Development of suicide postvention guidelines for secondary schools: a Delphi study.
Identifieur interne : 001923 ( Main/Exploration ); précédent : 001922; suivant : 001924Development of suicide postvention guidelines for secondary schools: a Delphi study.
Auteurs : Georgina R. Cox [Australie] ; Eleanor Bailey [Australie] ; Anthony F. Jorm [Australie] ; Nicola J. Reavley [Australie] ; Kate Templer [Australie] ; Alex Parker [Australie] ; Debra Rickwood [Australie] ; Sunil Bhar [Australie] ; Jo Robinson [Australie]Source :
- BMC public health [ 1471-2458 ] ; 2016.
Descripteurs français
- KwdFr :
- Adaptation psychologique (MeSH), Adolescent (MeSH), Deuil (perte) (MeSH), Femelle (MeSH), Humains (MeSH), Mâle (MeSH), Méthode Delphi (MeSH), Recommandations comme sujet (normes), Services de santé scolaire (normes), Services de santé scolaire (organisation et administration), Suicide (psychologie).
- MESH :
- normes : Recommandations comme sujet, Services de santé scolaire.
- organisation et administration : Services de santé scolaire.
- psychologie : Suicide.
- Adaptation psychologique, Adolescent, Deuil (perte), Femelle, Humains, Mâle, Méthode Delphi.
English descriptors
- KwdEn :
- MESH :
- organization & administration : School Health Services.
- psychology : Suicide.
- standards : Guidelines as Topic, School Health Services.
- Adaptation, Psychological, Adolescent, Bereavement, Delphi Technique, Female, Humans, Male.
Abstract
BACKGROUND
Suicide of school-aged adolescents is a significant problem, with serious implications for students and staff alike. To date, there is a lack of evidence regarding the most effective way for a secondary school to respond to the suicide of a student, termed postvention [(Crisis 33:208-214, 2012), (Crisis 34:164-182, 2013)]. The aim of this study was to employ the expert consensus (Delphi) methodology to the development of a set of guidelines, to assist English-speaking secondary schools to develop a plan to respond to a student suicide, or to respond to a suicide in the absence of a predetermined plan.
METHODS
The Delphi methodology was employed, which involved a two-stage process. Firstly, medical and research databases, existing postvention guidelines developed for schools, and lay literature were searched in order to identify potential actions that school staff could carry out following the suicide of a student. Based on this search, an online questionnaire was produced. Secondly, 40 experts in the area of suicide postvention from English-speaking countries were recruited and asked to rate each action contained within this questionnaire, in terms of how important they felt it was to be included in the postvention guidelines. A set of guidelines was developed based on these responses. In total, panel members considered 965 actions across three consensus rounds.
RESULTS
Five hundred fourty-eight actions were endorsed for inclusion into the postvention guidelines based on an 80% consensus agreement threshold. These actions were groups according to common themes, which are presented in the following sections: 1. Developing an Emergency Response Plan; 2. Forming an Emergency Response Team; 3. Activating the Emergency Response Team; 4. Managing a suspected suicide that occurs on school grounds; 5. Liaising with the deceased student's family; 6. Informing staff of the suicide; 7. Informing students of the suicide; 8. Informing parents of the suicide; 9. Informing the wider community of the suicide; 10. Identifying and supporting high-risk students; 11. Ongoing support of students; 12. Ongoing support of staff; 13. Dealing with the media; 14. Internet and social media; 15. The deceased student's belongings; 16. Funeral and memorial; 17. Continued monitoring of students and staff; 18. Documentation; 19. Critical Incident Review and annual review of the ER Plan; 20. Future prevention. Panel members frequently commented on every suicide being 'unique', and the need for flexibility in the guidelines, in order to accommodate the resources available, and the culture of the school community.
CONCLUSION
In order to respond effectively and safely to the suicide of a student, schools need to undertake a variety of postvention actions. These are the first set of postvention guidelines produced worldwide for secondary schools that are based on expert opinion using the Delphi method.
