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Article

Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education

1
World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia
2
Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne 3010, Australia
3
Department of Psychiatry, The University of Melbourne, Melbourne 3002, Australia
4
Monash Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne 3800, Australia
5
Suicide Risk Assessment Australia, Sydney 2000, Australia
*
Author to whom correspondence should be addressed.
Academic Editor: Paul B. Tchounwou
Int. J. Environ. Res. Public Health 2021, 18(18), 9926; https://doi.org/10.3390/ijerph18189926
Received: 3 August 2021 / Revised: 14 September 2021 / Accepted: 17 September 2021 / Published: 21 September 2021
(This article belongs to the Special Issue Suicide and Suicide Prevention from a Global Perspective)
Background: There has been limited attention to the development and delivery of tertiary suicide prevention curricula. The aim of this work was to describe the status of postgraduate suicide prevention education, with specific attention on examining the needs of the suicide prevention sector in Australia. Method: An online survey was completed by 76 stakeholders in Australia. Current curriculum learning outcomes from Griffith University’s postgraduate suicidology programs guided the development of the survey. Results: Four key learning domains were rated highest in importance by stakeholders. According to most stakeholders, skills-based qualifications were the most relevant type of qualification, and online modulized education was the most preferred delivery mode. Half of stakeholders supported suicide prevention professional development through a combination of financial support and study leave. Conclusions: The survey provided invaluable feedback regarding the priorities of Australia’s suicide prevention sector for content domains and delivery mechanisms for tertiary suicidology education. The findings showed the preferred type of organizational (employer) support that may be provided for employees to undertake such education. These findings will inform the future developments of Griffith University’s suicidology programs and may motivate other universities to consider offering same or a similar type of education to support the suicide prevention sector toward saving lives. View Full-Text
Keywords: suicidology; postgraduate education; suicide prevention; suicide prevention training; curriculum; curriculum mapping; stakeholder survey suicidology; postgraduate education; suicide prevention; suicide prevention training; curriculum; curriculum mapping; stakeholder survey
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MDPI and ACS Style

Hawgood, J.; Krysinska, K.; Mooney, M.; Ozols, I.; Andriessen, K.; Betterridge, C.; De Leo, D.; Kõlves, K. Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education. Int. J. Environ. Res. Public Health 2021, 18, 9926. https://doi.org/10.3390/ijerph18189926

AMA Style

Hawgood J, Krysinska K, Mooney M, Ozols I, Andriessen K, Betterridge C, De Leo D, Kõlves K. Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education. International Journal of Environmental Research and Public Health. 2021; 18(18):9926. https://doi.org/10.3390/ijerph18189926

Chicago/Turabian Style

Hawgood, Jacinta, Karolina Krysinska, Maddeline Mooney, Ingrid Ozols, Karl Andriessen, Carmen Betterridge, Diego De Leo, and Kairi Kõlves. 2021. "Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education" International Journal of Environmental Research and Public Health 18, no. 18: 9926. https://doi.org/10.3390/ijerph18189926

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