A High School Counselor's Leadership in Providing School-Wide                     Screenings for Depression and Enhancing Suicide Awareness

Erickson, Anne; Abel, Nicholas R.

doi:10.1177/2156759x1201600501

Cited by 19 publications

(24 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The current status quo is lacking (Barrio Minton & Pease‐Carter, 2011), and new counselors feel underprepared to address suicide (Liebling‐Boccio & Jennings, 2013). After graduation, professional counselors will be directly serving people at risk of suicide, and by virtue of their position as mental health experts, they will also be called upon to help their communities respond to the issue of suicide (Erikson & Abel, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Although referral for inpatient treatment may seem a responsible choice by a school counselor who is often forced to work under systemic constraints (Erikson & Abel, 2013), evidence suggests that the action of referral rather than intervention is not optimal. Being referred can contribute to an at‐risk student’s isolation from the school system and add to a sense of being burdensome to others.…”

Section: Si Training For Counselors‐in‐trainingmentioning

confidence: 99%

“…Despite the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) mandate for suicide prevention and intervention training (CACREP, 2015), new counselors are underprepared to respond to at‐risk clients (Erikson & Abel, 2013). Juhnke (1994) recommended that counselor educators “provide increased opportunities for graduate level experiences related to suicide assessment” (p. 52)and argued for structured suicide assessment programs to help counselor trainees acquire suicide assessment skills, reduce their anxiety, and boost their confidence.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention

Shannonhouse

Elston

Lin

et al. 2018

Couns Edu & Supervision

View full text Add to dashboard Cite

The authors used a quasi-experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self-reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Si Training For Counselors‐in‐trainingmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention

Shannonhouse

Elston

Lin

et al. 2018

Couns Edu & Supervision

View full text Add to dashboard Cite

show abstract

“…Prevention programs can empower students and staff by describing how to respond to a student overtly expressing suicidal ideations or behaviors (Doan, Roggenbaum, & Lazear, 2003). Erickson and Abel (2013) implemented a school-wide prevention program that included depression screenings and reported positive results. They found that 10% of the students screened were at risk for depression.…”

Section: The Role Of Schools and School Counselorsmentioning

confidence: 99%

“…Junhke, Granello, and Granello, have framed the rising rates of suicide in adolescents as a public health concern and one in which schools can play a large preventative role (2011). When considering the professionals qualified to lead suicide prevention efforts, school counselors are in the ideal position to work with students, identify warning signs, and inform parents (Erickson & Abel, 2013;King, Price, & Telljohann, 2000;Ward & Odegard, 2011).…”

Section: Introductionmentioning

confidence: 99%

The relationship between suicide assessment knowledge and self-efficacy among practicing school counselors

Gallo¹

View full text Add to dashboard Cite

Suicide is the second leading cause of death in the 14-24 year age group in the United States. However, awareness and discussions regarding suicides for this age group are not widely heard or found. In addition, many practitioners are not adequately trained to assess suicide risk. School counselors are often on the front lines of identifying students at risk for emotional issues and possible suicidal ideation (ASCA, 2010). The following research questions guided this study: a) Does a school counselor's knowledge in identifying students at risk for suicide affect their willingness to conduct suicide risk assessments? b) Does a school counselor's self-efficacy in conducting a suicide risk assessment affect their willingness to carry out the assessment with a student? c) Do school counselors who graduated from CACREP institutions after 2009 report increased knowledge in identifying suicidal students than those who graduated from non-CACREP institutions or from those who graduated before 2009? d) Do school counselors who graduated from CACREP institutions after 2009 report higher self-efficacy in counseling suicidal students than those who graduated from non-CACREP institutions or those who graduated before 2009? e) In which ways, if any, do the following counselor characteristic variables: type of graduate training and institution, years of experience, number of suicide assessments conducted, and participation in crisis response team, contribute to suicide risk knowledge and self-efficacy in conducting suicide risk assessments?This study examined the relationship between three variables (knowledge of suicide risk, self-efficacy in conducting suicide risk assessments, and willingness to carry out suicide risk assessments with students) for practicing school counselors through the v use of a demographic questionnaire, the Suicide Intervention Response Inventory-II, and the Crisis Leader Efficacy in Assessing and Deciding Scale. A total of 200 high school counselors from across the United States participated in the study. All participants were anonymous. The statistical analyses were completed using the Software Program for Statistical Analysis (SPSS) using correlational matrices, hierarchical regressions, and one-way ANOVA analyses.Results revealed 71% of school counselors from the sample were performing suicide risk assessment every month however only 50% believed their graduate training adequately prepared them to assess for suicide. Results also showed self-efficacy was directly related to the number of suicide assessments school counselors conducted each month. In addition, the school counselor's willingness to conduct assessments, membership on a crisis team, and comfort identifying and assessing suicidal students related to their self-efficacy as well. Recommendations for school counselors include: continuing professional development related to suicide, securing administrative support to perform suicide assessment, and improving crisis response teams. Recommendations for counselor educators include: providing ap...

show abstract

Creating a Safe Space: A Case Study of Complex Trauma and a Call for Proactive Comprehensive Psychoeducational Assessments and Reviews

Mainwaring¹

2015

J. Psychol. Couns. Sch.

View full text Add to dashboard Cite

This article advocates for proactive, dynamic and comprehensive psychoeducational assessments for children and young people who have a history of complex trauma, because of its known effects on development and learning. A case study is shared of a young woman with a history of complex trauma because of exposure to parental neglect, multiple foster care placements, and abuse while in the care system. Background information on the impact of both early developmental trauma and interruptions to attachment with an early caregiver on learning and development is discussed, along with the benefits of using dynamic assessment. In particular, the case will expose how delays in thorough, high quality psycho-educational assessment not only impacts on educational outcomes, but also care outcomes. It also illustrates the importance of including measures of social emotional functioning as part of psycho-educational assessments when, as in this case, a review of developmental and learning needs is required in preparation for transition to high school, to assist funding applications for additional support, and to contribute to case planning towards reunification with siblings. Best practice protocols are shared that promote both multi-professional and multi-dimensional assessment, including working between agencies, systems, group and individual assessment, and, most importantly, tools that facilitate both transformation of teaching practice and the voice of the young person; all serving to promote mental health and wellbeing.

show abstract

A High School Counselor's Leadership in Providing School-Wide Screenings for Depression and Enhancing Suicide Awareness

Cited by 19 publications

References 11 publications

Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention

Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention

The relationship between suicide assessment knowledge and self-efficacy among practicing school counselors

Creating a Safe Space: A Case Study of Complex Trauma and a Call for Proactive Comprehensive Psychoeducational Assessments and Reviews

Contact Info

Product

Resources

About