Marraccini Marisa E, Griffin Dana, O'Neill J Conor, Martinez Robert R, Chin Andrew J, Toole Emily N, Grapin Sally L, Naser Shereen C
School of Education, University of North Carolina at Chapel Hill.
Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine.
School Psych Rev. 2022;51(3):266-289. doi: 10.1080/2372966X.2020.1871305. Epub 2021 Apr 7.
There are known cultural variations in correlates of and symptoms related to suicide-related thoughts and behaviors; however, the majority of research that informs suicide prevention in school systems has focused on research based on Euro-American/White students. By exploring school-related risk and protective factors in ethnic-racial minoritized students, we expand existing multicultural models of suicide prevention for school settings. Specifically, this systematic literature review identified 33 studies conducted with American Indian and Alaskan Native, Hispanic and Latinx, Black and African American, and Asian American and Pacific Islander students. Findings underscore the importance of building relationships with the school community and fostering a sense of safety for students, the need to approach school-based suicide prevention and intervention with cultural considerations, and the importance of connecting students and families with providers in culturally sensitive and informed ways. Taken together, schools need to build school-family-community partnerships that promote culturally sensitive approaches to suicide prevention.
与自杀相关的想法和行为的相关因素及症状存在已知的文化差异；然而，为学校系统的自杀预防提供信息的大多数研究都集中在基于欧美/白人学生的研究上。通过探索少数族裔学生中与学校相关的风险和保护因素，我们扩展了现有的针对学校环境的多元文化自杀预防模式。具体而言，这项系统的文献综述确定了33项针对美国印第安人和阿拉斯加原住民、西班牙裔和拉丁裔、黑人和非裔美国人以及亚裔美国人和太平洋岛民学生开展的研究。研究结果强调了与学校社区建立关系并为学生营造安全感的重要性，需要在文化考量的基础上进行基于学校的自杀预防和干预，以及以文化敏感且明智的方式将学生和家庭与提供者联系起来的重要性。总之，学校需要建立学校-家庭-社区伙伴关系，以促进对自杀预防采取文化敏感的方法。
