Suicide and self-injury prevention strategies for adolescents in school settings: an integrative literature review
DOI:
https://doi.org/10.33448/rsd-v11i3.26157Keywords:
Adolescents; Suicide; Self-injury; Prevention; School.Abstract
Suicidal and self-harm behaviors are a challenge for Public Health, specifically for adolescent health, requiring intersectoral interventions. In this sense, school environments are potential spaces for the development of prevention strategies for the aforementioned behaviors. The objective of this study was to analyze in the literature effective suicide and self-injury prevention strategies aimed at adolescents in school environments. This is an integrative literature review, carried out from September to October 2021, using the following online databases: Medical Literature Analysis and Retrievel System Online (MEDLINE), Latin American and Caribbean Literature in Science of Health (LILACS), Bibliographic Index Español en Ciências de La Salud (IBECS), Database on Nursing (BDENF), SUS Collection and Psychology Index- Periodicals searched via the Virtual Health Library (BVS) portal and the Education Resources database Information Center (ERIC). When carrying out the steps foreseen in the review, a total of 11 articles resulted that met the eligibility criteria of the study. The suicide and self-harm prevention interventions found in this literature review addressed mental health issues through the strengthening of socio-emotional skills and the programs indicated a predominance of training to recognize the signs of suicidal behavior and referral to mental health professionals, especially the Gatekeeper (guardians of life). Regarding the effectiveness of the included studies, it was verified that there were promising results in most of them, however some of them showed a gaps.
References
Aratangy E. W., Russo F. L., Giusti, J, S., Cordás, T.A. (2018). Como lidar com a automutilação: guia prático para familiares, professores e jovens que lidam com o problema da automutilação. Hogrefe
Benefield, L. E. (2003). Implementing evidence-based practice in home care. Home Healthc Nurse, 21(12), 804-811
Brito, M. D. L. de S., Silva Júnior, F. J. G. da, Costa, A. P. C., Sales, J. C. e S., Gonçalves, A. M. de S., & Monteiro, C. F. de S. (2020). Comportamento suicida e estratégias de prevenção sob a ótica de professores. Escola Anna Nery, 24(4), 1–7. https://doi.org/10.1590/2177-9465-ean-2020-0109
Calear, A. L., Morse, A. R., Batterham, P. J., Forbes, O., & Banfield, M. (2021). Silence is Deadly: A controlled trial of a public health intervention to promote help-seeking in adolescent males. Suicide and Life-Threatening Behavior, 51(2), 274–288. https://doi.org/10.1111/sltb.12703
Carrol, J. C.; Talbot, Y., Permaul, J., Tobin, A., Moineddin, R., Blaine, S., Bloom, J., Butt, D., Kay, K., & Telner, D. (2016). Academic family health teams: Part 1: patient perceptions of core primary care domains. Canadian Family Physician, 62(1), 23–30
Cervantes, C. A. D., & Contreras, M. L. (2019). Intento de suicidio en adolescentes: Factores asociados. Revista chilena de pediatria, 90 (6), 606-616
Chang, E. C. (2017). Hope and hopelessness as predictors of suicide ideation in Hungarian college students. Death Studies 41(7), 455–460. 10.1080/07481187.2017.1299255
Eisenstein, C., Zamperoni, V., Humphrey, N., Deighton, J., Wolpert, M., Rosan, C., Bohan, H., A. Kousoulis, A., Promberger, M., & Edbrooke-Childs, J. (2019). Evaluating the Peer Education Project in secondary schools. Journal of Public Mental Health, 18(1), 58–65. https://doi.org/10.1108/JPMH-07-2018-0048
Fernandes, E. S. F., & Santos, A. M. dos. (2020). Desencontros entre formação profissional e necessidades de cuidado aos adolescentes na Atenção Básica à Saúde. Interface - Comunicação, Saúde, Educação, 24, 1–20. https://doi.org/10.1590/interface.190049
Gijzen, M. W. M., Creemers, D. H. M., Rasing, S. P. A., Smit, F., & Engels, R. C. M. E. (2018). Evaluation of a multimodal school-based depression and suicide prevention program among Dutch adolescents: Design of a cluster-randomized controlled trial. BMC Psychiatry, 18(1), 1–12. https://doi.org/10.1186/s12888-018-1710-2
