Implementing an early intervention program for residential students who present with suicide risk: a case study.

OBJECTIVE: This case study examined the effects of an early intervention program designed to respond to residential college students demonstrating risk for suicide. PARTICIPANTS: Participants were 108 undergraduates at a large northeastern public university referred to an early intervention program subsequent to presenting with risk factors for suicide between Fall 2004 and Spring 2011. METHODS: Data were collected from archival records to examine quality of early intervention services, student retention, and grade point average (GPA) during the semesters prior to, during, and subsequent to the referral incident. RESULTS: Program implementation was timely and responsive to student needs; students successfully completing the early intervention program remained in school and demonstrated small but significant rebounds in GPA the semester subsequent to the incident. CONCLUSIONS: There are benefits associated with the implementation of early intervention programs designed to respond to students manifesting risk for suicide, such as connecting the student to vital services and support networks.

Implementing an audience-specific small-group gatekeeper training program to respond to suicide risk among college students: a case study.

OBJECTIVE: This case study evaluated the effectiveness of an audience-specific, single-session, small-group interactive gatekeeper training program conducted at a large northeastern public university. PARTICIPANTS: Participants were 335 faculty, staff, and students completing gatekeeper training programs tailored to their group needs. METHODS: Baseline assessments of knowledge about suicide, risk factors, resources for assistance, and comfort in intervening with a student in distress were administered to participants prior to the small-group training sessions; posttest assessments of knowledge and comfort in intervening with students in distress were administered upon completion of training and at 3-month follow-up. RESULTS: There was a statistically significant increase in knowledge and comfort upon completion of training for both faculty/staff and student groups, although degradation of training effects at 3-month follow-up was evident. CONCLUSIONS: There are benefits associated with the implementation of audience-specific gatekeeper training programs. Booster training sessions to address skill degradation over time are recommended.

The direct effects of manipulating body checking in men.

The purpose of the current study was to examine how body checking affects men's state body image and state muscle dissatisfaction using an experimental design. Male undergraduates (N=234) were randomly assigned to a high body checking group, in which they were asked to focus their attention on typically disliked body parts, and a low body checking group, in which they were asked to focus on their bodies as a whole and describe themselves using neutral, nonjudgmental terms. Contrary to initial hypotheses, regardless of condition, participants' body image satisfaction decreased significantly following the body checking procedure and did not change significantly after a 10-min delay. Additionally, in both conditions, participants' muscle dissatisfaction did not immediately change, but muscle dissatisfaction increased significantly following the 10-min delay. One mirror exposure session had similar effects on men's body image and muscle dissatisfaction regardless of how they were asked to examine their bodies.