Associations between experiences of disrupted attachments and suicidal thoughts and behaviours: an interpretative phenomenological analysis

Suicide is a major public health concern and itsaetiology is complex. Evidence suggests that experiences of early disrupted attachment relationships with parents and family members are associated with later experiences of suicidal thoughts and behaviours (STB). However, no study has investigated this relationship from an inductive, interpretative and idiographic perspective. Objective: This paper explores the role of interpersonal relationships in STB among nine individuals who have attempted suicide. Method: Semi-structured face-to-face interviews were analysed using an interpretative phenomenological analysis approach. Results and conclusion: Two inter-related master themes were identified: 1) ‘challenging relationships as catalysts for STB’; and 2) ‘positive relationships as buffers against STB’. Findings indicate that experiences of early disrupted parent-child attachments may contribute to vulnerability for STB by shaping participants' perceptions of intimate others and themselves (internal working models). These working models, along with other environmental factors and life events, may increase the risk of STB through perceptions of defeat, entrapment, perceived burdensomeness and thwarted belongingness. Results also suggest that being exposed to respectful, caring, unconditionally accepting, reciprocal, trusting, and non-judgemental intimate adult relationships increase resilience and is associated with recovery from past STB and a reduction of current suicide risk. The theoretical and clinical implications are discussed

Designing a Massive Open Online Course (MOOC): Understanding Suicide and Suicide Prevention Strategies in a Global Context. Findings from the March and Sep 2019 runs

Introduction: Suicide prevention is a global public health challenge. Increasing evidence-based knowledge and understanding of suicide needs to be central to suicide prevention efforts worldwide. We aimed to design a 3 week Massive Open Online Course (MOOC) to allow students to gain a broader understanding of suicide as a global issue. Methods: A multidisciplinary team of psychiatrists, psychologists, suicide researchers, people with lived experience and digital learning technologists developed the educational content. To ensure a safe learning environment, the World Health Organisation (WHO) guidelines on safe reporting of suicides was adhered to. Self–care activities were embedded throughout each week of the MOOC and wellbeing resources were signposted at the end of each step. Once the draft MOOC was completed, extensive consultation occurred. External feedback was obtained from a range of key stakeholders and a number of organisations were approached for endorsement or accreditation. Five teaching assistants were employed to aid course moderation. Results/Discussion: The MOOC launched in March and September 2019 with five organisational endorsements and one accreditation. Over 3,000 students engaged in the MOOC with 4,410 discussion comments. Student discussions were monitored by staff. The MOOC appeared to have a global reach with 51% of learners residing in the UK, 5% in Australia, 4% in the United States, 3% in Mexico, 2% in Canada, India and China and 1% in Russia and Saudi Arabia. Completion data from 276 learners reported that 93.5% (n=258) felt the course met or exceeded expectations and 95.7% (n=264) reported new learning. Conclusion: There appears to be a global demand for education on suicide prevention. Early outcome data suggested that new knowledge can be delivered through a MOOC. Learner safety needs to be carefully considered when developing and delivering online learning. Thorough and careful moderation is essential to ensure that learners engage safely with the content

Effects of psychosocial interventions among people cared for in emergency departments after a suicide attempt: a systematic review

Background: The care of the emergency department (ED) for a person after a suicide attempt can act as a protector against future suicidal behavior. For this reason, it is essential that the ED ensure an assistance that involves effective interventions in preventing suicidal behaviors. Among suicidal behaviors, it is known that suicide attempt is one of the most lethal risk factors for consummated suicide. In addition, the risk for further attempts is greater in the period from the immediate post-discharge up to 12 months after the last attempt. This makes the ED a key link in the suicide prevention chain. The purpose of this review is to investigate the effects of psychosocial interventions on suicide prevention, when applied in the ED after a suicide attempt. Methods: This systematic review protocol was built and registered with the collaboration of a multidisciplinary scientific team. The review will include randomized clinical studies, quasi-experimental trials, and comparative observational studies, all conducted with people (11 years old or more) who have received a psychosocial suicide prevention intervention initiated in the ED after a suicide attempt. The research will be conducted across databases such as Cochrane Library, PubMed, EMBASE, PsycINFO, and DARE. The repetition of a suicide attempt and death by suicide as primary outcomes will be analyzed. The eligibility of the studies and data extraction will be carried out by matched and blind researchers. The risk of bias will be addressed using appropriate instruments. The analyses and synthesis of the results will be both qualitative and quantitative. Discussion: From a public health point of view, suicide is in itself a public health problem and requires appropriate interventions at different levels of care in order to be prevented. Taking into account that a high percentage of people who died by suicide sought the ED for suicide attempt in the year before their death, the ED is a clinical context with a privileged potential to implement these interventions. Presently, several clinical studies seek to validate interventions to be adopted regarding the prevention of suicidal behavior. Current evidence indicates that different interventions must be strategically combined to reduce suicide attempts and their mortality. Systematic review registration: PROSPERO registration number CRD4201913104

The relationship between adult attachment and suicidal thoughts and behaviors: a systematic review

