Suicide Prevention Based on the Lived Experience of Students Who Attempted Suicide (A Case Study of Lower Secondary School Girls in Delfan, Lorestan Province)
Keywords:
Suicide, Lived Experience, Prevention Package, Adolescent GirlsAbstract
This study aimed to design and evaluate a suicide prevention educational package based on the lived experiences of adolescent girls who had previously attempted suicide and compare its effectiveness with a meaning-centered intervention grounded in logotherapy. This research employed a mixed-methods design, including both qualitative and quantitative components. The statistical population consisted of all lower secondary school girls in Delfan County, Lorestan Province, during the 2023–2024 academic year. In the qualitative phase, data were collected through in-depth semi-structured interviews using a phenomenological approach and snowball sampling until theoretical saturation was reached. Thematic analysis was used to extract the main themes related to suicidal ideation. Based on these findings, a 10-session educational package was developed. In the quantitative phase, 45 participants were randomly assigned to three groups: a lived-experience-based intervention group, a meaning-centered intervention group, and a control group. The Beck Suicide Ideation Questionnaire was administered pre- and post-intervention. Data were analyzed using analysis of covariance (ANCOVA). Thematic analysis revealed eight main themes contributing to suicidal ideation, including academic pressure, family conflict, loneliness, psychological problems, trauma, lack of awareness, media influence, and insufficient social support. ANCOVA results showed that both intervention packages significantly reduced suicidal ideation compared to the control group. Although no statistically significant difference was found between the two intervention groups, the lived-experience-based package had a slightly greater effect size. Adjusted means indicated lower suicidal ideation scores in the lived-experience group post-intervention.
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Copyright (c) 2025 Seyedeh Farzaneh Babaei Mohammadi (Author); Ata Shakerian (Corresponding Author); Yahya Yarahmadi (Author)
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