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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

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