Date
4-26-2024
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Keena Cowsert
Keywords
youth, suicide risk assessment, school-based mental health, tiered intervention, MTSS, SRA, SBMHP, youth suicide, ESSA, school-based mental health professional, Tier 1, Tier 2, Tier 3, intervention
Disciplines
Counseling | Educational Psychology
Recommended Citation
May, Lorraine Z., "Alignment of Multi-Tiered Support Systems Following a School-Based Suicide Risk Assessment: Exploring the Lived Experiences of School-Based Mental Health Professionals" (2024). Doctoral Dissertations and Projects. 5443.
https://digitalcommons.liberty.edu/doctoral/5443
Abstract
The purpose of this study was to explore the experiences of school-based mental health professionals (SBMHP) alignment of multi-tiered systems of support (MTSS) with completed suicide risk assessments (SRA). This qualitative, phenomenological study investigated the experiences of SBMHP with school-based SRA and MTSS. The experiences of SBMHP regarding aligning MTSS with completed SRA prior to this study were unknown. The social ecological model (SEM) provided the framework as it outlines the multiple systems that SBMHP should consider when aligning interventions within a MTSS when working with students, while Joiner’s interpersonal theory of suicide (ITS) provided the grounding for suicidal behavior. Using these theoretical guidelines and the over-arching question, “What are the experiences of SBMHP when aligning MTSS with a completed school-based SRA ,” the research sought to answer: (1) What are the experiences of SBMHP with students’ risk factors when selecting tiered interventions, and (2) What are the experiences of SBMHP with protective factors when conducting SRA? SBMHP who had delivered SRA within five years and informed of multi-tiered interventions were the target population. A purposive sample of SBMHP was interviewed using semi-structured open-ended questions, focus groups, and a reflective journal entry. Transcriptions were coded and analyzed for patterns and recurrent themes. Three themes were evident from the analysis: (1) SRA within an MTSS, (2) Risk and Protective Factors, and (3) Belongingness and the Importance of Connections. This study provided a viewpoint on how to effectively support students with suicidal behavior and recommendations for graduate training. The findings address the lack of research with SRA and MTSS and insights into SBMHP, which can enhance the alignment and implementation of interventions within an MTSS.