Giusti, J. S. Automutilação: características clínicas e comparação com pacientes com transtorno obsessivo-compulsivo. (2013). Tese, Psiquiatria, Universidade de São Paulo
Guedes, E. A. A., Mendes, M. LM., & Messias, C. M. B. O. (2019). Práticas interdisciplinares de educação em saúde e meio ambiente na educação de jovens e adultos: percepção dos alunos. Revista Ibero-Americana de Estudos em Educação, 14(3), 1030-1048. 10.21723/riaee.v14i3.10064
Halicka, J., & Kiejna, A. (2018). Non-suicidal self-injury (NSSI) and suicidal: Criteria differentiation. Advances in Clinical and Experimental Medicine, 27(2), 257–261. https://doi.org/10.17219/acem/66353
Kahn, P. J., Cohen, F. R., Tubiana, A., Legrand, K., Wasserman, C., Carli, V., Apter, A., Balazs, J., Banzer, R., Baralla, F., Barzilai, S., Bobes, J., Brunner, R., Corcoran, P., Cosman, D., Guillemin, F., Haring, C., Kaess, M.., Bitenc, U. M., Mészàros, G., McMahon, E., Postuvan, V., Saiz, P., Varnik, A., Varnik, P., Sarchiapone, M., Hoven, C. W. & Wasserman, D. (2020). Infuence of coping strategies on the eficacy of YAM (Youth Aware of Mental Health): a universal school‐based suicide preventive program. European Child & Adolescent Psychiatry, 29 (12). https://doi.org/10.1007/s00787-020-01476-w
Kim, H. Y., Nam, E. W., Jin, K. N., & So, A. Y. (2020). Effectiveness of a school-based mental health education program in an impoverished urban area of Peru. Global Health Promotion, 27(1), 77–86. https://doi.org/10.1177/1757975918786728
Kinchin, I., Russell, A. M. T., Petrie, D., Mifsud, A., Manning, L., & Doran, C. M. (2020). Program Evaluation and Decision Analytic Modelling of Universal Suicide Prevention Training (SafeTALK) in Secondary Schools. Applied Health Economics and Health Policy, 18(2), 311–324.
https://doi.org/10.1007/s40258-019-00505-3
Klim-Conforti, P., Zaheer, R., Levitt, A. J., Cheung, A. H., Schachar, R., Schaffer, A., Goldstein, B. I., Fefergrad, M., Niederkrotenthaler, T., & Sinyor, M. (2021). The Impact of a Harry Potter-Based Cognitive-Behavioral Therapy Skills Curriculum on Suicidality and Well-being in Middle Schoolers: A Randomized Controlled Trial. Journal of Affective Disorders, 286(January), 134–141. https://doi.org/10.1016/j.jad.2021.02.028
Lima, A. L. O., Santos, B. F. T., Almeida, G. L., Ferreira, H. W., Mota, C. P., Messias, C. M., & Silva, J. L. L. (2019). Educação em saúde mental no ambiente escolar: relato de caso. Saúde Coletiva (Barueri), 9(50)
Lindow, J. C., Hughes, J. L., South, C., Minhajuddin, A., Gutierrez, L., Bannister, E., Trivedi, M. H., & Byerly, M. J. (2020). The Youth Aware of Mental Health Intervention: Impact on Help Seeking, Mental Health Knowledge, and Stigma in U.S. Adolescents. Journal of Adolescent Health, 67(1), 101–107. https://doi.org/10.1016/j.jadohealth.2020.01.006
Mansour, M., Krishnaprasadh, D., Lichtenberger, J., & Teitelbaum, J. (2020). Implementing the Patient Health Questionnaire Modified for Adolescents to improve screening for depression among adolescents in a Federally Qualified Health Centre. BMJ Open Quality. doi:10.1136/bmjoq-2019-000751
Mo, P. K. H., Ko, T. T., & Xin, M. Q. (2018). School-based gatekeeper training programmes in enhancing gatekeepers’ cognitions and behaviours for adolescent suicide prevention: A systematic review. Child and Adolescent Psychiatry and Mental Health, 12(1), 1–24. https://doi.org/10.1186/s13034-018-0233-4
Nasution, R. A., Keliat, B. A. & Wardani, I. Y. (2019). Effect of cognitive behavioral therapy and peer leadership on suicidal ideation of adolescents in Bengkulu. Comprehensive Child And Adolescent Nursing, 42(sup1), 90–96. https://doi.org/10.1080/24694193.2019.1578300
Neves, C. C. S., Pereira, A. P. C. & Pereira, C. A. S. (2020). Estratégias de prevenção do suicídio na escola para adolescentes: uma revisão de literatura na base medline. Research, Society and Development, 9(7), 1-21. http://dx.doi.org/10.33448/rsd-v9i7.3945
Persaud, S., Rosenthal, L., & Arora, P. G. (2019). Culturally Informed Gatekeeper Training for Youth Suicide Prevention in Guyana: A Pilot Examination. In School Psychology International. 40(6), 624–640.
