Cross Wendi F, Seaburn David, Gibbs Danette, Schmeelk-Cone Karen, White Ann Marie, Caine Eric D
Department of Psychiatry, Box Psych, University of Rochester Medical Center, 300 Crittenden Blvd, Rochester, NY 14642, USA.
J Prim Prev. 2011 Aug;32(3-4):195-211. doi: 10.1007/s10935-011-0250-z.
Suicide is the third leading cause of death among 10-24-year-olds and the target of school-based prevention efforts. Gatekeeper training, a broadly disseminated prevention strategy, has been found to enhance participant knowledge and attitudes about intervening with distressed youth. Although the goal of training is the development of gatekeeper skills to intervene with at-risk youth, the impact on skills and use of training is less known. Brief gatekeeper training programs are largely educational and do not employ active learning strategies such as behavioral rehearsal through role play practice to assist skill development. In this study, we compare gatekeeper training as usual with training plus brief behavioral rehearsal (i.e., role play practice) on a variety of learning outcomes after training and at follow-up for 91 school staff and 56 parents in a school community. We found few differences between school staff and parent participants. Both training conditions resulted in enhanced knowledge and attitudes, and almost all participants spread gatekeeper training information to others in their network. Rigorous standardized patient and observational methods showed behavioral rehearsal with role play practice resulted in higher total gatekeeper skill scores immediately after training and at follow-up. Both conditions, however, showed decrements at follow-up. Strategies to strengthen and maintain gatekeeper skills over time are discussed.
自杀是10至24岁人群中第三大死因，也是学校预防工作的目标。守门人培训是一种广泛传播的预防策略，已被发现能提高参与者对干预困扰青少年的知识和态度。尽管培训的目标是培养守门人干预高危青少年的技能，但对技能的影响以及培训的使用情况却鲜为人知。简短的守门人培训项目主要是教育性的，并未采用诸如通过角色扮演练习进行行为演练等主动学习策略来辅助技能发展。在本研究中，我们将常规的守门人培训与培训加简短行为演练（即角色扮演练习）进行比较，观察91名学校工作人员和56名学校社区家长在培训后及随访时在各种学习成果方面的表现。我们发现学校工作人员和家长参与者之间差异不大。两种培训条件都导致了知识和态度的增强，几乎所有参与者都将守门人培训信息传播给了他们社交网络中的其他人。严格的标准化患者和观察方法表明，通过角色扮演练习进行行为演练在培训后及随访时能使守门人技能总分更高。然而，两种条件在随访时都出现了下降。本文讨论了随着时间推移加强和维持守门人技能的策略。
