Preventing suicide in Montana: a community-based theatre intervention

Abstract

Purpose This study aims to examine whether a community-based suicide prevention project could increase willingness to seek professional help for suicidal ideation among young people. Design/methodology/approach Online surveys were administered at baseline (n = 224) and six months post-test (n = 217), consisting of the Risk Behavior Diagnosis scale; self-report questions on suicidality; willingness to engage with suicide prevention resources; and willingness to communicate with peers, family members, teachers or counselors about suicide. Findings A comparison of means within groups from pre- to post-test showed increases in self-efficacy for communicating about suicidal concerns with a teacher, school counselor or social worker; increases in self-efficacy for helping others; and increases in response-efficacy of interpersonal communication about suicide with a teacher, school counselor or social worker. Practical implications Young adults need to be willing and able to intervene in life-threatening situations affecting their peers. In step with narrative empowerment education, personal experiences can be used to communicatively reduce peer resistance to behavior change. Originality/value Health communicators tend to rely on overly didactic education and awareness-raising when addressing suicide prevention. This research shows the importance of direct and personal forms of influence advocated by social marketing professionals.