DOI: 10.1186/s12889-016-2822-6
PubMed: 26912256
PubMed Central: PMC4765027
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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Cox</name><affiliation wicri:level="4"><nlm:affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. georgina.cox@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation><affiliation wicri:level="1"><nlm:affiliation>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia. georgina.cox@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122</wicri:regionArea><wicri:noRegion>3122</wicri:noRegion></affiliation></author><author><name sortKey="Bailey, Eleanor" sort="Bailey, Eleanor" uniqKey="Bailey E" first="Eleanor" last="Bailey">Eleanor Bailey</name><affiliation wicri:level="4"><nlm:affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. eleanor.bailey@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation></author><author><name sortKey="Jorm, Anthony F" sort="Jorm, Anthony F" uniqKey="Jorm A" first="Anthony F" last="Jorm">Anthony F. 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DRickwood@headspace.org.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000</wicri:regionArea><wicri:noRegion>3000</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Faculty of Health, University of Canberra, Kirinari St, Bruce, Australian Capital Territory, 2601, Australia. DRickwood@headspace.org.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Faculty of Health, University of Canberra, Kirinari St, Bruce, Australian Capital Territory, 2601</wicri:regionArea><wicri:noRegion>2601</wicri:noRegion></affiliation></author><author><name sortKey="Bhar, Sunil" sort="Bhar, Sunil" uniqKey="Bhar S" first="Sunil" last="Bhar">Sunil Bhar</name><affiliation wicri:level="1"><nlm:affiliation>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia. 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Cox</name><affiliation wicri:level="4"><nlm:affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. georgina.cox@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation><affiliation wicri:level="1"><nlm:affiliation>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia. georgina.cox@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122</wicri:regionArea><wicri:noRegion>3122</wicri:noRegion></affiliation></author><author><name sortKey="Bailey, Eleanor" sort="Bailey, Eleanor" uniqKey="Bailey E" first="Eleanor" last="Bailey">Eleanor Bailey</name><affiliation wicri:level="4"><nlm:affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. eleanor.bailey@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation></author><author><name sortKey="Jorm, Anthony F" sort="Jorm, Anthony F" uniqKey="Jorm A" first="Anthony F" last="Jorm">Anthony F. Jorm</name><affiliation wicri:level="4"><nlm:affiliation>Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010, Australia. ajorm@unimelb.edu.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation></author><author><name sortKey="Reavley, Nicola J" sort="Reavley, Nicola J" uniqKey="Reavley N" first="Nicola J" last="Reavley">Nicola J. Reavley</name><affiliation wicri:level="4"><nlm:affiliation>Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010, Australia. nreavley@unimelb.edu.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation></author><author><name sortKey="Templer, Kate" sort="Templer, Kate" uniqKey="Templer K" first="Kate" last="Templer">Kate Templer</name><affiliation wicri:level="1"><nlm:affiliation>University of Tasmania, Faculty of Health, Hobart, Tasmania, 7001, Australia. kate.templer@utas.edu.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>University of Tasmania, Faculty of Health, Hobart, Tasmania, 7001</wicri:regionArea><wicri:noRegion>7001</wicri:noRegion></affiliation></author><author><name sortKey="Parker, Alex" sort="Parker, Alex" uniqKey="Parker A" first="Alex" last="Parker">Alex Parker</name><affiliation wicri:level="4"><nlm:affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. alex.parker@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation><affiliation wicri:level="1"><nlm:affiliation>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia. alex.parker@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000</wicri:regionArea><wicri:noRegion>3000</wicri:noRegion></affiliation></author><author><name sortKey="Rickwood, Debra" sort="Rickwood, Debra" uniqKey="Rickwood D" first="Debra" last="Rickwood">Debra Rickwood</name><affiliation wicri:level="1"><nlm:affiliation>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia. DRickwood@headspace.org.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000</wicri:regionArea><wicri:noRegion>3000</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Faculty of Health, University of Canberra, Kirinari St, Bruce, Australian Capital Territory, 2601, Australia. DRickwood@headspace.org.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Faculty of Health, University of Canberra, Kirinari St, Bruce, Australian Capital Territory, 2601</wicri:regionArea><wicri:noRegion>2601</wicri:noRegion></affiliation></author><author><name sortKey="Bhar, Sunil" sort="Bhar, Sunil" uniqKey="Bhar S" first="Sunil" last="Bhar">Sunil Bhar</name><affiliation wicri:level="1"><nlm:affiliation>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia. Sbhar@swinburne.edu.