The Effectiveness of Active Learning Strategies in Gatekeeper Training on Behavioral Outcomes

Abstract

Abstract. Background: Studies of suicide prevention gatekeeper trainings (GKT) show temporary enhancements in short-term behavioral outcomes and limited enhancements in intermediate behavioral outcomes. Aims: We aimed to examine the impact of two training enhancements (role-play and booster) on intermediate GKT outcomes. Method: The study used a factorial randomized controlled design to assign participants to one of four groups. Three indicators of gatekeeper behavior at 6-month follow-up were the primary outcomes of interest. We used propensity score-based techniques to address observed imbalances. Results: At 6 months, among participants assigned to role-play, a significantly larger proportion of those assigned to booster performed identifications and referrals followed by a notification to the referral source, and followed by escorting the youth to the resource. Limitations: While observed imbalances were addressed, unobserved differences may persist. The validity of self-reported indicators to measure actual behavior remains unknown. Conclusion: Results suggest that active learning strategies can, in combination, enhance the effectiveness of trainings. The strategies seem to increase the comprehensiveness of gatekeeper behaviors.

Performing Arts in Suicide Prevention Strategies: A Scoping Review

“…The selected studies are characterized by their extreme heterogeneity in terms of study design, type and size of populations studied, their purpose, and outcomes. Of the 35 included studies, most of them were observational studies without a control group ( n = 22) [ 30 , 50 , 72 , 73 , 74 , 75 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 90 , 91 ], four were quasi-experimental prospective controlled studies [ 92 , 93 , 94 , 95 ], four were cross-sectional studies [ 96 , 97 , 98 , 99 ] and five were randomized control trials (RCTs) [ 18 , 100 , 101 , 102 , 103 ].…”

“…Most of the studies were published from 2010 onward (29, 83%) [ 18 , 30 , 50 , 64 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 93 , 94 , 95 , 97 , 98 , 99 , 100 , 101 , 102 , 103 ]. Regarding geographical provenience, 54% of the studies were conducted in the US (19) [ 30 , 50 , 74 , 75 , 76 , 82 , 83 , 84 , 86 , 87 , 88 , 89 , 90 , 93 , 94 , 99 , 100 , 101 , 103 ], four in the UK [ 72 , 78 , 92 , 96 ], three in Australia [ 81 , 91 ...…”

“…Most of the studies (22) [ 18 , 50 , 74 , 75 , 76 , 79 , 82 , 83 , 84 , 85 , 86 , 87 , 90 , 91 , 92 , 93 , 94 , 95 , 96 , 100 , 101 , 103 ] used quantitative methods to assess their outcomes, while a smaller portion used a qualitative approach (7) [ 30 , 73 , 77 , 88 , 98 , 99 , 102 ] and six studies used mixed methods, with both qualitative and quantitative data collection or analysis techniques [ 72 , 78 , 80 , 81 , 89 , 97 ].…”

“…Regarding the participants, most of the studies were addressed to gatekeepers as school staff members, educators, university professors, college or high school students, social workers, and nonclinical employers in hospitals (twelve studies, 31.4%) [ 74 , 76 , 81 , 82 , 86 , 87 , 90 , 92 , 93 , 94 , 100 , 103 ]; nine studies were addressed to youth, adolescents, college or high school students as vulnerable and high-risk populations [ 18 , 30 , 75 , 80 , 83 , 95 , 96 , 98 , 99 ], ten to health professionals in training [ 50 , 72 , 73 , 78 , 79 , 84 , 85 , 88 , 89 , 102 ], such as medical school students, nurse practitioners, residents, physicians, and pharmacy staff members. Two studies were addressed to the adult population [ 77 , 91 ], and finally, three had mixed recipients (i.e., schoolteachers and mental health professionals or gatekeepers and adolescents, as in the SEYLE study) [ 18 , 97 , 101 ].…”

Teachers as Youth Suicide Prevention Gatekeepers: An Examination of Suicide Prevention Training and Exposure to Students at Risk of Suicide

“…Therefore, suicide training might include role-plays, real life scenarios, and actual practice to increase teachers’ self-efficacy to support students at-risk of suicide. Emerging research supports that active learning strategies and behavioral rehearsal, such as role-plays, may help improve the effectiveness of short gatekeeper training and increase gatekeeper skills following training (Cross et al, 2011 ; Garraza et al, 2020 ). It is important that training moves beyond the traditional sit and get mentality to include active learning, modeling, and practice (Hatton et al, 2017 ; Johnson & Parsons, 2012 ).…”