Hope as a Predictor of Interpersonal Suicide Risk

Abstract

The current study hypothesized that (1) hope would negatively predict burdensomeness, thwarted belongingness, and acquired capability to enact lethal injury; (2) hope would negatively predict suicidal ideation; and (3) the interpersonal suicide risk factors would predict suicidal ideation. Results indicated that hope negatively predicted burdensomeness and thwarted belongingness, but positively predicted acquired capability to enact suicide. Contrary to our second hypothesis, hope did not predict suicidal ideation, but interpersonal risk factors for suicide predicted suicidal ideation. Results are discussed in terms of implications for hope theory and Joiner's (2005) interpersonal risk factors for suicide, and for clinical practice.

Harapan, Tawakal, dan Stres Akademik

“…Beberapa studi terdahulu yang terkait dengan harapan menemukan hasil sebagai berikut; individu dengan harapan yang tinggi cenderung memiliki tingkat depresi yang rendah (Davidson, Wingate, Ramussen, & Slish, 2009); harapan berkorelasi positif dengan rancangan tujuan siswa, taksiran pencapaian tujuan, tujuan pembelajaran, strategi koping, performa dalam mengerjakan tugas, dan prestasi dalam akademik dan olahraga (Bernardo, 2010). Dengan memahami harapan yang dimiliki dapat membuat seorang individu memiliki sikap lapang dada, memberikan konstribusi positif terhadap lingkungan sosial dengan mengurangi frustasi dan rasa putus asa (Worgan, 2013).…”

Psychometric properties of the Hungarian version of the Adult Hope Scale (AHS-H)

“…A remény magasabb szintje elõrejelzõ tényezõnek bizonyult a depreszszió, szorongás és az öngyilkosság esetében mint védõfaktor (Arnau és mtsai, 2007;Davidson, Wingate, Rasmussen, & Slish, 2009), és az élettel való elégedettség (Bailey, Eng, Frisch, & Snyder, 2007), a mentális egészség (Halama & Dedová, 2007;Venning és mtsai, 2011) és az egyetemi teljesít-mény (Rand, Martin, & Shea, 2011) esetében mint támogató pszichológiai tényezõ. A remény emellett pozitív összefüggésben áll az optimizmussal (Alarcon, Bowling, & Khazon, 2013;Carifio & Rhodes, 2002), az énhaté-konysággal és a koherenciaérzéssel (Davidson, Feldman, & Margalit, 2012), az önértékeléssel, az élettel való elégedettséggel (Du & King, 2013) és a rezilienciával (Ong, Edwards, & Bergeman, 2006).…”

The Holistic Athletic Healthcare Model: Addressing the Developmental, Social, and Cultural Needs of Collegiate Athletes

“…This collaboration among disciplines is becoming more common in universities across the U.S. as the connection between overall well-being and resiliency, and enhanced academic and athletic performance, has been established (Davidson et al, 2009;Hufford, Fritts, & Rhodes, 2010;Waller et al, 2016).…”

“…Collaborative care involves a joint effort among all healthcare resources offered across a campus and community to aid and empower athletes (Waller, Huffman, & Hardin, 2016). This collaborative effort among resources has demonstrated success in enhancing both athletic and academic performance, aiding in recovery from injury, improving mental health, and supporting career development efforts among studentathletes (Davidson, Wingate, Rasmussen, & Slish, 2009;Glick, Stillman, Reardon, & Ritvo, 2012;Koenig, King, & Carson, 2012). According to Waller et al (2016), the components of collaborative care for collegiate athletes should promote empowerment, compassion and empathy, respect and holism, and choice and autonomy.…”