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122</wicri:regionArea><wicri:noRegion>3122</wicri:noRegion></affiliation></author><author><name sortKey="Robinson, Jo" sort="Robinson, Jo" uniqKey="Robinson J" first="Jo" last="Robinson">Jo Robinson</name><affiliation wicri:level="4"><nlm:affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. jo.robinson@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052</wicri:regionArea><orgName type="university">Université de Melbourne</orgName><placeName><settlement type="city">Melbourne</settlement><region type="état">Victoria (État)</region></placeName></affiliation><affiliation wicri:level="1"><nlm:affiliation>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia. jo.robinson@orygen.org.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000</wicri:regionArea><wicri:noRegion>3000</wicri:noRegion></affiliation></author></analytic><series><title level="j">BMC public health</title><idno type="eISSN">1471-2458</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Adaptation, Psychological (MeSH)</term><term>Adolescent (MeSH)</term><term>Bereavement (MeSH)</term><term>Delphi Technique (MeSH)</term><term>Female (MeSH)</term><term>Guidelines as Topic (standards)</term><term>Humans (MeSH)</term><term>Male (MeSH)</term><term>School Health Services (organization & administration)</term><term>School Health Services (standards)</term><term>Suicide (psychology)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adaptation psychologique (MeSH)</term><term>Adolescent (MeSH)</term><term>Deuil (perte) (MeSH)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Mâle (MeSH)</term><term>Méthode Delphi (MeSH)</term><term>Recommandations comme sujet (normes)</term><term>Services de santé scolaire (normes)</term><term>Services de santé scolaire (organisation et administration)</term><term>Suicide (psychologie)</term></keywords><keywords scheme="MESH" qualifier="normes" xml:lang="fr"><term>Recommandations comme sujet</term><term>Services de santé scolaire</term></keywords><keywords scheme="MESH" qualifier="organisation et administration" xml:lang="fr"><term>Services de santé scolaire</term></keywords><keywords scheme="MESH" qualifier="organization & administration" xml:lang="en"><term>School Health Services</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Suicide</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Suicide</term></keywords><keywords scheme="MESH" qualifier="standards" xml:lang="en"><term>Guidelines as Topic</term><term>School Health Services</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adaptation, Psychological</term><term>Adolescent</term><term>Bereavement</term><term>Delphi Technique</term><term>Female</term><term>Humans</term><term>Male</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adaptation psychologique</term><term>Adolescent</term><term>Deuil (perte)</term><term>Femelle</term><term>Humains</term><term>Mâle</term><term>Méthode Delphi</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b></p><p>Suicide of school-aged adolescents is a significant problem, with serious implications for students and staff alike. To date, there is a lack of evidence regarding the most effective way for a secondary school to respond to the suicide of a student, termed postvention [(Crisis 33:208-214, 2012), (Crisis 34:164-182, 2013)]. The aim of this study was to employ the expert consensus (Delphi) methodology to the development of a set of guidelines, to assist English-speaking secondary schools to develop a plan to respond to a student suicide, or to respond to a suicide in the absence of a predetermined plan.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>The Delphi methodology was employed, which involved a two-stage process. Firstly, medical and research databases, existing postvention guidelines developed for schools, and lay literature were searched in order to identify potential actions that school staff could carry out following the suicide of a student. Based on this search, an online questionnaire was produced. Secondly, 40 experts in the area of suicide postvention from English-speaking countries were recruited and asked to rate each action contained within this questionnaire, in terms of how important they felt it was to be included in the postvention guidelines. A set of guidelines was developed based on these responses. In total, panel members considered 965 actions across three consensus rounds.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Five hundred fourty-eight actions were endorsed for inclusion into the postvention guidelines based on an 80% consensus agreement threshold. These actions were groups according to common themes, which are presented in the following sections: 1. Developing an Emergency Response Plan; 2. Forming an Emergency Response Team; 3. Activating the Emergency Response Team; 4. Managing a suspected suicide that occurs on school grounds; 5. Liaising with the deceased student's family; 6. Informing staff of the suicide; 7. Informing students of the suicide; 8. Informing parents of the suicide; 9. Informing the wider community of the suicide; 10. Identifying and supporting high-risk students; 11. Ongoing support of students; 12. Ongoing support of staff; 13. Dealing with the media; 14. Internet and social media; 15. The deceased student's belongings; 16. Funeral and memorial; 17. Continued monitoring of students and staff; 18. Documentation; 19. Critical Incident Review and annual review of the ER Plan; 20. Future prevention. Panel members frequently commented on every suicide being 'unique', and the need for flexibility in the guidelines, in order to accommodate the resources available, and the culture of the school community.