Abstract
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.
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.
- Content Type Journal Article
- Pages 1-17
- DOI 10.1007/s10935-011-0250-z
- Authors
- Wendi F. Cross, Department of Psychiatry, Box Psych, University of Rochester Medical Center, 300 Crittenden Blvd, Rochester, NY 14642, USA
- David Seaburn, Family Support Center, Spencerport Central School District, Spencerport, NY, USA
- Danette Gibbs, Department of Psychiatry, Box Psych, University of Rochester Medical Center, 300 Crittenden Blvd, Rochester, NY 14642, USA
- Karen Schmeelk-Cone, Department of Psychiatry, Box Psych, University of Rochester Medical Center, 300 Crittenden Blvd, Rochester, NY 14642, USA
- Ann Marie White, Office of Mental Health Promotion, University of Rochester Medical Center, Rochester, NY, USA
- Eric D. Caine, Department of Psychiatry, Box Psych, University of Rochester Medical Center, 300 Crittenden Blvd, Rochester, NY 14642, USA
- Journal The Journal of Primary Prevention
- Online ISSN 1573-6547
- Print ISSN 0278-095X