291
Views
2
CrossRef citations to date
0
Altmetric
Brief Reports

Suicide-Related Stigma and Social Responsibility Moderate the Effects of an Online Suicide Prevention Gatekeeper Training Program

 

Abstract

Aim

Gatekeeper interventions are universal programs designed for use by the general public that provide brief training sessions in responding to suicidal risk. To date, the evidence base for the efficacy of gatekeeper intervention training programs has been mixed. However, little attention has been paid to potential psychological moderators of the efficacy of suicide gatekeeper interventions. We explore the potential moderating effects of suicide-related stigma and social responsibility on the efficacy of a suicide prevention gatekeeper training program.

Methods

Participants were 179 college students with a mean age of 19.05 years (SD = 1.82, range 18–31). Participants were 71.5% women, 48.6% Hispanic, and 19.6% non-Hispanic White.

Results

Results indicated that higher scores on suicide-related stigma were associated with smaller intervention effects on gatekeeper self-efficacy. In contrast, higher scores on social responsibility were associated with greater intervention effects with regard to gatekeeper preparedness and gatekeeper likelihood.

Conclusion

An improved understanding of the factors associated with efficacy of gatekeeper intervention programs may lead to the development of improved gatekeeper interventions. These findings may also contribute to the development of targeted gatekeeper interventions for specific cultural or occupational groups.

HIGHLIGHTS

  • Gatekeeper self-efficacy was moderated by levels of suicide-related stigma.

  • Gatekeeper preparedness and likelihood were moderated by personal responsibility.

  • Understanding moderators of gatekeeper efficacy may improve gatekeeper interventions.

Additional information

Notes on contributors

Ryan M. Hill

Ryan M. Hill, PhD, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA; Psychology, University of Texas at San Antonio, San Antonio, Texas, USA.

Carter L. McCray

Carter L. McCray, University of Texas at San Antonio, San Antonio, Texas, USA.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.