Development of a suicide prevention education program for university students: a single-arm pilot study

Katsumata, Yuriko; Narita, Taichi; Nakagawa, Takuya

doi:10.1016/j.ajp.2017.10.019

Cited by 12 publications

(14 citation statements)

References 4 publications

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“…In contrast, no difference was found between the two groups in the results pertaining to the help-seeking intention, but the help-seeking attention was found to rise temporarily in this study. As in previous studies (Katsumata et al, 2017;Strunk et al, 2014) , the results of this study also reinforce the difficulty of longitudinal improvement of the help-seeking intention. The program attempted to intervene to mitigate the general self-stigma related to the help-seeking intention, but some of the intervention research of the anti-stigmatization program did not establish the desired long-term effects (Shimotsu, 2016).…”

Section: Discussionsupporting

confidence: 89%

Comparing educational effects between role-play and gatekeeper training in Crisis-management, Anti-stigma, and Mental Health Literacy Program for University Students (CAMPUS)

Takahashi¹,

Tachikawa²,

Shiratori³

et al. 2021

Preprint

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Aims: We compare the educational effects of role-play and discussion and gatekeeper training to develop an evidence-based suicide prevention education program for university students. Methods: Participants comprised 145 medical students. “Crisis-management, Anti-stigma and Mental Health Literacy Program for University Students” (CAMPUS) was designed and developed, which included a lecture and a parallel session for role-play or gatekeeper training. Students attended a lecture and were randomly assigned to the role-play group or gatekeeper training group. Questionnaires were filled before the module, immediately after the module, and three months after the program. Results: The role-play group learned more appropriate coping skills, whereas the gatekeeper training group improved their self-efficacy as gatekeepers. The students’ depressive state had decreased at three months after the program, along with the reduced suicide probability in students with suicide risk. Conclusions: Role-play and gatekeeper training evinced different educational effects. However, CAMPUS was comprehensively effective in preventing suicide in university students.

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Section: Discussionsupporting

confidence: 89%

Comparing educational effects between role-play and gatekeeper training in Crisis-management, Anti-stigma, and Mental Health Literacy Program for University Students (CAMPUS)

Takahashi¹,

Tachikawa²,

Shiratori³

et al. 2021

Preprint

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“…Further, one-third of the participants had one or more chances to utilize their skills within a month of the training. Likewise, Katsumata et al’s (2017) study of a gatekeeper program for Japanese university students also had positive results. Studies in universities in the US have shown that gatekeeper interventions have improved students’ ability to identify suicidal peers and increase their willingness to intervene (Samuolis et al, 2020), as well as increase the number of referrals to mental health specialists, especially among females (Rallis et al, 2018).…”

Section: Discussionmentioning

confidence: 95%

Reducing stigma associated with mental health problems among university students in the Asia-Pacific: A video content analysis of student-driven proposals

Withers

Jahangir

Kubasova

et al. 2021

Int J Soc Psychiatry

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Introduction: Studies have demonstrated that mental health problems among university students may be increasing in both prevalence and severity. This study aimed to identify ways to reduce stigma and improve students’ utilization of mental health services. Methods: We performed a content analysis on video proposals to address stigma and mental health at universities, submitted by 15 teams from nine Asian-Pacific countries as part of a case competition. We examined five domains: (1) tone; (2) cultural context; (3) mental health issue of focus; (4) prevention versus secondary prevention; and (5) main intervention strategies. Results: Five main intervention strategies emerged: (1) educational campaigns; (2) peer interaction and support; (3) counseling; (4) screening; and (5) self-management. The results suggest that mental health literacy is low among students. Educational campaigns and events to increase awareness and reduce stigma were the most commonly incorporated strategy, through film screenings, mental health days, and social media. Building empathy through personal stories from celebrities and other students was also highly recommended. Second, counseling was incorporated in 80% of proposals, with a preference for peers and staff support, and web-based therapy over professional counselors, except in severe cases. Programs to increase social contact were the third most common strategy, suggesting students may feel isolated and disconnected. Creating common spaces for students to interact and pairing of students with and without mental health issues were widely suggested. The use of technology was recommended for self-management of mental health and for mandatory mental health screening, which was generally only recommended for incoming students. Conclusions: Our analysis provides insight into student-generated intervention approaches to prevent and address stigma associated with mental health issues among students. A greater university commitment is needed to provide a range of resources, including education and counseling, to leverage technology, and to foster stronger support networks among students.

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“…The gatekeeper model has also been applied to address suicide risk within organizations such as colleges (Cross et al., 2010; Funkhouser et al., 2017; Katsumata et al., 2017; Rallis et al., 2018; Sari et al., 2008; Taub et al., 2013; Thombs et al., 2015; Tompkins & Witt, 2009; Tsong et al., 2019) or military groups (Smith‐Osborne et al., 2017). Brief gatekeeper training provided to college residence advisors (McLean & Swanbrow Becker, 2018; Sari et al., 2008) and students (Funkhouser et al., 2017; Katsumata et al., 2017; Rallis et al., 2018; Tsong et al., 2019) has been shown to be effective in increasing awareness of suicide risk factors and skills for referring suicidal students for support (Taub et al., 2013), although one study failed to find evidence of effective skill acquisition (McLean & Swanbrow Becker, 2018). The effects of these trainings appear to have some sustainability, with gatekeeper skill competency persisting across university semesters (Thombs et al., 2015).…”

Section: Resultsmentioning

confidence: 99%

Peer‐based interventions targeting suicide prevention: A scoping review

Bowersox

Jagusch

Garlick

et al. 2021

American J of Comm Psychol

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Peers of individuals at risk for suicide may be able to play important roles in suicide prevention. The aim of the current study is to conduct a scoping review to characterize the breadth of peer‐delivered suicide prevention services and their outcomes to inform future service delivery and research. Articles were selected based on search terms related to peers, suicide, or crisis. After reviews of identified abstracts (N = 2681), selected full‐text articles (N = 286), and additional references (N = 62), a total of 84 articles were retained for the final review sample. Types of suicide prevention services delivered by peers included being a gatekeeper, on‐demand crisis support, crisis support in acute care settings, and crisis or relapse prevention. Peer relationships employed in suicide prevention services included fellow laypersons; members of the same sociodemographic subgroup (e.g., racial minority), workplace, or institution (e.g., university, correctional facility); and the shared experience of having a mental condition. The majority of published studies were program descriptions or uncontrolled trials, with only three of 84 articles qualifying as randomized controlled trials. Despite a lack of methodological rigor in identified studies, peer support interventions for suicide prevention have been implemented utilizing a diverse range of peer provider types and functions. New and existing peer‐delivered suicide prevention services should incorporate more rigorous evaluation methods regarding acceptability and effectiveness.

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Development of a suicide prevention education program for university students: a single-arm pilot study

Cited by 12 publications

References 4 publications

Comparing educational effects between role-play and gatekeeper training in Crisis-management, Anti-stigma, and Mental Health Literacy Program for University Students (CAMPUS)

Comparing educational effects between role-play and gatekeeper training in Crisis-management, Anti-stigma, and Mental Health Literacy Program for University Students (CAMPUS)

Reducing stigma associated with mental health problems among university students in the Asia-Pacific: A video content analysis of student-driven proposals

Peer‐based interventions targeting suicide prevention: A scoping review

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