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The COVID-19 pandemic has raised concerns regarding possible spikes in suicidal behavior in light of heightened risk factors such as social isolation and financial strain; thus, comprehensive suicide prevention training for emerging health service providers is increasingly vital. This article summarizes an interprofessional education (IPE) suicide prevention course delivered in-person in Spring 2020. Pilot data demonstrate that despite the impact of COVID-19 on higher education, this course had long-term impacts on trainee suicide prevention efficacy, IPE attitudes, and use of course content in practice. Discussion serves to address enhancements for interprofessional and suicide prevention education during and after the pandemic. Emphasis is placed on adaptable training strategies, considerations in the delivery format, guidelines for intensive virtual meetings with trainee teams, and future directions in IPE suicide prevention training research.

Self-directed violence (SDV), comprising both suicide and self-injury, presents a continued public health challenge for correctional institutions. In fact, correctional settings are one of four primary targets for the reduction of SDV by leading professional organizations. This article presents a public health solution to SDV in correctional settings, namely the Core Competency Model for Corrections (CCM for Corrections), an educational program for correctional mental health providers. Grounded in the general CCM of Suicide Prevention, we proffer an evidence-based sample curriculum covering 10 SDV prevention competencies in correctional settings. These competencies address both clinical care (e.g., enacting evidence-based treatment plans, using best practice documentation standards) and provider-focused (e.g., managing personal attitudes about SDV and incarcerated persons, engaging in self-care and debriefing) skills. We further espouse the underlying social-cognitive theory of CCM for Corrections toward the goal of identifying mechanisms of action for improved SDV prevention skills. Finally, we highlight considerations in the initial design and testing of CCM for Corrections. These recommendations address (a) utilization of a community-academic partnership approach and corrections SDV advisory panel, (b) selection of an in-person or online training modality, and (c) measurement of sample educational program outcomes. The CCM for Corrections represents a promising approach to SDV reduction and management in correctional settings ripe for collaborative pilot testing. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The present study examined Preferences in Information Processing (PIP), an emerging model of understanding suicidal thoughts and behaviors (STBs), in a clinical military sample for the first time. Constructs of need for affect (NFA; i.e., extent to which one engages or avoids emotional content) and need for cognition (NFC; i.e., extent of preference for and enjoyment of cognitive effort) are central individual differences of the PIP model hypothesized to be associated with STBs. Data ( n  = 200 active duty personnel) were drawn from medical records and self-report questionnaires from two outpatient treatment settings in a military hospital. Primary findings include: (1) moderate positive bivariate associations of NFA avoidance with mental health symptoms and lifetime STBs; (2) consistent patterns in which NFA approach buffers the negative associations of depression with life STBs, clinical suicide risk, perceived burdensomeness and thwarted belonging. Recommendations are offered for military suicide prevention, and future suicide theory testing.

Suicide-related behavior (SRB) is a growing mental health concern on college campuses. We argue that causes of this rising trend go beyond student stress, to include outdated campus policies, overburdened counseling center staffing, and untapped targets for prevention efforts. We outline the social-ecological model applied to suicide and related public health problems. Such a viewpoint provides an example road map to redress suicide and related risk factors (e.g., violence, substance abuse) through multiple levels of prevention-focused programing. Using our SAMHSA-funded campus suicide prevention programmatic approach as a case illustration, we proffer lessons and guidelines for the implementation of a social-ecological suicide prevention program (SESPP). Emphasis is placed on review of evidence-informed prevention programs, utilization of interdisciplinary prevention teams, need for rigorous program evaluation, and consideration of the unique demography of each campus.

