Continuing Education on Suicide Assessment and Crisis Intervention for Social Workers and Other Mental Health Professionals: A Follow-Up Study

Mirick, Rebecca G.; Bridger, Joanna; McCauley, James; Berkowitz, Larry

doi:10.1080/08841233.2016.1200171

Cited by 12 publications

(2 citation statements)

References 33 publications

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“…Several continuing education programs have been developed for social work students and/or practicing social workers (Kourgiantakis et al, 2020). These include Question, Persuade, Refer (QPR; Jacobson et al, 2012b;Sharpe et al, 2014), Suicide Assessment and Intervention Training (SAIT; Mirick et al, 2016), Counseling for Access to Lethal Means (CALM; Almeida et al, 2017), Recognizing and Responding to Suicide Risk (Jacobson et al, 2012a), and Assessing and Managing Suicide Risk (Scott, 2015). Some of these courses use clinical suicide competencies (Rudd et al, 2008), while others, such as QPR, are designed for gatekeepers, not mental health professionals.…”

Section: Literature Reviewmentioning

confidence: 99%

Are Social Work Students Being Adequately Prepared to Intervene With Suicide?

Mirick

2023

ASW

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Suicide is a major public health issue in the United States, but it is unknown how many social work programs have courses specializing in this topic. The purpose of this study was to establish baseline knowledge of suicide-focused course offerings in social work programs in the United States. A survey of CSWE-accredited programs (n=151) in the United States was used to collect data on social work programs’ suicide content in their curricula at three levels: baccalaureate, graduate, and continuing education. While only 6% of programs offered a required course on suicide, 13.9% offered an elective focused on suicide, and courses with substantial suicide content were available in 25.2% of programs. Continuing education offerings with a focus on suicide were present at 26.5% of programs. The implications for social work education are discussed, including the need for more courses specializing in suicide, especially within MSW programs, and for future research to better understand the factors which limit the development of such courses.

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Section: Literature Reviewmentioning

confidence: 99%

Are Social Work Students Being Adequately Prepared to Intervene With Suicide?

Mirick

2023

ASW

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“…Other researchers also pointed out that the supportive environment or conditions of good management (Briggs & McBeath, 2009), adequate training (Martin, 2016), and effective supervision (Chiller & Crisp, 2012) benefit the performance and behavior of social workers. Specifically, the motivation and encouragement from organizations help social workers perform better in practice (Fisher, 2009); the support of supervisors could increase social workers' well‐being (Shier & Graham, 2011) and reduce burnout (Hamama, 2012); and the continuing training can be an effective approach for social workers to increase knowledge and incorporate skills into practice (Mirick et al., 2016). It is reasonable to speculate that the supportive work environment (i.e., management, training, and supervision) significantly impacts the work effectiveness of child directors.…”

Section: Literature Reviewmentioning

confidence: 99%

The work effectiveness and its influencing factors of child directors in China

Guan,

Zhang,

Zhao

2023

Asian Soc Wrk & Pol Rev

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Implementing the child director policy is an innovation in China's child protection practice, and the work of child directors aims to provide care and protection services for vulnerable children in communities and villages. According to the person–environment fit theory (i.e., needs–supplies fit), this study evaluated the work effectiveness of child directors and its influencing factors from environmental and personal perspectives. The results revealed that the supportive work environment (i.e., management, training, and supervision) and personal factors (i.e., professional competency and career identity) positively influenced the work effectiveness of child directors, and professional competency and career identity mediated the relationship between the supportive work environment and the work effectiveness. The findings provided evidence for improving the implementation of child director policy in the future.

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