Citation

Range LM. Educ. Psychol. Rev. 1993; 5(2): 135-154.

Copyright

(Copyright © 1993, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/BF01323157

PMID

unavailable

Abstract

Adolescent suicide is escalating, especially among White male teenagers who use drugs and/or alcohol, are depressed or cognitively rigid, have maladaptive families, have experienced recent loss, misunderstand death, and know a suicide victim. Teachers can foster suicide resistance by developing teens' cognitive deterrents and encouraging adaptive coping strategies. Recommended assessment tools for potentially suicidal children and teens include the Reasons for Living Inventory and the Suicidal Behaviors Questionnaire. For teachers, intervention strategies include listening empathically, asking directly about potential suicide, and breaking confidentiality in cases of an actively suicidal child or teenager. Administratively, helpful strategies are hot lines, suicide prevention training modules, and publicity of popular students' adaptive responses to stress such as drug rehabilitation or therapy. After suicide, administrators should work to diminish survivor guilt, minimize scapegoating, and prevent contagion. © 1993 Plenum Publishing Corporation.

Language: en

Keywords

suicide; suicide prevention; teenage suicide; suicide resistance