Polit, D. F., Beck, C. T. (2006). Using research in evidence-based nursing practice. In D. F. Polit, C. T. Beck (Eds.), Essentials of nursing research. Methods, appraisal and utilization (pp. 457- 494). Philadelphia
Quesada, A. A., Neto, C. H. A., Oliveira, J. M., Garcia, M. S. (2020). Automutilação: abordagem prática de prevenção e intervenção, Fundação Demócrito Rocha
Rasmussen, M. L., Haavind, H., & Dieserud, G. (2018). Young Men, Masculinities, and Suicide. Archives of Suicide Research, 22(2), 327–343. https://doi.org/10.1080/13811118.2017.1340855
Roberts, C. M., Kane, R. T., Rooney, R. M., Pintabona, Y., Baughman, N., Hassan, S., Cross, D., Zubrick, S. R., & Silburn, S. R. (2018). Efficacy of the Aussie Optimism Program: Promoting Pro-social Behavior and Preventing Suicidality in Primary School Students. A Randomised-Controlled Trial. Frontiers in Psychology, 8 (February), 1–13. https://doi.org/10.3389/fpsyg.2017.01392
Severian, P. F. G., Melo, H. E., Eid, L. P., Gueroni, L. P. B., Souza, M.R., & Pompeo, D. A. (2021). Impacto de intervenção psicoeducacional na autoeficácia. Revista de Enfermagem UERJ, 29. http://dx.doi.org/10.12957/reuerj.2021.53845
Silva, C. R., Cardinalli, I., Silvestrini, M. S., Farias, A. Z., Prado, A. C. S. A., Ambrosio, L., Oliveira, M. T., Paula, & B. M. (2017). La terapia ocupacional y la cultura: miradas a la transformación social. Revista Chilena Terapia Ocupacional, 17(1), 105-113
Silva, L. (2019). Suicide among children and adolescents: a warning to accomplish a global imperative. Acta Paulista de Enfermagem, 32(3), 111-116. doi: https://10.1590/1982-
Sousa, C.M. S, Mascararenhas, M.D.M., Gomes, K.R.O, Rodrigues, M.T.P, Miranda, S. E. S., Frota, K.M.G.( 2020) Ideação suicida e fatores associados entre escolares adolescentes. Rev. Saúde Pública [online], 54 (33). https://doi.org/10.11606/s1518-8787.2020054001637
Souza, M. T. D., Silva, M. D. D. & Carvalho, R. D (2010). Integrative review: what is it? How to do it?; Revisão integrativa: o que é e como fazer. Einstein (São Paulo), 8 (1)
Stewart, K., Martin, C., & Fleming, M. (2018). Preventing suicide; nurse education and the occluded issue of gender. Nurse Education in Practice, 58-63. 10.1016/j.nepr.2018.07.004
Terpstra, S., Beekman, A., Abbing, J., Jaken, S., Steendam, M., & Gilissen, R. (2018). Suicide prevention gatekeeper training in the Netherlands improves gatekeepers’ knowledge of suicide prevention and their confidence to discuss suicidality, an observational study. BMC Public Health, 18(1), 1–8. https://doi.org/10.1186/s12889-018-5512-8
Testoni, I., Tronca, E., Biancalani, G., Ronconi, L., & Calapai, G. (2020). Beyond the wall: Death education at middle school as suicide prevention. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072398Whittemore, R. & Knafl, K. (2005). The integrative review: updated methodology. Journal Advanced Nursing, 52(5), 546-553
Tomek, S., Burton, S., Hooper, L. M., Bolland, A., & Bolland, J. (2018). Suicidality in Black American Youth Living in Impoverished Neighborhoods: Is School Connectedness a Protective Factor? In School Mental Health. 10(1), 1–11.
Totura, C. M. W., Kutash, K., Labouliere, C. D., & Karver, M. S. (2019). Evaluating Active Parental Consent Procedures for School Programming: Addressing the Sensitive Topic of Suicide Prevention. In Journal of School Health. 87(2), 114–120.
World Health Organization. (2014). Preventing suicide: a global imperative. World Health Organization
World Health Organization. (2018). Saúde Mental do Adolescente. Geneve: World Health Organization
Wyman, P. A., Pickering, T. A., Pisani, A. R., Rulison, K., Schmeelk-Cone, K., Hartley, C., Gould, M., Caine, E. D., LoMurray, M., Brown, C. H., & Valente, T. W. (2019). Peer-adult network structure and suicide attempts in 38 high schools: implications for network-informed suicide prevention. Journal of Child Psychology and Psychiatry and Allied Disciplines, 60(10), 1065–1075. https://doi.org/10.1111/jcpp.13102
Zachariah, B., de Wit, E. E., Bahirat, J. D., Bunders-Aelen, J. F. G., & Regeer, B. J. (2018). What Is in It for Them? Understanding the Impact of a “Support, Appreciate, Listen Team” (SALT)-Based Suicide Prevention Peer Education Program on Peer Educators. In School Mental Health. 10(4), 462–476.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Amanda de Morais Pinto Ribeiro Escobar; Mariana de Fátima Alves Arruda; Jose Eudes de Lorena Sobrinho
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.