The Teacher Expectations and Values for Suicide Prevention Scale

Abstract

Abstract. Background: Teachers play a critical role in youth suicide prevention, yet few psychometrically sound instruments exist to measure teachers' expectations and values regarding suicide prevention. Aims: This study examined the factor structure and psychometric properties of the Teacher Expectations and Values for Suicide Prevention (TEVSP) Scale. Method: The TEVSP was administered to 500 teachers in the United States. Confirmatory factor analysis was used to determine the factor structure and bivariate correlations were used to investigate convergent and discriminant validity. Mann–Whitney U tests investigated group differences in TEVSP scores between participants who had received suicide training and those who had not. Results: Results support a three-factor hierarchical model with strong internal consistency and evidence of validity. Significant differences were found in TEVSP scores between groups. Limitations: There is a need to further explore the psychometric properties of the scale across samples and face-to-face methods. Conclusion: The TEVSP is a sound instrument that can be used to measure teachers' expectations and values for suicide prevention.

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

“…Participants were asked to complete an online survey that included a general demographic questionnaire, the Teachers Expectations and Values for Suicide Prevention Scale (King et al, 1999 ; Stickl Haugen et al, 2020 ), and the Gatekeeper Reluctance Scale (Wyman et al, 2008 ).…”

“…The Teachers Expectations and Values for Suicide Preventions Scale (TEVSP; King et al, 1999 ; Stickl Haugen et al, 2020 ) is a 14-item self-report instrument that includes three subscales measuring teachers’ efficacy expectations (self-efficacy to engage in suicide prevention), outcome expectations (anticipated outcomes of engaging in suicide prevention), and outcome values (the overall value teachers’ place on suicide prevention efforts and their role in suicide prevention). Each item is measured on a 7-point Likert-type scale ranging from 1 ( strongly disagree) to 7 ( strongly agree).…”

“…The three subscales include: (a) Efficacy Expectations (six items; e.g., “I believe I can ask a student at risk of attempting suicide if he/she is suicidal”); (b) Outcome Expectations (six items; e.g., “I believe if I effectively offer support to a student at risk of attempting suicide it will reduce the change that the student will die by suicide”); and (c) Outcome Values (two items; e.g., “I believe as a teacher, one of the most important things I could ever do would be to prevent a suicidal student from dying by suicide”). The TEVSP has demonstrated evidence of reliability and convergent and discriminant validity (Stickl Haugen et al, 2020 ). Internal consistency was adequate in the current study (α efficacy expectations = 0.816; α outcome expectations = 0.864; α outcome values = 0.708).…”

“…Similarly, it is important to consider how behaviors are connected to value systems (Bandura, 1989 ). Thus, outcome values (i.e., the personal value teachers place on youth suicide prevention and their role in the process) are an important aspect to consider when examining teachers’ attitudes toward suicide prevention (Stickl Haugen et al, 2020 ).…”

Educational agents and institutions called into action in suicide prevention, intervention, and postvention

“…One of the saddest aspects of teen suicide is the frequently missed opportunity to stop it (Mulrine, 2001). Many studies underscore the importance of suicide prevention education throughout the high school and college years (King et al, 2008;Joshi et al, 2015;Poland and Ferguson, 2021;Testoni et al, 2021;Chaniang et al, 2022;Stickl Haugen et al, 2022;Fadillah et al, 2023). However, difficulties associated to staff shortages, ever-increasing responsibilities for student well-being (Ayer et al, 2022) and shortage of guidelines on the targets and methods of safe and effective awareness programs are highlighted (Grosselli et al, 2022).…”