An Evaluation of the Core Competency Suicide Prevention Training Program for University Health Service Providers

Hager, Nathan; Cramer, Robert J.; Kaniuka, Andréa R.; Vandecar-Burdin, Tancy; Badger, Nancy L; Holley, Angela M.; Foss, Jennifer; Glenn, Catherine R.; Judd, Sarah; South, Gabrielle; Judah, Matt R.

doi:10.1080/87568225.2021.1911726

Cited by 6 publications

(10 citation statements)

References 40 publications

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“…CCM trainings have been tested in live half-day workshops, a semester-long graduate course, and a self-paced online CE program (Cramer et al, 2016, 2017, 2019; Hager et al, 2023; La Guardia et al, 2019). Findings generally support short-term improvements in provider suicide prevention knowledge, positive shifts in attitudes, and enhanced senses of skill performance.…”

Section: The Ccm Of Suicide Prevention Training: Foundation and Appli...mentioning

confidence: 99%

Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

Cramer,

Hawgood,

Kaniuka

et al. 2024

Clinical Psychology: Science and Practice

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Suicide is a global public health concern. Training for mental health professionals (MHPs) is a common approach to ensuring sound clinical care for persons experiencing suicidality. This article proffers an updated set of suicide prevention core competencies for MHPs through a literature-driven process. First, we outline a stepwise model of suicide prevention training ranging from gatekeeper approaches to advanced suicide-specific assessment and intervention skills. We then review recent paradigm shifts in the suicide prevention literature: (a) emergence of ideation-to-action and fluidity theories; (b) shift to therapeutic prevention-focused risk assessment; (c) increased attention to cultural factors in suicide; and (d) advances in suicide-specific intervention. These trends in the suicide literature serve as a rationale to update the Core Competency Model (CCM) of Suicide Prevention, a training program intentionally designed to improve beginner-to-intermediate providerfocused (e.g., managing one's own suicide attitudes) and clinical (e.g., clinical documentation) skills. We outline changes to competency wording and training, providing a sample CCM training curriculum. The Suicide Competency Assessment Form (SCAF), a self-and observer-rated measure of skill acquisition, is revised to reflect the updated competencies. Finally, we provide recommendations for (a) future psychometric assessment of the revised SCAF (SCAF-R); (b) suicide prevention training, implementation, and evaluation; and (c) ways to extend suicide prevention core competencies beyond MHPs. Public Health Significance StatementSuicide prevention skills can be addressed for lay and clinical professionals through a tiered approach to training. The updated Core Competency Model of Suicide Prevention Training provides a roadmap to enhance beginner-to-intermediate clinical skills for mental health professionals. The Suicide Competency Assessment Form-Revised is a tool that can be used by clinicians and researchers in areas such as training evaluation, attitude self-assessment, and clinical supervision.

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Section: The Ccm Of Suicide Prevention Training: Foundation and Appli...mentioning

confidence: 99%

Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

Cramer,

Hawgood,

Kaniuka

et al. 2024

Clinical Psychology: Science and Practice

View full text Add to dashboard Cite

show abstract

“…The CCM has been evaluated in several studies of mental health trainees, as well as university and community mental health providers (Cramer et al, 2016, 2017b; La Guardia et al, 2019; Hager et al, 2021). Training has regularly yielded moderate-to-large short-term gains in suicide prevention knowledge, attitudes, and skill self-efficacy, as well as objective improvement in management of suicidal patients as measured by risk assessment responses to case vignettes (Cramer et al, 2016, 2017b; La Guardia et al, 2019).…”

Section: The Ccm: Description and Evidencementioning

confidence: 99%

“…EDUCATION PROGRAM FOR MANAGING SELF-DIRECTED VIOLENCE suicidal patients as measured by risk assessment responses to case vignettes (Cramer et al, 2016(Cramer et al, , 2017bLa Guardia et al, 2019). More recently, CCM implementation was associated with increased adherence to evidence-based suicide screening practices in a student health setting (Hager et al, 2021). Further, Cramer et al (2019) converted the CCM to a self-paced online modular program for mental health service providers.…”

