An Integrated Conceptual Model to Understand Suicidality among Queer Youth to Inform Suicide Prevention

Abstract

In this article, we apply and combine elements from four theoretical frameworks (i.e., Minority Stress Theory, Person-in-Environment and Risk and Resilience Framework, Interpersonal-Psychological Theory of Suicide, and Intersectionality) to explain the problem of queer youth suicide through our integrated conceptual model, Queer Prevention of Youth Suicidality Model (Queer-PRYSM). The need for this conceptual model is based on the current state of the literature, including mixed empirical findings on factors related to queer youth suicidality, no scholarly consensus on specific contributing factors regarding high rates of suicidality among queer youth (including queer youth subgroups), and the absence of a unifying theory to explain the queer youth suicide risk. To address these limitations in theory, evidence, and scholarship explaining suicidality among queer youth we present our integrated model with growing, current, relevant research with queer youth. Queer-PRYSM includes minority stressors specific to queer youth, mental health problems, interpersonal-psychological factors, socioecological factors (i.e., family, school, peers, and community), and intersectionality concepts. Queer-PRYSM is essential to understanding the relationship of distal and proximal risk and protective factors in queer youth suicide and developing evidence-informed suicide preventive interventions that can be incorporated into practice, policy, and system structures.

Why do adolescents attempt suicide? Insights from leading ideation-to-action suicide theories: a systematic review

“…It is possible that these programs are reducing risk through lowering perceived burdensomeness. As suggested by Williams and colleagues [ 136 ], suicide prevention in sexual and gender minority youth may require multiple sources of support to reduce the effects of perceived burdensomeness and thwarted belongingness, such as school-wide training in gender-affirming language (e.g., pronouns). Additionally, school curricula with inclusive sexual education, incorporation of reading materials from LGBTQ+ authors, and parent education resources may facilitate acceptance, promote self-worth, and increase hopefulness while also reducing perceived burdensomeness and thwarted belongingness [ 137 , 138 ].…”

Relationships between internalized stigma and depression and suicide risk among queer youth in the United States: a systematic review and meta-analysis

“…More research is needed to expand the understanding of the role of internalized stigma on health risks (beyond internalizing mental health disorders) among queer people. The minority stress theory model may need to be adapted for the outcome of suicidality among queer youth to illustrate factors, mechanisms, processes, and pathways for this outcome with this population group [e.g., the Queer Prevention of Youth Suicidality Model; Queer-PRYSM; ( 93 )].…”

Educational agents and institutions called into action in suicide prevention, intervention, and postvention

“…A significant problem is preventing suicide in adolescents and young people ( Greydanus et al, 2009 ; Sood and Linker, 2017 ; Sherman and Torga, 2022 ; Williams et al, 2022 ). The World Health Organization considers the educational environment excellent for suicide prevention ( World Health Organization, 2020 ).…”