Suicide remains a pressing problem among active-duty military personnel. Recent Department of Veterans Affairs and Department of Defense suicide prevention practice guidelines highlight the need for further screening research. The present study assessed the psychometric properties of 2 common self-report suicide screening tools: the Suicidal Behaviors Questionnaire-Revised (SBQ-R) and the Columbia Suicide Severity Rating Scale (C-SSRS) ideation subscale. Data ( n = 200 active-duty personnel) were drawn from medical records and self-report questionnaires from 2 outpatient treatment settings in a military hospital. Primary findings include: (a) confirmatory factor analytic support for the SBQ-R but not the self-report version of the C-SSRS ideation severity subscale; and (b) acceptable reliability for both the SBQ-R and C-SSRS ideation severity subscale. Recommendations are offered for military suicide screening practice and research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

World Health Organization data show that approximately 800,000 persons die by suicide each year [...].

The Suicide Competency Assessment Form (SCAF) provides a framework for suicide prevention skills training. This study assessed SCAF psychometric properties in a sample of behavioral health staff. A cross-sectional survey of National Health Services (NHS) staff from varying disciplines (N = 170) was conducted. The SCAF yielded a 1-factor structure with high internal consistency. Nursing assistants reported lower SCAF scores compared to other professionals. SCAF scores demonstrated positive associations with prior suicide prevention training, job enthusiasm, and several suicide/self-injury prevention outcome expectations (i.e., optimism working with self-harming patients and perceived ability to help self-harming patients). SCAF scores further demonstrated incremental validity in the form of multivariate model associations with suicide/self-injury prevention outcome expectations. Improved job satisfaction mediated the pathway from SCAF scores to perceived ability to help self-harming patients. The SCAF can be utilized in suicide prevention training and clinical supervision.

Entrapment is an emerging theoretical and empirical factor associated with suicide. The current study expanded our understanding of entrapment by examining the Entrapment Scale factor structure, demographic correlates, and association with suicidal thoughts and behaviors (STBs). Data from an online cross-national study of suicide were analyzed from two samples of young adults aged 18-34 (United Kingdom [U.K.] sample N = 418; United States [U.S.] N = 414). Primary findings included: (1) factor-analytic support for a two factor (i.e., internal and external) Entrapment Scale structure; (2) variation in external entrapment subscale factor loadings by sample; (3) significant demographic correlates of elevated entrapment of younger age, female gender, and U.S. sample; (4) significant convergent positive associations for both entrapment types with cognitive (e.g., perceived burdensomeness), mental health (e.g., anxiety), and STB correlates; and (5) significant, robust associations of internal entrapment and perceived burdensomeness with STBs in the U.K. sample. Implications are reviewed for suicide prevention theory, research and practice., (Copyright © 2019 Elsevier B.V. All rights reserved.)

The present study expands upon the Interpersonal Psychological Theory of Suicide (IPTS), examining its relationship with the need for affect (NFA), a construct explaining attitudes toward seeking both positive and negative emotions. A sample of 576 emerging adults completed measures of NFA, IPTS, suicide proneness, and demographics online. Findings include NFA accounting for a small significant amount of suicide proneness, a positive association between approaching emotions and one indicator of suicide proneness, negative association between approaching emotions and thwarted belongingness, and positive associations between avoidance of emotions with both perceived burdensomeness and thwarted belongingness. Findings are discussed concerning NFA as a theoretically and practically relevant factor for understanding suicide.

Suicide prevention training for health professions students is lacking, often occurring in disciplinary silos. The present study reports outcomes from an interprofessional education (IPE)-based suicide prevention course for health professions students across a variety of disciplines (e.g., social work, counseling, public health). Using a quasi-experimental design, students either took part in a fully online or blended version of the course. Primary outcomes included: (1) significant moderate-to-large positive gains in suicide prevention knowledge, perceived clinical care skills, and perceived ability to help self-harming patients; (2) moderate positive shifts in sensitivity to risk factors of those who died by suicide; (3) non-significant impacts on IPE-related outcomes; (4) overall high course satisfaction; and (5) students in the blended course preferred several interactive methods more than students in the online course version (large effects). Recommendations are provided for course revision and future implementation in educational and community-based settings.

Inmates remain a vulnerable group at elevated risk for suicide, especially in light of stresses associated with incarceration. Despite the elevated risk for inmates, suicide prevention practices in corrections remain tenuous at best. The present article reviews literature on risk and protective factors for suicide among inmates as well as current recommended best practices. It then provides directions for suicide prevention provision, training, and research in correctional settings. These include adaptations for security staff of current empirically supported models of suicide risk training and intervention.

