Citation

White J, Morris J. Soc. Sci. Med. 2010; 71(12): 2187-2194.

Affiliation

University of Victoria, School of Child and Youth Care, PO Box 1700 STN CSC, Victoria, BC, Canada V8W 2Y2.

Copyright

(Copyright © 2010, Elsevier Publishing)

DOI

10.1016/j.socscimed.2010.09.046

PMID

21050629

Abstract

We report on findings from an in-depth qualitative case study designed to closely examine the social practices of planning and implementing a four-part (six hour) classroom-based suicide prevention program within two classrooms in one secondary school in Vancouver, British Columbia. Representing a departure from traditional evaluation research studies in suicidology, we examine how school-based youth suicide prevention programs get brought into being in "real world" contexts. Using a discursive, critical constructionist methodology, we aim to illuminate the complexities of this work. Based on our analysis, we suggest that suicide (and its prevention), in all its complex and culturally situated forms, simply cannot be conceptualized through singular, stable or universalizing terms that transcend time and context. Implications for (re)- conceptualizing suicide prevention education are discussed.

Language: en