We aimed to (1) determine the extent of the relationship between attachment and suicidal thoughts and behaviors (STB), (2) investigate whether any gender differences exist, and (3) conduct a theoretical synthesis of the included studies. A systematic search of the databases Web of Science; EBSCO Host Medical and Psychology-related resources, which includes CINAHL, Health Source: Nursing/Academic Edition, Psychology and Behavioral Sciences Collection, and PsycINFO; and EMBASE was conducted, with 52 studies meeting the inclusion criteria. While secure attachment acts as protective factor, insecure attachment orientations appear to be vulnerability factors compromising an individual’s capacity to cope with relationship issues, increasing suicide risk. There is insufficient evidence about gender differences. The theoretical synthesis suggests that attachment, interacting with other psychological traits in response to negative life events, acts as a vulnerability or protective factor for STB. Implications for treatment are also discussed

Adult attachment: investigating the factor structure of the Relationship Scales Questionnaire

Objective: In this study, we aimed to conduct an in‐depth psychometric investigation of the Relationships Scales Questionnaire (RSQ). Method: About 717 UK‐based participants responded to an online questionnaire (F = 540, M = 177; age range 18–66 years, M = 25, SD = 8.46). We conducted (a) a series of confirmatory factor analyses (CFA) to test previously published factor models of the RSQ, (b) traditional (exploratory factor analysis and confirmatory factor analysis) and contemporary (exploratory graph analysis) exploratory techniques, followed by (c) validity and reliability analyses. Results: Although the RSQ was developed to assess four categories of adult attachment (typological approach – i.e., secure, preoccupied, dismissing, and fearful), our findings do not support the hypothesis that the RSQ delivers a psychometrically consistent measure of adult attachment styles. Conclusion: The results of the present study suggest that a two‐dimensional approach (i.e., anxiety and avoidance) to assessing adult attachment is optimal

Ambiente de apoio a um laboratório virtual: uma percepção dos alunos sobre a sua importância no processo aprendizagem

Neste artigo é discutido o impacto relevante causado pelo uso de simulações na aprendizagem significativa. O acesso às simulações na área de Física representa um incremento considerável na compreensão conceitual dos alunos. Foi utilizado um Ambiente de Apoio a Laboratórios Virtuais e, a partir da análise dos registros no ambiente, das interações dos alunos, dos questionários aplicados, das entrevistas com o professor e do acompanhamento do rendimento dos alunos, foram levantados indícios capazes de sustentar o impacto positivo do uso do ambiente na aprendizagem. O trabalho encontrou suporte teórico nas teorias de aprendizagem construtivistas, especialmente no que tange à aprendizagem significativa de Jonassen, incluindo sua transposição para Ambientes de Aprendizagem Construtivista. Os indícios e as reflexões realizadas apontam que a integração do ambiente às práticas pedagógicas da disciplina beneficiaram significativamente a aprendizagem dos alunos.In this paper we discuss the use of simulations, causing a relevant impact to the meaningful learning. The access to the virtual simulations in the Physics field represents a considerable increase of conceptual understanding to the students. A Support Environment to Virtual Laboratories was used and from its records analysis, students` interactions, applied questionnaires, interviews with teachers, and we have found indications to support the positive impact of the environment in the learning process. The theoretical support of this paper is based on the constructive learning theories, especially the one referred in Jonassen’s Meaningful Learning, including his Constructive Learning Environments transpositions. The observations point that the integration of the virtual environment with the educational practices of the Physics significantly improves the learning process of the students.IV Workshop de Tecnología Informática Aplicada en Educación (WTIAE)Red de Universidades con Carreras en Informática (RedUNCI

Ambiente de apoio a um laboratório virtual: uma percepção dos alunos sobre a sua importância no processo aprendizagem

Neste artigo é discutido o impacto relevante causado pelo uso de simulações na aprendizagem significativa. O acesso às simulações na área de Física representa um incremento considerável na compreensão conceitual dos alunos. Foi utilizado um Ambiente de Apoio a Laboratórios Virtuais e, a partir da análise dos registros no ambiente, das interações dos alunos, dos questionários aplicados, das entrevistas com o professor e do acompanhamento do rendimento dos alunos, foram levantados indícios capazes de sustentar o impacto positivo do uso do ambiente na aprendizagem. O trabalho encontrou suporte teórico nas teorias de aprendizagem construtivistas, especialmente no que tange à aprendizagem significativa de Jonassen, incluindo sua transposição para Ambientes de Aprendizagem Construtivista. Os indícios e as reflexões realizadas apontam que a integração do ambiente às práticas pedagógicas da disciplina beneficiaram significativamente a aprendizagem dos alunos.In this paper we discuss the use of simulations, causing a relevant impact to the meaningful learning. The access to the virtual simulations in the Physics field represents a considerable increase of conceptual understanding to the students. A Support Environment to Virtual Laboratories was used and from its records analysis, students` interactions, applied questionnaires, interviews with teachers, and we have found indications to support the positive impact of the environment in the learning process. The theoretical support of this paper is based on the constructive learning theories, especially the one referred in Jonassen’s Meaningful Learning, including his Constructive Learning Environments transpositions. The observations point that the integration of the virtual environment with the educational practices of the Physics significantly improves the learning process of the students.IV Workshop de Tecnología Informática Aplicada en Educación (WTIAE)Red de Universidades con Carreras en Informática (RedUNCI