Section: The Ccm: Description and Evidencementioning

confidence: 99%

“…Yet, there persists a strong debate on whether online and in-person educational modalities are equally effective (e.g., Alvarez & Domenech Rodríguez, 2020). The original CCM is no exception, as studies have examined in-person (e.g., Cramer et al, 2016; La Guardia et al, 2019; Hager et al, 2021) and online (e.g., Cramer, Bryson, et al, 2017a, 2019) versions of the program. The CCM for Corrections curriculum we outline here is intended for direct, in-person learning.…”

Section: Additional Considerations In Designing and Implementing Ccm ...mentioning

confidence: 99%

“…Training has regularly yielded moderate-to-large short-term gains in suicide prevention knowledge, attitudes, and skill self-efficacy, as well as objective improvement in management of suicidal patients as measured by risk assessment responses to case vignettes (Cramer et al, 2016, 2017b; La Guardia et al, 2019). More recently, CCM implementation was associated with increased adherence to evidence-based suicide screening practices in a student health setting (Hager et al, 2021). Further, Cramer et al (2019) converted the CCM to a self-paced online modular program for mental health service providers.…”

Section: The Ccm: Description and Evidencementioning

confidence: 99%

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The core competency model for corrections: An education program for managing self-directed violence in correctional institutions.

Cramer¹,

Kaniuka²,

Peiper³

2022

Psychological Services

Self Cite

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Self-directed violence (SDV), comprising both suicide and self-injury, presents a continued public health challenge for correctional institutions. In fact, correctional settings are one of four primary targets for the reduction of SDV by leading professional organizations. This article presents a public health solution to SDV in correctional settings, namely the Core Competency Model for Corrections (CCM for Corrections), an educational program for correctional mental health providers. Grounded in the general CCM of Suicide Prevention, we proffer an evidence-based sample curriculum covering 10 SDV prevention competencies in correctional settings. These competencies address both clinical care (e.g., enacting evidence-based treatment plans, using best practice documentation standards) and provider-focused (e.g., managing personal attitudes about SDV and incarcerated persons, engaging in self-care and debriefing) skills. We further espouse the underlying social-cognitive theory of CCM for Corrections toward the goal of identifying mechanisms of action for improved SDV prevention skills. Finally, we highlight considerations in the initial design and testing of CCM for Corrections. These recommendations address (a) utilization of a community–academic partnership approach and corrections SDV advisory panel, (b) selection of an in-person or online training modality, and (c) measurement of sample educational program outcomes. The CCM for Corrections represents a promising approach to SDV reduction and management in correctional settings ripe for collaborative pilot testing.

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Ethical and practical considerations for mandating suicide prevention training for mental health professionals.

Cho,

Martell,

Cramer

2024

Professional Psychology: Research and Practice

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Suicide remains a pressing national public health issue. Suicide prevention training for current and future mental health professionals (MHPs) is a secondary prevention strategy that is a common component of comprehensive suicide prevention strategies. A policy-and ethics-focused question is raised by the ongoing need for training: Should suicide prevention training be mandated for all MHPs? In this scoping review with policy recommendations, we outline the ethical considerations forming the foundation for the argument that training should be a necessity. Current behaviors of undertrained MHPs may violate the ethical principle of nonmaleficence and ethical standards of practicing within boundaries of competence and recognizing and reducing bias due to stigma. We discuss how training addresses the ethical issues and suggest a training program as an example for consideration. Next, we offer practical recommendations for implementing training for MHPs and graduate students through organizational onboarding, continuing education for licensure, and accreditation. Public Significance StatementFacilitating suicide prevention training for mental health providers may ensure an acceptable standard of care. Results of this narrative review suggest that this goal may be accomplished through the efforts of health care organizations, health care accreditors, and state licensing boards.

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An Evaluation of the Core Competency Suicide Prevention Training Program for University Health Service Providers

Cited by 6 publications

References 40 publications

Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

The core competency model for corrections: An education program for managing self-directed violence in correctional institutions.

Ethical and practical considerations for mandating suicide prevention training for mental health professionals.

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