Citation

Kratz J, Bragg JE, Nay EDE, Miller-Cribbs J, Munoz RT, Howell D. Soc. Work Educ. 2022; 41(2): 248-260.

Copyright

(Copyright © 2022, Informa - Taylor and Francis Group)

DOI

10.1080/02615479.2020.1826921

PMID

unavailable

Abstract

Approximately 45,000 people die by suicide annually in the United States with over 60% seeking help in the year leading up to their death. Of students receiving suicide-specific training in their degree programs, nearly two-thirds feel inadequately prepared for practice with suicidal clients. This study explores the outcomes of an educational pilot study (N = 29) integrating didactic instruction, readings, role-plays, and simulation for teaching suicide intervention skills. The Collaborative Assessment and Management of Suicidality (CAMS) framework is used as a guideline to develop knowledge, skills, and confidence in working with clients who are suicidal. Repeated measures ANOVA results indicate statistically significant improvements in students' knowledge and Counseling Self-Estimate Inventory (CSEI) scores overtime (p <.05). Moreover, CSEI and the subscale of dealing with difficult client behaviors showed statistically significant improvements from pre-simulation to post-simulation (p <.05). While an abundance of research exists regarding the use of simulation within medical education, a limited amount of research examines the relevance of simulation within graduate education for helping professionals (e.g., counselors and social workers). These results suggest an added benefit of high-fidelity simulations in the training of helping professionals to develop clinical suicide intervention skills. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Language: en

Keywords

social work education; Simulation; suicidology