Theatre-Based Training for Teachers to Prevent Adolescent Suicide
Author Information
Author(s): Chiara Davico, Federica Graziano, Alessandra Rossi Ghiglione, Federico Amianto, Tatiana Begotti, Emanuela Calandri, Giorgia Copetto, Francesca Di Franco, Elena Lonardelli, Daniele Marcotulli, Linda Olcuire, Federica Ricci, Benedetto Vitiello
Primary Institution: University of Turin
Hypothesis
Can a theatre-based gatekeeper training improve teachers' knowledge and self-efficacy in recognizing adolescent suicide risk?
Conclusion
The theatre-based training was found to be feasible and acceptable, significantly improving teachers' knowledge and self-efficacy regarding adolescent suicide prevention.
Supporting Evidence
- Attendance was 92% in the workshop group and 94% in the performance group.
- Teachers in both intervention groups reported greater knowledge of adolescent suicide compared to the control group.
- The SPES project was found to be feasible and acceptable.
- Retention rates were higher for the workshop group at 3-month follow-up.
Takeaway
This study shows that training teachers using theatre can help them better understand and respond to students who might be thinking about suicide.
Methodology
A quasi-experimental repeated measures design with two intervention groups (theatre workshop and performance) and a control group, assessing knowledge and self-efficacy through anonymous questionnaires.
Potential Biases
Potential bias in self-reported outcomes and non-randomized group allocation.
Limitations
The study was not randomized, had a limited follow-up period, and did not evaluate actual teacher behaviors post-intervention.
Participant Demographics
191 teachers (84.3% women; average age 46.8 years) from secondary schools.
Statistical Information
P-Value
p < 0.001 for knowledge; p < 0.05 for self-efficacy
Statistical Significance
p < 0.001
Digital Object Identifier (DOI)
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