Expanding Our Understanding of Help-Seeking Behavior: Implications for Older Adults at Elevated Risk of Suicide

Suicide is a serious public health concern, especially among older adults who present with historically high rates of suicide (CDC, 2023). Despite these disproportionate rates of suicide, little research has examined help-seeking behavior among older adults at risk of suicide (Wang et al., 2023). By furthering our understanding of facilitators and barriers to service use among older adults, we can work to inform targeted strategies to promote engagement with services. The primary aim of the present study was therefore to examine predictors of help-seeking behavior among older adults at risk of suicide using the Andersen Behavioral Model of Health Services Use (Andersen, 1995). This cross-sectional, quantitative analysis included a national sample of 806 older adults. Roughly half the sample met at least one clinical cutoff score for distress due to suicide, however, the majority of participants did not receive services for mental health or suicide concerns over the past year. Age, income, and access to care all served as predictors of proximal suicide risk factors. Further, the odds of engaging in help-seeking behavior among participants at elevated risk of suicide was associated with suicide behavior, psychological distress, and pain-related emotional burden. Overall, these findings emphasize the current need to address belongingness and low mental health service use among older adults

Experiences of School Counseling Trainees in a Primary Care Integrated Behavioral Health Care Practicum

Youth integrated behavioral healthcare (IBH) is a preferred method of service delivery, and school system expertise on these teams is imperative. In this descriptive phenomenological study, we sought to understand the experiences of five school counseling practicum students (SCITs) engaged in IBH in an urban children\u27s hospital. Phenomenological analysis resulted in five themes: (a) contributing school system knowledge, (b) expansion of professional identity through practical application, (c) collaborative interventions and techniques, (d) interprofessional supervision, and (e) program and setting challenges. Implications for counselor education and supervision, including IBH-specific training for SCITs, conclude