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSION</b></p><p>In order to respond effectively and safely to the suicide of a student, schools need to undertake a variety of postvention actions. These are the first set of postvention guidelines produced worldwide for secondary schools that are based on expert opinion using the Delphi method.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">26912256</PMID><DateCompleted><Year>2016</Year><Month>09</Month><Day>14</Day></DateCompleted><DateRevised><Year>2018</Year><Month>12</Month><Day>02</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1471-2458</ISSN><JournalIssue CitedMedium="Internet"><Volume>16</Volume><PubDate><Year>2016</Year><Month>Feb</Month><Day>24</Day></PubDate></JournalIssue><Title>BMC public health</Title><ISOAbbreviation>BMC Public Health</ISOAbbreviation></Journal><ArticleTitle>Development of suicide postvention guidelines for secondary schools: a Delphi study.</ArticleTitle><Pagination><MedlinePgn>180</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1186/s12889-016-2822-6</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Suicide of school-aged adolescents is a significant problem, with serious implications for students and staff alike. To date, there is a lack of evidence regarding the most effective way for a secondary school to respond to the suicide of a student, termed postvention [(Crisis 33:208-214, 2012), (Crisis 34:164-182, 2013)]. The aim of this study was to employ the expert consensus (Delphi) methodology to the development of a set of guidelines, to assist English-speaking secondary schools to develop a plan to respond to a student suicide, or to respond to a suicide in the absence of a predetermined plan.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">The Delphi methodology was employed, which involved a two-stage process. Firstly, medical and research databases, existing postvention guidelines developed for schools, and lay literature were searched in order to identify potential actions that school staff could carry out following the suicide of a student. Based on this search, an online questionnaire was produced. Secondly, 40 experts in the area of suicide postvention from English-speaking countries were recruited and asked to rate each action contained within this questionnaire, in terms of how important they felt it was to be included in the postvention guidelines. A set of guidelines was developed based on these responses. In total, panel members considered 965 actions across three consensus rounds.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">Five hundred fourty-eight actions were endorsed for inclusion into the postvention guidelines based on an 80% consensus agreement threshold. These actions were groups according to common themes, which are presented in the following sections: 1. Developing an Emergency Response Plan; 2. Forming an Emergency Response Team; 3. Activating the Emergency Response Team; 4. Managing a suspected suicide that occurs on school grounds; 5. Liaising with the deceased student's family; 6. Informing staff of the suicide; 7. Informing students of the suicide; 8. Informing parents of the suicide; 9. Informing the wider community of the suicide; 10. Identifying and supporting high-risk students; 11. Ongoing support of students; 12. Ongoing support of staff; 13. Dealing with the media; 14. Internet and social media; 15. The deceased student's belongings; 16. Funeral and memorial; 17. Continued monitoring of students and staff; 18. Documentation; 19. Critical Incident Review and annual review of the ER Plan; 20. Future prevention. Panel members frequently commented on every suicide being 'unique', and the need for flexibility in the guidelines, in order to accommodate the resources available, and the culture of the school community.</AbstractText><AbstractText Label="CONCLUSION" NlmCategory="CONCLUSIONS">In order to respond effectively and safely to the suicide of a student, schools need to undertake a variety of postvention actions. These are the first set of postvention guidelines produced worldwide for secondary schools that are based on expert opinion using the Delphi method.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Cox</LastName><ForeName>Georgina R</ForeName><Initials>GR</Initials><AffiliationInfo><Affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. georgina.cox@orygen.org.au.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia. georgina.cox@orygen.org.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bailey</LastName><ForeName>Eleanor</ForeName><Initials>E</Initials><AffiliationInfo><Affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. eleanor.bailey@orygen.org.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Jorm</LastName><ForeName>Anthony F</ForeName><Initials>AF</Initials><AffiliationInfo><Affiliation>Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010, Australia. ajorm@unimelb.edu.