Long-Term Use and Application of Systematic Tailored Assessment for Responding to Suicidality (STARS) Protocol Following Original Training

Hawgood, Jacinta; Kõlves, Kairi; Spence, Susan H.; Arensman, Ella; Krysińska, Karolina; Leo, Diego De; Ownsworth, Tamara

doi:10.3390/ijerph191811324

Cited by 3 publications

(5 citation statements)

References 43 publications

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“…Three participants reported using published risk assessment tools (e.g. the Suicide Tailored Assessment for Responding to Suicidality; Hawgood & de Leo, 2018). Another three participants indicated that they adapt these tools, such as modifying the questions to ensure that they are developmentally appropriate, or appropriate for neurodivergent clients with limited verbal skills.…”

Section: Resultsmentioning

confidence: 99%

Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective

Quigley,

Hyde

2023

Journal of Psychologists and Counsellors in Schools

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Assessment and management of youth suicide risk is a key role for school psychologists. However, prior research indicates that psychologists commonly lack confidence and feel unprepared when they graduated to conduct risk assessments. This qualitative study explored nine Victorian early-career school psychologists’ role in risk assessment, and their self-perceived preparedness, self-efficacy, postgraduate training experiences and methods used to assess risk. Results identified that the frequency of student suicidal ideation and acute mental health presentations exceeded participants’ expectations. Participants identified confidence in assessing risk, but less confidence in the follow-up actions. Participants reported employing comprehensive risk assessment practices and most received exposure to risk assessment during training. Key factors identified for building risk assessment preparedness and confidence were supervision, experience, professional development and research. As participants identified core risk assessment competencies that may require further coverage in curricula, these findings have important implications for universities to maximise graduates’ risk assessment preparedness.

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Section: Resultsmentioning

confidence: 99%

Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective

Quigley,

Hyde

2023

Journal of Psychologists and Counsellors in Schools

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“…Training exists for MHPs in intermediate risk assessment and crisis response planning. These include, but are not limited to, Systematic Tailored Assessment for Responding to Suicidality protocol (STARS-protocol; Hawgood & De Leo, 2018; Hawgood, Ownsworth, Kõlves, et al, 2022; Hawgood, Woodward, et al, 2022), Commitment to Living (CTL)/SafeSide training (Pisani et al, 2012, 2016), Crisis Response Planning (CRP; Bryan et al, 2017), Counseling for Access to Lethal Means (e.g., Sale et al, 2018), and the Suicide Safety Plan Intervention (SPI; B. Stanley et al, 2018).…”

Section: A Tiered Approach To Suicide Prevention Trainingmentioning

confidence: 99%

“…The STARS-protocol (Hawgood & De Leo, 2018) represents an emerging alternative approach to prediction-based assessment processes. STARS-protocol is a semistructured, collaborative interview process involving engagement between client and MHP to explore psychosocial needs of the client and their suicidality within their life context to inform safety planning and support responses (Hawgood, Ownsworth, Mason, et al, 2022).…”

Section: The Ccm Of Suicide Prevention Training: Foundation and Appli...mentioning

confidence: 99%

“…Consistent with a therapeutic risk formulation approach (Hawgood & De Leo, 2018; Pisani et al, 2016), the standard of care is to match interventions to the unique needs of the patient (I. H. Stanley et al, 2019).…”

Section: An Updated Set Of Core Competenciesmentioning

confidence: 99%

“…Systematic Tailored Assessment for Responding to Suicidality protocol (Hawgood & De Leo, 2018; Hawgood, Ownsworth, Kõlves, et al, 2022; Hawgood, Woodward, et al, 2022)…”

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confidence: 99%

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Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

Cramer,

Hawgood,

Kaniuka

et al. 2024

Clinical Psychology: Science and Practice

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Suicide is a global public health concern. Training for mental health professionals (MHPs) is a common approach to ensuring sound clinical care for persons experiencing suicidality. This article proffers an updated set of suicide prevention core competencies for MHPs through a literature-driven process. First, we outline a stepwise model of suicide prevention training ranging from gatekeeper approaches to advanced suicide-specific assessment and intervention skills. We then review recent paradigm shifts in the suicide prevention literature: (a) emergence of ideation-to-action and fluidity theories; (b) shift to therapeutic prevention-focused risk assessment; (c) increased attention to cultural factors in suicide; and (d) advances in suicide-specific intervention. These trends in the suicide literature serve as a rationale to update the Core Competency Model (CCM) of Suicide Prevention, a training program intentionally designed to improve beginner-to-intermediate providerfocused (e.g., managing one's own suicide attitudes) and clinical (e.g., clinical documentation) skills. We outline changes to competency wording and training, providing a sample CCM training curriculum. The Suicide Competency Assessment Form (SCAF), a self-and observer-rated measure of skill acquisition, is revised to reflect the updated competencies. Finally, we provide recommendations for (a) future psychometric assessment of the revised SCAF (SCAF-R); (b) suicide prevention training, implementation, and evaluation; and (c) ways to extend suicide prevention core competencies beyond MHPs. Public Health Significance StatementSuicide prevention skills can be addressed for lay and clinical professionals through a tiered approach to training. The updated Core Competency Model of Suicide Prevention Training provides a roadmap to enhance beginner-to-intermediate clinical skills for mental health professionals. The Suicide Competency Assessment Form-Revised is a tool that can be used by clinicians and researchers in areas such as training evaluation, attitude self-assessment, and clinical supervision.

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Lived experience perspectives guiding improvements to the Systematic Tailored Assessment for Responding to Suicidality protocol

Hawgood

Betterridge²,

Kõlves

et al. 2023

Front. Psychiatry

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Background and aimsSuicide risk assessment protocols have traditionally been developed by clinical or research experts in suicidology, with little formal involvement of those with a lived experience of suicide. This study broadly aimed to seek lived experience perspectives of the Systematic Tailored Assessment for Responding to Suicidality (STARS) protocol A further aim was to elicit lived experience suggestions for wording and language used in the existing items within sections of the STARS protocol (STARS-p).MethodParticipants were 33 adults (Female = 64%) with a lived experience of suicide, who attended a virtual research workshop at the National Lived Experience of Suicide Summit (2021). After being educated about STARS-p, participants provided their overall perceptions of STARS-p as well as suggestions for rewording and language use across the sections of STARS-p. Their responses were gathered using a virtual online platform for live electronic data collection. A three-phase process of qualitative content analysis was used, engaging both inductive and deductive approaches to explore study aims one and two, respectively. The Consolidated Criteria for Reporting Qualitative Research was followed to enhance quality of reporting.ResultsQualitative content analysis of participants’ views of the STARS-p reflected three main categories, namely, STARS philosophy; What STARS aspires to; and Continuity of care and meeting needs. Responses characterized participants’ perceptions of the core purpose of STARS-p and ways for refining or adapting it to suit diverse needs and settings. Based on deductive content analysis, suggested modifications to wording of items and additional items to extend sections were identified.ConclusionThe study yielded novel perspectives from those with a lived experience of suicide, which will inform improvements to the next edition of STARS-p. The STARS training (required for licensed use of the protocol) will be updated accordingly, in line with these results.

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Long-Term Use and Application of Systematic Tailored Assessment for Responding to Suicidality (STARS) Protocol Following Original Training

Cited by 3 publications

References 43 publications

Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective

Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective

Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

Lived experience perspectives guiding improvements to the Systematic Tailored Assessment for Responding to Suicidality protocol

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