Citation

Cero I, Sifers SK. J. Affect. Disord. 2013; 150(3): 987-992.

Affiliation

Department of Psychology, Minnesota State University, 23 Armstrong Hall, Mankato, MN 56001, USA.

Copyright

(Copyright © 2013, Elsevier Publishing)

DOI

10.1016/j.jad.2013.05.025

PMID

23790812

Abstract

BACKGROUND: Multiple features of parenting have been associated with development of suicide-related behaviors in adolescents. However, findings are inconsistent on which aspects of parenting are protective or harmful and why. This investigation sought to reconcile these discrepancies through the Interpersonal-Psychological Theory of Suicide (IPTS), which argues that suicide ideation and the capability to attempt suicide are etiologically distinct. METHODS: Responses of 200 Midwestern public school students to the Profiles of Student Life: Attitudes and Behavior survey were analyzed using mediated moderation analysis. RESULTS: Participant sex significantly moderated the relationships between parenting variables and suicide attempts and these relationships were accounted for by IPTS variables. Specifically, the effect of parental support on suicide attempts was twice as strong for girls. Self-esteem mediated this interaction (b=-.011, SEboot=.008, p<.05, κ(2)=.07). Conversely, the effect of parental boundaries on suicide attempts was significant for boys, but not for girls, and was mediated by exposure to violence (b=.029, SEboot=.021, p<.05, κ(2)=.07). LIMITATIONS: This study involved retrospective report with proxy-measures of IPTS constructs. Future research should consider multiple informants and additional measures. CONCLUSION: Findings highlight potential mechanisms by which parenting behaviors could influence sex differences in adolescent suicide-relate behaviors, and that some parenting behavior is associated with reduced adolescent suicide attempts. Findings also suggest the IPTS is able to account for previously identified inconsistencies in the effects of parenting behaviors on adolescent suicide-related behaviors. Implications for theory and intervention are discussed.

Language: en