(2022) Science and education, 2, 54-61. Odessa.

Svitlana Chinikhina
Ph. D. in Psychology,
Deputy Director in Scientific-Methodical Work,
Institute for Social and Political Psychology, NAES of Ukraine, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-0813-6741

Liubov Naydonova
Dr. Sc. in Psychology,
Corresponding Member of National Academy of Educational Sciences of Ukraine,
Deputy Director in Scientific Work,
Institute for Social and Political Psychology, NAES of Ukraine, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-1222-295X

Nataliia Umerenkova
Ph. D. in Psychology,
Research Associate of the Laboratory of Psychology of Mass Communication and Media Education,
Institute for Social and Political Psychology,
NAES of Ukraine, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-3084-2834

IMPLEMENTATION OF SUICIDE PROTOCOLS IN EDUCATIONAL INSTITUTIONS: REQUESTS OF EDUCATORS

Suicide is the third leading cause of death among 15-19-year-olds, and due to the development of media technologies, suicidal risks are also increasing for younger children. The number of suicides decreased during wartime, but in the post-war period, there was a high probability of an increase in suicides among all ages, gender, and social groups of the population. Currently, there is convincing empirical evidence that suicide (as well as its attempt or articulated suicidal intentions) of one person is associated with a subsequent increase in the risk of suicidality in his immediate environment. Creating effective suicide prevention mechanisms in the general secondary education system is an urgent task for Ukraine's post-war recovery. The purpose of the article is to analyze current requests from representatives of the educational sphere regarding the implementation of protocols for tertiary prevention (postvention) of suicides or their attempts in an educational institution. The results of an anonymous survey of employees of the psychological service of the education system of Ukraine conducted in March 2021 (n=132), including 130 women and two men aged 22 to 65, are presented. We have identified two types of hypotheses regarding the impact of reports of child suicide on other children. Respondents who share the "preventive" hypothesis have more proactive instructions regarding their actions in the event of suicide or suicide attempts in an educational institution, are ready to use a broader institutional context of measures and involve specialists from various services and institutions for help. The "inductive" hypothesis corresponds to a narrower vision of postevent measures (help should be sought only from fellow psychologists) or even a denial of the possibility of receiving or providing any practical help. The necessity of algorithmizing protocols of tertiary prevention (postvention) of suicides in the institution and psychological support of crisis interaction of all involved specialists among themselves, with representatives of the affected team, and with external counterparties of influence (community, media, education management bodies) is substantiated.

tertiary prevention, postvention, suicide, school, community, crisis interaction.

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