Expanding Capacity for Suicide Prevention: The ALIVE @ Purdue Train-the-Trainers Program

Morris, Carrie A. Wachter; Taub, Deborah J.; Servaty‐Seib, Heather L.; Lee, Ji-Yeon; Miles, Nathan; Werden, Donald; Prieto-Welch, Susan L.

doi:10.1353/csd.2015.0084

Cited by 10 publications

(8 citation statements)

References 11 publications

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“…Only one of these interventions was conducted on a school campus [ 64 ]. Six of these interventions focused exclusively on staff [ 59 – 64 ], seven focused exclusively on students [ 53 – 58 , 66 ], while only one intervention targeted training for both staff and students [ 65 ].…”

Section: Resultsmentioning

confidence: 99%

“… Medium ( d = 0.51) a Increase in help-seeking behaviour Significant increase among intervention group for perceived efficacy to refer. Small ( d = 0.49) a Wachter Morris et al, 2015 [ 58 ] The ALIVE @ Purdue train-the trainers program Open trial (no control group with postintervention follow up) Change knowledge No significant increase in knowledge about suicide. Medium ( d = 0.62) a No significant increase in knowledge about potential warning signs.…”

Section: Resultsmentioning

confidence: 99%

“…Of the interventions which aimed to change students’ knowledge about suicide and where to access help, four were effective [ 53 , 55 – 57 ] and one was ineffective [ 58 ]. The effective interventions employed QPR training [ 53 , 57 ], brief psychoeducational and experiential training [ 55 ], and crisis communication skills training [ 56 ].…”

Section: Resultsmentioning

confidence: 99%

“…The effective interventions employed QPR training [ 53 , 57 ], brief psychoeducational and experiential training [ 55 ], and crisis communication skills training [ 56 ]. The Alive @ Purdue Train The Trainers program demonstrated no significant improvement in knowledge about suicide, potential warning signs, or how to refer suicidal peers to appropriate help [ 58 ].…”

Section: Resultsmentioning

confidence: 99%

“…Of the interventions that aimed to increase students’ comfort or ability to intervene with a suicidal peer, four were effective [ 54 , 55 , 57 , 58 ] and two were ineffective [ 53 , 56 ]. The ALIVE @ Purdue Train The Trainers program effectively improved students’ crisis-related communication skills [ 58 ]. Pasco et al reported that a combination of didactic training and experiential exercises effectively increased students’ crisis intervention skills, although training which consisted only of didactic teaching was ineffective [ 54 ].…”

Section: Resultsmentioning

confidence: 99%

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Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

et al. 2021

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Background Youth suicide prevention in high-schools and universities is a public health priority. Our aim was to propose a research agenda to advance evidence-based suicide prevention in high-schools and universities by synthesizing and critically reviewing the research focus and methodologies used in existing intervention studies. Methods Fourteen databases were systematically searched to identify studies which evaluate suicide prevention interventions delivered on high-school or university campuses, with before and after measures. Data from included studies (n = 43) were extracted to identify what, where, how and for whom interventions have been tested. Narrative synthesis was used to critically evaluate research focus and methodology. Study quality was assessed. Results Research has focused primarily on selective interventions, with less attention on indicated and universal interventions. Most evidence comes from North America and high-income countries. The target of interventions has been: non-fatal suicidal behaviour; confidence and ability of staff/students to intervene in a suicidal crisis; suicide-related knowledge and attitudes; and suicide-related stigma. No studies included suicide deaths as an outcome, evaluated eco-systemic interventions, explored how context influences implementation, used multisite study designs, or focused explicitly on LGBTQ+ youth. Two studies evaluated digital interventions. Quality of the majority of studies was compromised by lack of methodological rigour, small samples, and moderate/high risk of bias. Interventions often assume the existence of an external well-functioning referral pathway, which may not be true in low-resource settings. Conclusion To advance evidence-based suicide prevention in educational settings we need to: conduct more high-quality clinical and pragmatic trials; promote research in low- and middle-income countries; test targeted interventions for vulnerable populations (like LGBTQ+ youth), evaluate interventions where death by suicide is the primary outcome; include translational studies and use implementation science to promote intervention uptake; evaluate the potential use of digital and eco-systemic interventions; and conduct multisite studies in diverse cultural settings.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

et al. 2021

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Mental Health Literacy and Peer‐to‐Peer Counseling Referrals Among Community College Students

Kalkbrenner

Sink

Smith

2020

Jour of Counseling & Develop

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Mental health literacy (MHL) has utility for promoting peer‐to‐peer referrals to mental health support services among university students. However, there is a gap in the extant literature about the potential usefulness of MHL for supporting the mental health of community college students, a population facing a number of mental health conditions. The authors examined the construct validity and the utility of 3 dimensions of MHL as predictors of peer‐to‐peer referrals to the counseling center among community college students. Results of confirmatory factor analyses supported the dimensionality of the instrumentation and a hierarchical logistic regression analysis revealed that MHL was a significant positive predictor of peer‐to‐peer referrals to the counseling center. Implications for counseling practice and future research are discussed.

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Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Abelson

Lipson

Eisenberg

2021

Higher Education: Handbook of Theory and Research

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The mental health of students has become one of the top concerns in higher education. The number of students reporting distress and seeking services has dramatically increased, and colleges and universities are struggling to address these challenges. A rich and growing body of research documents the scope of the problem and potential interventions to address it, but this literature is scattered across a variety of academic fields. This chapter aims to bring coherence to this large volume of information through a detailed review of programs, services, practices, and policies that influence student mental health. The review is organized around a socioecological framework, considering interventions at the individual, interpersonal, community, institutional, and public policy levels. It highlights strengths, weaknesses, and gaps in the evidence. The chapter concludes with recommendations for enhancing how research and data can inform practice moving forward. A more evidence-informed approach is needed to address the growing challenges of student mental health in higher education.

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Expanding Capacity for Suicide Prevention: The ALIVE @ Purdue Train-the-Trainers Program

Cited by 10 publications

References 11 publications

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

Systematic review and narrative synthesis of suicide prevention in high-schools and universities: a research agenda for evidence-based practice

Mental Health Literacy and Peer‐to‐Peer Counseling Referrals Among Community College Students

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

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