judgment of the learner's ability to write an essay. Second, in order not to undermine the opinions of the learners, the instructor’s comments on the contents of the essay should be excluded as much as possible, and hie or her feedback should be provided by paying attention to the formal aspects. Finally, the learner should be encouraged to write and submit a final essay that is better than their original essay, referring to the instructor's feedback.