Youth Suicidality in the Context of Disasters

Rahmani, Mariam; Silverman, Andrew L.; Thompson, Andrew; Pumariega, Andres

doi:10.1007/s11920-023-01454-4

Cited by 2 publications

(1 citation statement)

References 145 publications

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“…Suicidal ideation is also significantly associated with depression, test anxiety, academic self-concept, and adolescents’ perceptions of parental dissatisfaction with their academic achievements[ 81 ]. In addition to the school environment, sudden environmental changes such as earthquakes, accidental fires, typhoons, tornadoes, hurricanes, mudslides, tsunamis, armed conflicts, particulate pollution, extreme temperatures and humidity, and the COVID-19 pandemic can also influence adolescent suicidal tendencies and risks, including suicidal ideation, suicidal behavior, and suicide completion[ 82 , 83 ]. Taking COVID-19 as an example, studies have indicated a 25% increase in suicide attempts among adolescents during the COVID-year, with a particularly significant increase of 195% in suicide attempts among girls during the starting school period[ 84 ].…”

Section: Risk Factors For Adolescent Suicidementioning

confidence: 99%

Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs

Liu,

Wang

2024

World J Psychiatry

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Adolescents are considered one of the most vulnerable groups affected by suicide. Rapid changes in adolescents’ physical and mental states, as well as in their lives, significantly and undeniably increase the risk of suicide. Psychological, social, family, individual, and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct, indirect, or combined pathways. Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide. When deliberately cultivated, fostered, and enhanced, self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making, as the five core competencies of social-emotional learning, can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support. Among numerous suicide intervention methods, school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents. The characteristics of school-based interventions based on social-emotional competence, including their appropriateness, necessity, cost-effectiveness, comprehensiveness, and effectiveness, make these interventions an important means of addressing the crisis of adolescent suicide. To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide, additional financial support should be provided, the combination of social-emotional learning and other suicide prevention programs within schools should be fully leveraged, and cooperation between schools and families, society, and other environments should be maximized. These efforts should be considered future research directions.

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