東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Virtual Grief Response: A Critical R...

Dieckhoff, Laura A.

FindBook

Google Book

Amazon

博客來

Virtual Grief Response: A Critical Review of the Literature on Suicide Postvention in Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Virtual Grief Response: A Critical Review of the Literature on Suicide Postvention in Schools./
作者:	Dieckhoff, Laura A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	96 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
標題:	Psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30521864
ISBN:	9798379547318

Virtual Grief Response: A Critical Review of the Literature on Suicide Postvention in Schools.
Dieckhoff, Laura A.

Virtual Grief Response: A Critical Review of the Literature on Suicide Postvention in Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 96 p.

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

Thesis (D.Psych.)--Adelphi University, 2023.

This item must not be sold to any third party vendors.

In the wake of suicide, school preparedness is an essential component of postvention crisis response. Professional organizations, relying on the recommendations of researchers and practitioners, have developed helpful guides, such as After a Suicide: A Toolkit for Schools, and the PREPaRE School Crisis Prevention and Intervention Training Curriculum, which are evidence-based and adequately address suicide prevention, intervention, and postvention within schools. These frameworks have consistently served as reliable resources for school districts to utilize when faced with a crisis as they are comprehensive and methodically updated by experts in the field of suicidology and school crisis preparedness. However, the development of these best practice recommendations occurred prior to the COVID-19 pandemic at a time when schools' suicide postvention protocols did not typically incorporate virtual interventions. In a post-COVID world, procedural guidelines on suicide postvention no longer reflect the technological literacy abilities and capabilities of our current youth. They do not reach those students who are educated at home, attending alternative programs, are absent due to illness or disability, and they do not provide virtual assistance to parents in need of psychoeducation. In order to determine the empirical support for virtual suicide postvention procedures, I conducted a critical review of the literature examining the effectiveness of school-provided online support for students and parents in the aftermath of a suicide. While literature is devoid of scholarship devoted specifically to virtual school-based postvention, studies regarding youth preferences and patterns of help-seeking behavior (n = 8) support the use of providing support via a virtual modality. In addition, articles related to the provision of psychoeducation and support to parents (n = 7) revealed that increased access and participation may be achieved through the use of an online format. The addition of virtual grief procedures will allow schools to disseminate postvention response protocols quickly, accurately, and reliably to all school community members and grieving families. Virtual accessibility will allow students to reflect on the loss of their classmate in a more comfortable, familiar, and socially suitable atmosphere and enable parents' opportunity for communication and psychoeducation after a peer suicide. Updating crisis response protocols to incorporate Virtual Grief Rooms (VGRs) and Virtual Parent Meets (VPMs) to suicide postvention protocols can better engage a school community in crisis and decrease the negative impact a suicide can have on anxiety, depression, and contagion among students. Recommended updates to suicide postvention practices espoused by professional organizations are provided.

ISBN: 9798379547318Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

School crisis preparedness

Virtual Grief Response: A Critical Review of the Literature on Suicide Postvention in Schools.
LDR:04111nmm a2200397 4500 001 2394706
005 20240429063837.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379547318
035 $a (MiAaPQ)AAI30521864
035 $a AAI30521864
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dieckhoff, Laura A. $3 3764186
245 1 0 $a Virtual Grief Response: A Critical Review of the Literature on Suicide Postvention in Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 96 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
500 $a Advisor: Boccio, Dana.
502 $a Thesis (D.Psych.)--Adelphi University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a In the wake of suicide, school preparedness is an essential component of postvention crisis response. Professional organizations, relying on the recommendations of researchers and practitioners, have developed helpful guides, such as After a Suicide: A Toolkit for Schools, and the PREPaRE School Crisis Prevention and Intervention Training Curriculum, which are evidence-based and adequately address suicide prevention, intervention, and postvention within schools. These frameworks have consistently served as reliable resources for school districts to utilize when faced with a crisis as they are comprehensive and methodically updated by experts in the field of suicidology and school crisis preparedness. However, the development of these best practice recommendations occurred prior to the COVID-19 pandemic at a time when schools' suicide postvention protocols did not typically incorporate virtual interventions. In a post-COVID world, procedural guidelines on suicide postvention no longer reflect the technological literacy abilities and capabilities of our current youth. They do not reach those students who are educated at home, attending alternative programs, are absent due to illness or disability, and they do not provide virtual assistance to parents in need of psychoeducation. In order to determine the empirical support for virtual suicide postvention procedures, I conducted a critical review of the literature examining the effectiveness of school-provided online support for students and parents in the aftermath of a suicide. While literature is devoid of scholarship devoted specifically to virtual school-based postvention, studies regarding youth preferences and patterns of help-seeking behavior (n = 8) support the use of providing support via a virtual modality. In addition, articles related to the provision of psychoeducation and support to parents (n = 7) revealed that increased access and participation may be achieved through the use of an online format. The addition of virtual grief procedures will allow schools to disseminate postvention response protocols quickly, accurately, and reliably to all school community members and grieving families. Virtual accessibility will allow students to reflect on the loss of their classmate in a more comfortable, familiar, and socially suitable atmosphere and enable parents' opportunity for communication and psychoeducation after a peer suicide. Updating crisis response protocols to incorporate Virtual Grief Rooms (VGRs) and Virtual Parent Meets (VPMs) to suicide postvention protocols can better engage a school community in crisis and decrease the negative impact a suicide can have on anxiety, depression, and contagion among students. Recommended updates to suicide postvention practices espoused by professional organizations are provided.
590 $a School code: 0001.
650 4 $a Psychology. $3 519075
650 4 $a Educational psychology. $3 517650
650 4 $a School counseling. $3 2144793
653 $a School crisis preparedness
653 $a Suicide postvention
653 $a Suicide response
653 $a Virtual postvention support
653 $a Virtual psychoeducation for parents
690 $a 0621
690 $a 0525
690 $a 0519
710 2 $a Adelphi University. $b Psychological Studies. $3 3436642
773 0 $t Dissertations Abstracts International $g 84-11B.
790 $a 0001
791 $a D.Psych.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30521864