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

Jacinta Hawgood, Karolina Krysinska, Maddeline Mooney, Ingrid Ozols, Karl Andriessen, Carmen Betterridge, Diego De Leo and Kairi Kõlves
Additional contact information
Jacinta Hawgood: World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia
Karolina Krysinska: Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne 3010, Australia
Maddeline Mooney: World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia
Ingrid Ozols: Department of Psychiatry, The University of Melbourne, Melbourne 3002, Australia
Karl Andriessen: Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne 3010, Australia
Carmen Betterridge: Suicide Risk Assessment Australia, Sydney 2000, Australia
Diego De Leo: World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia
Kairi Kõlves: World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia

IJERPH, 2021, vol. 18, issue 18, 1-12

Abstract: 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.

Keywords: suicidology; postgraduate education; suicide prevention; suicide prevention training; curriculum; curriculum mapping; stakeholder survey (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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