@article{ref1,
title="[Teachers' knowledge about suicide and its connection to burn-out and avoidant coping]",
journal="Psychiatria Hungarica : A Magyar Pszichiátriai Társaság tudományos folyóirata",
year="2013",
author="Papp, B. and Lang, A.",
volume="28",
number="3",
pages="229-238",
abstract="Priority of suicide prevention is so-called &quot;gatekeepers&quot; (&quot;helper professionals'&quot;) training on suicidology. Teachers' knowledge concerning suicide was examined mainly in search for the answer to the question whether poor knowledge of suicidology is just a result of lack of information. Assuming that the extent of suicidology knowledge is a complex issue, ignorance might be related to burnout and avoidant coping. Teachers participating in compulsory postgradual training were tested (N = 102). Hungarian version of the short form of Hubbard McIntosh's suicide questionnaire, Maslach's burnout questionnaire for teachers and Coping Inventory for Stressful Situations (CISS-48) were used. Our results show that teachers' knowledge concerning suicide is somewhat worse than that of helpers, but better than the that of the average population. Avoidant coping style was more typical of teachers having poorer knowledge about suicide; and education professionals with less task oriented coping style reported greater knowledge of this subject. Authors therefore suggest a link between avoidant coping and the extent of knowledge concerning suicide. Relationship of avoidant coping with burnout was not confirmed, but a mediational model could be set up regarding male participants. Suicide prevention trainings are definitely of high importance and utility among teachers. Based on our results it seems equally important to help them overcome the cultural taboos related to the topic, to provide them with psychological support and to enable them to discuss their own suicide-related experiences and personal involvement in professional-led groups.<p /><p>Language: hu</p>",
language="hu",
issn="0237-7896",
doi="",
url="http://dx.doi.org/"
}