Objectives: As professional psychology training programs and continuing education have moved toward competency based approaches, it has become equally important to develop uniform, evidence-based approaches for suicide risk assessment and management. The present article presents a workshop curriculum based on established core competencies in suicide risk assessment and management., Method: Drawing on theories suicide risk formation, the workshop features an integration of didactic, process, and experiential components. We present pilot data from 2 small group workshops (n = 17): 1 from a clinical psychology doctoral program and 1 from a university counseling center., Results: Workshop participation yielded increases in (a) the ability to recognize appropriate clinician responses to suicidal client statements, (b) self-perceptions of general capacity to interface with suicidal patients and mastery of the 10 core competencies, (c) factual knowledge concerning suicide risk assessment and management, and (d) the self-rated ability to assess and manage a suicidal patient., Conclusion: We discuss statistical and generalizability limitations as well as implications for future modification, implementation, and provision of this training method., (© 2016 Wiley Periodicals, Inc.)

Compared to nonoffenders, offenders are at increased risk for suicidal ideation and psychopathy. However, literature currently lacks sufficient understanding of moderating pathways linking psychopathy to suicidal ideation among offenders. This study investigated anxiety and depressive symptoms as potential moderators using a sample of 162 male offenders in the New Jersey correctional system. Results supported a significant positive correlation between secondary psychopathy and suicidal ideation. In addition, depression and physiological anxiety moderated the association between secondary psychopathy and suicidal ideation. Present findings may assist in determining relevant suicide risk factors (i.e., depression, physiological anxiety, secondary psychopathy) to assess for in offenders.

Objective: Although health professionals increasingly are expected to be able to assess and manage patients' risk for suicide, few methods are available to evaluate this competency. This report describes development of a competency-assessment instrument for suicide risk-assessment (CAI-S), and evaluates its use in an objective structured clinical examination (OSCE)., Method: The authors developed the CAI-S on the basis of the literature on suicide risk-assessment and management, and consultation with faculty focus groups from three sites in a large academic psychiatry department. The CAI-S structures faculty ratings regarding interviewing and data collection, case formulation and presentation, treatment-planning, and documentation. To evaluate the CAI-S, 31 faculty members used it to rate the performance of 31 learners (26 psychiatric residents and 5 clinical psychology interns) who participated in an OSCE. After interviewing a standardized patient, learners presented their risk-assessment findings and treatment plans. Faculty used the CAI-S to structure feedback to the learners. In a subsidiary study of interrater reliability, six faculty members rated video-recorded suicide risk-assessments., Results: The CAI-S showed good internal consistency, reliability, and interrater reliability. Concurrent validity was supported by the finding that CAI-S ratings were higher for senior learners than junior learners, and were higher for learners with more clinical experience with suicidal patients than learners with less clinical experience. Faculty and learners rated the method as helpful for structuring feedback and supervision., Conclusion: The findings support the usefulness of the CAI-S for evaluating competency in suicide risk-assessment and management.

Objective: The authors developed and evaluated a tool for assessing competency in violence risk assessment and management., Methods: The Competency Assessment Instrument for Violence Risk (CAI-V) was based on the literature on violence risk assessment, which was complemented by feedback from faculty focus groups. In an objective structured clinical examination, 31 faculty observers used the CAI-V to rate the performance of 31 learners' (26 psychiatry residents and five psychology interns) risk assessments of standardized (simulated) patients. In an interrater reliability study, six faculty members rated video-recorded risk assessments., Results: The CAI-V had good internal consistency reliability (α=.93). Senior learners performed better on the CAI-V than junior learners, supporting the instrument's concurrent validity. Interrater reliability was good (intraclass correlation coefficient=.93). Participants reported that the CAI-V provided a helpful structure for feedback and supervision., Conclusions: The results supported the potential of this new approach for appraising competency in violence risk assessment and management.