@article{ref1,
title="Improving school psychologists' knowledge and confidence pertinent to suicide prevention through professional development",
journal="Journal of applied school psychology",
year="2010",
author="Suldo, S. and Loker, T. and Friedrich, A. and Sundman, A. and Cunningham, J. and Saari, B. and Schatzberg, T.",
volume="26",
number="3",
pages="177-197",
abstract="This study evaluated a professional development intervention that stemmed from a university-district partnership and was developed through participatory action research. Baseline and postintervention survey items showed participating school psychologists' (n = 57) knowledge related to youth suicide improved reliably immediately after the intervention in all content knowledge areas. At 9-month follow-up, participants (n = 41) retained knowledge gains relevant to assessment and intervention strategies, whereas knowledge relevant to prevention and postvention activities declined. Increases in participants' confidence in their abilities to execute different suicide-related professional activities and in their confidence in working with diverse youth in relation to suicide risk maintained over time. At follow-up, 87% of participants who had received referrals for suicidal students reported accessing products from the professional development, compared with 40% of practitioners without the impetus of a suicidal student. Participants rated the professional development to be between &quot;mostly&quot; and &quot;very&quot; useful in facilitating their work with suicidal youth. © Taylor & Francis Group, LLC.<p /><p>Language: en</p>",
language="en",
issn="1537-7903",
doi="10.1080/15377903.2010.495919",
url="http://dx.doi.org/10.1080/15377903.2010.495919"
}