Previous issue (2019. Vol. 9, no. 4)
Included in Web of Science СС (ESCI)
Educational Psychologists Training Problems in the Field of Prevention of Suicidal Behavior of Adolescents and Youth 235
PhD in Psychology, director of the Urgent Psychological Aid Center, Moscow State University of Psychology and Education, Moscow, Russia
PhD in Psychology, leading researcher, Moscow State University of Psychology & Education, Moscow, Russia
PhD in Medicine, senior researcher, Center for Urgent Psychological Help, head of laboratory Scientific-methodical support of urgent psychological help, Moscow State Research Institute of Psychiatry, Ministry of Public Health and Social Development, Moscow State University of Psychology and Education, Moscow, Russia
The article presents the results of a study of the training problems of educational psychologists aimed to prevent suicidal behavior of adolescents and youths. The data were obtained on the basis of a survey of psychologists and experts. The areas of activity with the greatest difficulties are: first of all, crisis counseling for adolescentsnts and yourth at risk, seocndly, the delivery of emergency psychological assistance to subjects of the educational environment in a risk of suicide. It is demonstrated that psychologists are interested in systemic professional support; the presence of well-developed algorithms of interagency interaction; standards governing the content of activities; increasing the responsibility level (including legal) of parents to follow the recommendations of the educational psychologist. Based on the data received, the requirements for the organization and content of continuing education programs for educational psychologists on the prevention of suicidal behavior of adolescents and youth are formulated.
Keywords: prevention, suicidal behavior, auto-aggressive behavior, adolescents, youth, minors, students, self-destructive behavior, self-damaging behavior, supplementary vocational training, advanced training, educational psychologist.
Column: Problems of Training of Specialists in Legal Psychology
Burmistrova E.V. Psikhologicheskaya pomoshch' v krizisnykh
situatsiyakh (preduprezhdenie krizisnykh situatsii v obrazovatel'noi srede):
Metodicheskie rekomendatsii dlya spetsialistov sistemy obrazovaniya
[Psychological assistance in crisis situations (prevention of crisis situations
in the educational environment): Guidelines for specialists of the educational
systemPsychological assistance in crisis situations (prevention of crisis
situations in the educational environment): Guidelines for specialists of the
educational system]. Moscow: MGPPU, 2006. 96 р.
Margolis A.A., Konovalova I.V. Kriterii professional'noi
kompetentnosti pedagoga-psikhologa [Criteria of professional competence of the
teacher-psychologist].Psikhologicheskaya nauka i
obrazovanie[Psychological Science and Education], 2010. no. 1. рр.
Sbornik pamyatok dlya administratsii, pedagogov (klassnykh
rukovoditelei) obrazovatel'nykh organizatsii goroda Moskvy po profilaktike
suitsidal'nogo povedeniya sredi obuchayushchikhsya [Collection of memos for the
administration, teachers (class teachers) of educational organizations in
Moscow for the prevention of suicidal behavior among students]. In Vikhristyuk
O.V.(ed.). Moscow: GBOU VPO MGPPU, 2015. 55 р.
Armistead L.D., et al. School Psychologists’ Continuing
Professional Development Preferences and Practices. Psychology in the Schools.
2013. 50(4), pp. 415—432.
Brown J.A., Goforth A.N., Machek G. School Psychologists’
Experiences with and Training in Suicide Assessment: Challenges in a Rural
State. Contemporary School Psychology. 2018. 22(2), pp. 195—206.
Debski J., Spadafore C.D., Jacob S., Pool, D A. Hixson
M.D. Suicide intervention: Training, roles, and knowledge of school
psychologists [Elektronnyi resurs] // Psychology in the Schools. 2007. Vol.
44(2). P. 157—170. URL: https://doi.org/10.1002/pits.20213. (Accessed
Eckert T.L., et al. Adolescent Suicide Prevention: School
Psychologists’ Acceptability of School-Based Programs. School Psychology
Review. 2003. 32(1), pp. 57—76.
Hellmuth, J. Are schools the best places to provide mental
health services? // Brown University Child & Adolescent Behavior Letter.
2018. 34(5), pp. 1—6.
Lecapitaine D.J. Role of the School Psychologist in the
Treatment of High-Risk Students. Education. 2000. 121(1), pp. 73—79.
Liebling B.D.E., Jennings H.R. The Current Status of
Graduate Training in Suicide Risk Assessment. Psychology in the Schools, 2013.
50(1), pp. 72—86.
Nickerson A.B., Zhe E.J. Crisis Prevention and
Intervention: A Survey of School Psychologists [Elektronnyi resurs] //
Psychology in the Schools. 2004. Vol. 41(7). P. 777—788. URL:
https://doi.org/10.1002/pits.20017 (Accessed 05.07.2019).
Santos D.C., Menezes A.B., Borba A., Ramos C.C., Costa,
T.D. Mapeamento de competências do psicólogo escolar [Elektronnyi resurs] //
Psicologia Escolar e Educacional. 2017. Vol. 21(2). P. 225-234. URL:
https://doi.org/10.1590/2175-3539201702121109 (Accessed 05.07.2019).
Stein-Erichsen J.L. (2010). School Psychologists'
Confidence Level with Suicide. Intervention and Prevention in the Schools.
(Doctoral dissertation). Philadelphia College of Osteopathic Medicine.
Stone DM., Crosby A.E. Suicide Prevention. American
journal of lifestyle medicine. 2014. 8(6), pp. 404—420.
Suldo S., et al. Improving School Psychologists’ Knowledge
and Confidence Pertinent to Suicide Prevention through Professional
Development. Journal of Applied School Psychology. 2010. 26(3),
Taylor J.M., Neimeyer G.J., Rossen E. Continuing
professional development (CPD) practices among clinical psychologists and
school psychologists. In D. St. Stoyanov & R.-D. Stieglitz (Eds.),
Psychology research progress. New developments in clinical psychology research.
UK: Nova Science Pub Inc.; 2015. P. 221—237.