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Does a gatekeeper suicide prevention program work in a school setting? Evaluating training outcome and moderators of
Tanya L Tompkins1, Jody Witt, Nadia Abraibesh
1Department of Psychology, Linfield College, McMinnville, OR 97128, USA. tatompki@linfield.edu
Suicide & Life-Threatening Behavior
|November 2, 2010
Summary
School personnel showed significant improvements in suicide prevention knowledge and attitudes after completing the Question, Persuade, and Refer (QPR) gatekeeper training. Further research with rigorous designs is recommended.
Area of Science:
- Psychology
- Public Health
- Education
Background:
- Suicide is a significant public health concern, particularly among youth.
- School personnel are uniquely positioned to identify and support at-risk individuals.
- Gatekeeper training programs aim to equip individuals with skills to prevent suicide.
Purpose of the Study:
- To evaluate the effectiveness of the Question, Persuade, and Refer (QPR) suicide prevention gatekeeper training program among school personnel.
- To assess changes in attitudes, knowledge, and beliefs regarding suicide and suicide prevention.
- To explore potential moderating factors influencing training outcomes.
Main Methods:
- A nonequivalent control group design was employed to evaluate the QPR training.
- Pre- and post-test measures were used to assess changes in participants.
- Exploratory analyses examined the influence of demographic and experiential factors.
Main Results:
- Participants demonstrated substantial gains in attitudes, knowledge, and beliefs related to suicide prevention post-training.
- Age, professional role, prior training, and recent contact with suicidal youth showed potential moderating effects on training outcomes.
- Improvements were observed in general knowledge, questioning skills, attitudes, quiz scores, and self-efficacy.
Conclusions:
- The QPR gatekeeper training program shows promise for enhancing suicide prevention capacity among school personnel.
- Further investigation with more rigorous experimental designs and community collaboration is warranted.
- Findings suggest tailoring training or support based on individual characteristics may be beneficial.
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