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Reavley</LastName><ForeName>Nicola J</ForeName><Initials>NJ</Initials><AffiliationInfo><Affiliation>Centre for Mental Health, The Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Parkville, Victoria, 3010, Australia. nreavley@unimelb.edu.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Templer</LastName><ForeName>Kate</ForeName><Initials>K</Initials><AffiliationInfo><Affiliation>University of Tasmania, Faculty of Health, Hobart, Tasmania, 7001, Australia. kate.templer@utas.edu.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Parker</LastName><ForeName>Alex</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. alex.parker@orygen.org.au.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia. alex.parker@orygen.org.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Rickwood</LastName><ForeName>Debra</ForeName><Initials>D</Initials><AffiliationInfo><Affiliation>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia. DRickwood@headspace.org.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Faculty of Health, University of Canberra, Kirinari St, Bruce, Australian Capital Territory, 2601, Australia. DRickwood@headspace.org.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bhar</LastName><ForeName>Sunil</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Faculty of Health, Arts and Design, School of Health Sciences, Department of Psychological Sciences, Swinburne University of Technology, John Street, Hawthorn, Victoria, 3122, Australia. Sbhar@swinburne.edu.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Robinson</LastName><ForeName>Jo</ForeName><Initials>J</Initials><AffiliationInfo><Affiliation>Orygen, the National Centre of Excellence in Youth Mental Health and the Centre for Youth Mental Health, University of Melbourne, 35 Poplar Rd, Parkville, Victoria, 3052, Australia. jo.robinson@orygen.org.au.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>headspace National Youth Mental Health Foundation, 485 La Trobe St, Victoria, 3000, Australia. jo.robinson@orygen.org.au.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D013485">Research Support, Non-U.S. Gov't</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2016</Year><Month>02</Month><Day>24</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>BMC Public Health</MedlineTA><NlmUniqueID>100968562</NlmUniqueID><ISSNLinking>1471-2458</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000223" MajorTopicYN="N">Adaptation, Psychological</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D000293" MajorTopicYN="N">Adolescent</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D001601" MajorTopicYN="N">Bereavement</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D003697" MajorTopicYN="N">Delphi Technique</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D017408" MajorTopicYN="N">Guidelines as Topic</DescriptorName><QualifierName UI="Q000592" MajorTopicYN="Y">standards</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D012572" MajorTopicYN="N">School Health Services</DescriptorName><QualifierName UI="Q000458" MajorTopicYN="Y">organization & administration</QualifierName><QualifierName UI="Q000592" MajorTopicYN="N">standards</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D013405" MajorTopicYN="N">Suicide</DescriptorName><QualifierName UI="Q000523" MajorTopicYN="Y">psychology</QualifierName></MeshHeading></MeshHeadingList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2015</Year><Month>08</Month><Day>02</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2016</Year><Month>02</Month><Day>03</Day></PubMedPubDate><PubMedPubDate 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Cox</name></region><name sortKey="Bailey, Eleanor" sort="Bailey, Eleanor" uniqKey="Bailey E" first="Eleanor" last="Bailey">Eleanor Bailey</name><name sortKey="Bhar, Sunil" sort="Bhar, Sunil" uniqKey="Bhar S" first="Sunil" last="Bhar">Sunil Bhar</name><name sortKey="Cox, Georgina R" sort="Cox, Georgina R" uniqKey="Cox G" first="Georgina R" last="Cox">Georgina R. Cox</name><name sortKey="Jorm, Anthony F" sort="Jorm, Anthony F" uniqKey="Jorm A" first="Anthony F" last="Jorm">Anthony F. Jorm</name><name sortKey="Parker, Alex" sort="Parker, Alex" uniqKey="Parker A" first="Alex" last="Parker">Alex Parker</name><name sortKey="Parker, Alex" sort="Parker, Alex" uniqKey="Parker A" first="Alex" last="Parker">Alex Parker</name><name sortKey="Reavley, Nicola J" sort="Reavley, Nicola J" uniqKey="Reavley N" first="Nicola J" last="Reavley">Nicola J. Reavley</name><name sortKey="Rickwood, Debra" sort="Rickwood, Debra" uniqKey="Rickwood D" first="Debra" last="Rickwood">Debra Rickwood</name><name sortKey="Rickwood, Debra" sort="Rickwood, Debra" uniqKey="Rickwood D" first="Debra" last="Rickwood">Debra Rickwood</name><name sortKey="Robinson, Jo" sort="Robinson, Jo" uniqKey="Robinson J" first="Jo" last="Robinson">Jo Robinson</name><name sortKey="Robinson, Jo" sort="Robinson, Jo" uniqKey="Robinson J" first="Jo" last="Robinson">Jo Robinson</name><name sortKey="Templer, Kate" sort="Templer, Kate" uniqKey="Templer K" first="Kate" last="Templer">Kate Templer</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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