Suicide Clusters in Schools and Communities

学校和社区的自杀群

• 批准号: 10478179
• 负责人: Anna Strassmann Mueller
• 金额: $ 63.66万
• 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/10478179
• 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.

概括 该拟议项目的目标是确定学校和社区的社会环境如何 通过文化、 组织和社会生态途径。在青年 S/SC 比例上升且青年 S/SC 比例下降的背景下 学校资源，将学校理解为脆弱性的可能来源和关键场所 自杀前后预防（SPP）变得越来越重要。研究表明，社会环境 与青年 S/SC 相关的事项；迄今为止的研究忽视了学校文化差异如何影响 系统和心理健康安全系统，以及更广泛的社会生态背景——包括 获取资源以及学校和医疗保健之间的桥梁——解释学校之间 S/SC 的差异。 此外，研究没有考虑学校作为正式组织如何日常工作以防止 往往在资源匮乏的情况下，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确定有效且可持续的战略 SPP 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 促进青少年福祉的学校文化系统的特点； （目标 2）确定 使学校能够创建有效识别心理健康安全系统的组织要素， 分类并支持弱势青少年； （目标 3）评估更广泛的社会生态的组成部分 作为学校支持青少年福祉和预防 S/SC 战略的障碍或推动者的系统。 为了实现我们的目标，我们采用混合方法、比较研究设计，并依靠既定的方法 与科罗拉多州的两个公立学区及其 10 所异构高中（其中 3 所拥有 严重的、持久的青少年 S/SC 问题）。我们拥有前所未有的机会来观察学校如何运作 每天预防自杀并支持 MH。此外，我们将观察数据与访谈相结合 对学校成员（特别是青少年、家长、校内警察和其他人员）进行调查 学校工作人员 - 以及更广泛的社区 - 特别是医护人员、治疗师、危机应对人员和 宗教领袖——确定学校 SPP 战略的挑战和推动因素。该项目由一个 新研究者在青年 S/SC 方面有着丰富的研究记录，并得到了既定的支持 具有广泛方法论和主题专业知识的跨学科团队。初步实地考察产生了 与地区、学校、社区领导以及成员的牢固合作关系 青年、社区和学术咨询委员会的参与——对于成功完成 项目的目标以及推进科学框架，以开发和部署可持续、公平、 在学校和社区开展有效的 SPP，以减少青少年自杀并改善人口健康。