Collaboration is key: School psychologists' experience in suicide intervention

被引:3
|
作者
Hopple, Alyce M. [1 ]
Ball, Carrie R. [1 ]
机构
[1] Indiana State Univ, Dept Appl Clin & Educ Sci, Terre Haute, IN 47809 USA
关键词
collaboration; intervention; suicide; INTERPROFESSIONAL COLLABORATION; PREVENTION;
D O I
10.1002/pits.22782
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
School psychologists are key school-based personnel when responding to suicidal thoughts and behaviors. The present paper explored the experiences and attitudes of school psychologists, with a special focus on collaborating during suicide intervention activities. Using a descriptive phenomenological approach, a purposive sample procedure identified 10 school psychologists. Data were collected via in-person, semi-structured interviews. Most participants were female (n = 9) and all were practicing within the school setting and had delivered suicide intervention activities. Experiences described through interviews suggested collaboration while responding to suicide was a common activity that enhances the quality of services, external collaboration-though beneficial for students-can be a barrier to the provision of services, school psychologists cope through collaboration, and suicide intervention services would benefit from increased collaboration. Implications for practice include working to develop stable partnerships with external stakeholders and increasing collaboration during suicide assessment and response.
引用
收藏
页码:592 / 605
页数:14
相关论文
共 50 条
  • [21] Suicide Postvention Practices in Schools: School Psychologists' Experiences, Training, and Knowledge
    O'Neill, J. Conor
    Marraccini, Marisa E.
    Bledsoe, Sarah E.
    Knotek, Steven E.
    Tabori, Alexander V.
    SCHOOL PSYCHOLOGY, 2020, 35 (01) : 61 - 71
  • [22] SUICIDE-PREVENTION IN SCHOOLS - AN ADDITIONAL ACTIVITY OF SCHOOL-PSYCHOLOGISTS
    BRUNDEL, H
    PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 1994, 41 (02): : 134 - 143
  • [23] School psychologists' training and experience in providing grief support
    Brown, Jacqueline A.
    Snider, Kara M.
    Hall, Hannah G.
    Rotzal, Jennifer L.
    Gow, Morgan M.
    PSYCHOLOGY IN THE SCHOOLS, 2024, 61 (07) : 2722 - 2744
  • [24] School-Based Family Intervention Services: Current School Psychologists' Practices
    Hendricker, Elise
    Bender, Stacy L.
    Ouye, Jenna
    Kenney, Elizabeth
    CONTEMPORARY SCHOOL PSYCHOLOGY, 2024, 28 (04) : 584 - 606
  • [25] TRAINING AND PRACTICE OF SCHOOL-PSYCHOLOGISTS IN READING ASSESSMENT AND INTERVENTION
    FISH, MC
    MARGOLIS, H
    JOURNAL OF SCHOOL PSYCHOLOGY, 1988, 26 (04) : 399 - 404
  • [26] School Psychologists as Instructional Consultants in a Response-to-Intervention Model
    Kristin Powers
    Kristi Hagans
    R. T. Busse
    The California School Psychologist, 2008, 13 (1): : 41 - 53
  • [27] Improving Family-School Collaboration in Transition Services for Students with Intellectual Disabilities: A Framework for School Psychologists
    Talapatra, Devadrita
    Miller, Gloria E.
    Schumacher-Martinez, Ruth
    JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION, 2019, 29 (03) : 314 - 336
  • [28] School Psychologists' Role in School Expectations of School Principals on the Work of School Psychologists
    Magi, Katrin
    Kikas, Eve
    SCHOOL PSYCHOLOGY INTERNATIONAL, 2009, 30 (04) : 331 - 346
  • [29] Response to Intervention: The Changing Role of School Psychologists in Relation to Gifted Students
    King, Emily
    Coleman, Mary
    Miller, Adena
    JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 2011, 27 (04) : 341 - 358
  • [30] Data Collection and Analysis in Response-to-Intervention: a Survey of School Psychologists
    Meghan R. Silva
    Melissa A. Collier-Meek
    Robin S. Codding
    Whitney L. Kleinert
    Adam Feinberg
    Contemporary School Psychology, 2021, 25 (4) : 554 - 571