NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1136185
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1363-2752
System Constraints on Efficacious Teacher Behaviours in School-Based Suicide Prevention Initiatives; A Qualitative Study of Teacher Views and Experiences
McConnellogue, Sheila; Storey, Lesley
Emotional & Behavioural Difficulties, v22 n2 p174-183 2017
International concern about youth suicide has led to a growing consensus that schools are a potentially important location for suicide prevention efforts. The present study investigated the experiences and perceptions of teachers regarding a role in youth suicide prevention through semi-structured interviews which were analysed using Interpretative Phenomenological Analysis. Three themes are reported which contribute to an understanding of the construction of teacher efficacy in relation to a role in suicide prevention: baseline mastery, threats to efficacy and tension between personal and professional identities. The results indicate a mix of positive and negative experiences relating to personal, process and systemic factors. Positive elements were associated with the pastoral role. Negative experiences related to referral pathways and broader systems of care. Implications for the development of school-based suicide prevention programmes and for conceptualising processes of change in school systems are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)
Grant or Contract Numbers: N/A