Suicide Prevention On-Campus:
Expanding the Possibilities
Post-Secondary Context
Dr. Jennifer White, Associate Professor
School of Child and Youth Care, UVic
- separation from family
- loss of support systems
- transition challenges
- increased demands & pressure to succeed
- increased use & availability of alcohol and drugs
- financial strain
- freedom and independence
- new opportunities
- community-building
- stimulation, learning, & discovery
- career planning
- new friends & experiences
- In the past year…
- 62% of US college students reported feeling hopeless
- 43% reported feeling so depressed that they had difficulty functioning
- 9% reported that they had seriously considered suicide (ACHA, 2008)
- 30% of Canadian university students reported psychological stress
- 11% reported thoughts of suicide (CAMH, 2004)
Unspoken Assumptions
How might the dominant narrative of the problem belie broader social complexities, controversies, inequities, and contexts? (Walton, 2010)
- Suicide carries a singular meaning
- Risk is understood primarily in individualistic/psychological terms
- Students as service recipients
- Onus for change located with those identified as “at risk”
- “Help-seeking” = accessing professionals
- Model developed by “experts”
- Students’ knowledge, skills and experiences are not made visible
Current Recommended Approaches - Jed Foundation Model
Expanding the Frame for Thinking and Responding
Expanding, not Replacing