Suicide Clusters in Schools and Communities

学校和社区的自杀群

• 批准号: 10279280
• 负责人: Anna Strassmann Mueller
• 金额: $ 75.6万
• 依托单位: TRUSTEES OF INDIANA UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10279280
• 关键词: Academic achievement; Address; Adult; Characteristics; Colorado; Communities; Conflict (Psychology); Data; Ecosystem; Elements; Environment; Event; Face; Foundations; Goals; Health Personnel; Healthcare; Institution; Intervention; Interview; Knowledge; Leadership; Letters; Literature; Mental Health; Methodology; Methods; Organizational Objectives; Parents; Pathway interactions; Personal Satisfaction; Plant Roots; Police officer; Population; Religion and Spirituality; Reporting; Research; Research Design; Research Personnel; Resources; Role; Safety; Schools; Science; Scientific Advances and Accomplishments; Social Environment; Social Identification; Sociology; Source; Suicide; Suicide prevention; Surveys; System; Time; Triage; Trust; Variant; Work; Youth; base; comparative; cultural competence; evidence base; help-seeking behavior; high school; improved; insight; member; neglect; pandemic disease; population health; pressure; psychosocial; reducing suicide; safety net; school district; social; sociodemographics; suicidal risk

SUMMARY The goal of this proposed project is to determine how social environments in schools and communities generate – or ameliorate – vulnerability to youth suicide and suicide clusters (S/SC) through cultural, organizational, and social-ecological pathways. In the context of rising rates of youth S/SC and diminishing school resources, understanding schools as both a possible source of vulnerability and as a key place for suicide pre- and postvention (SPP) is increasingly critical. Research suggests that the social environment matters to youth S/SC; yet to date studies have neglected to examine how variation in schools’ cultural systems and mental health safety systems, as well as their broader social-ecological contexts – including access to resources and bridges between schools and healthcare – explain variation in S/SC between schools. Further, research fails to consider how schools, as formal organizations, work on a daily basis to prevent suicide while navigating competing responsibilities often under conditions of resource scarcity. Understanding the root environmental causes of S/SC and identifying effective and sustainable strategies for schools SPP requires addressing these gaps. The specific aims guiding the proposed project are (Aim 1) to identify characteristics of schools’ cultural systems that facilitate youth well-being; (Aim 2) to determine the organizational elements that enable schools to create mental health safety systems that effectively identify, triage, and support vulnerable youth; and (Aim 3) to assess the components of broader social-ecological systems that serve as barriers or enablers of schools’ strategies to support youth well-being and prevent S/SC. To accomplish our aims, we employ a mixed-method, comparative research design and rely on an established partnership with two Colorado public school districts and their 10 heterogeneous high schools (3 of which have serious, enduring youth S/SC problems). We have unprecedented access to observe how schools work on a daily basis to prevent suicide and support MH. Further, we integrate observational data with interviews and surveys with members of the school – specifically, youth, parents, school-based police officers, and other school staff – and broader communities – especially, healthcare workers, therapists, crisis responders, and religious leaders – to identify challenges to and enablers of schools’ SPP strategies. This project is led by a new investigator with a strong record of research on youth S/SC who is supported by an established interdisciplinary team with extensive methodological and topic expertise. Preliminary fieldwork produced the strong collaborative relationships – with the districts, schools, and community leaders as well as the members of the youth, community, and academic advisory boards – necessary for the successful completion of the project’s aims and for advancing scientific frameworks for developing and deploying sustainable, equitable, and effective SPP in schools and communities to reduce youth suicide and improve population health.

总结 这个项目的目标是确定学校和社区的社会环境 通过文化， 组织和社会生态途径。在青年性剥削/在册种姓比率上升和 学校资源，了解学校既是脆弱性的可能来源，也是 自杀预防和自杀后预防（SPP）越来越重要。研究表明，社会环境 然而，迄今为止的研究忽略了研究学校文化的差异如何影响学生的学业成绩。 系统和心理健康安全系统，以及它们更广泛的社会生态背景，包括 获得资源和学校与医疗保健之间的桥梁-解释学校之间S/SC的变化。 此外，研究没有考虑学校作为正式组织如何在日常工作中防止 在资源稀缺的情况下，在承担相互竞争的责任时自杀。理解 S/SC的根本环境原因，并为学校SPP确定有效和可持续的战略 需要解决这些差距。指导拟议项目的具体目标是（目标1）确定 促进青年福祉的学校文化系统的特点;（目标2）确定 组织要素，使学校能够建立心理健康安全系统，有效地识别， 分类，并支持弱势青年;以及（目标3）评估更广泛的社会-生态 作为学校战略的障碍或推动因素的系统，以支持青年福祉和预防S/SC。 为了实现我们的目标，我们采用了混合方法，比较研究设计，并依赖于一个既定的 与两个科罗拉多公立学区及其10所异构高中（其中3所 严重的、持久的青年S/SC问题）。我们有前所未有的机会观察学校如何在一个 每天预防自杀和支持MH。此外，我们将观察数据与访谈相结合， 对学校成员-特别是青年、家长、驻校警官和其他人-进行调查 学校工作人员-和更广泛的社区-特别是，医护人员，治疗师，危机应对人员， 宗教领袖-确定学校的自我保护方案战略面临的挑战和促进因素。该项目由一名 一个新的调查员，对青年S/SC的研究有很好的记录，他得到了一个既定的支持， 跨学科团队，具有广泛的方法和主题专业知识。初步的实地考察产生了 强有力的合作关系-与地区，学校和社区领导人以及成员 青年，社区和学术咨询委员会-成功完成 项目的目标和推进科学框架，以制定和部署可持续的，公平的， 在学校和社区开展有效的SPP，以减少青少年自杀，改善人口健康。