Table 3 Key Characteristics and outcomes of studies
First author, year of publication (country) Publication type | Aim(s) | Setting | Framework | Study type | Outcomes | MMAT score (%) |
|---|---|---|---|---|---|---|
Allen, 2009 (United States) [49] Journal article | Evaluate changes in community readiness to engage in suicide and alcohol prevention activities and to build protective factors for youth | Community | CBPR | Quasi-experimental | Increase in community readiness and significant (p < 0.05) increase in number of protective behaviours in youth (Intermediate social outcome) | 60 |
Braun, 2020 (Austria) [35] Journal article | Explore the experiences of adolescents producing suicide prevention videos targeting other adolescents in a school setting | School | N/A | Qualitative | Youth experienced personal growth; felt more capable of safely communicating about suicide, understanding feelings of suicide and offering support. Involvement of young people in the development of prevention material led to creation of materials targeting the needs of peers (Service outcome) | 100 |
Brown, 2020 (Australia) [36] Journal article | Describe a qualitative study to increase understanding of how a mobile application could be used to support suicide prevention gatekeepers | Community | Participatory research | Qualitative | Gatekeepers should be trained across multiple roles, and apps should include culturally appropriate refresher content; information on accessing peer support and debriefing and be available across multiple platforms (Service outcome) | 100 |
Bruck, 2018 (United States) [48] Thesis | Examine the process of conducting a project with young people as co-researchers, and factors associated with youth mental health | Community | N/A | Mixed methods | Participating in research process included increases in psychological empowerment. No changes reported on measures of self-esteem. Examination of factors associated with mental health in young people (higher reported depression, anxiety, and self-harm and suicidal behaviours). Prefer to seek help from friends when experiencing emotional problems (Intermediate social outcome) | 60 |
Chaniang, 2019 (Thailand) [47] Journal article | Develop, implement and evaluate a suicide prevention programme | Community | Action research | Mixed methods | Significant enhancements in the post-test mean scores of suicide knowledge and attitude among adolescent peer leaders, parents and schoolteachers (Intermediate social outcome) | 40 |
Chowdhury, 2013 (India) [37] Journal article | Develop a deliberate self-harm suicide prevention programme | Community | CBPR | Qualitative | Based on admission data, the project led to a reduction in deliberate self-harm (Health outcome) | 100 |
Ford-Paz, 2015 (United States) [38] Journal article | Understand limitations of existing targeted suicide prevention programmes; identify sociocultural factors leading to the development of depression in Latino adolescents; generate ideas for culturally tailored depression/suicide prevention interventions | Community | CBPR | Qualitative | Culturally tailored suicide prevention interventions may be more effective in reducing depression and suicide in Latino adolescents and utilizing non-mental health professionals and strengths-based strategies may help to decrease depression in at-risk Hispanic young people (Service outcome) | 100 |
Gryglewicz, 2014 (United States) [39] Journal article | Provide an example of how to partner with community participants when producing a community-based suicide prevention resource | Community | CBPR | Qualitative | Partnership between community participants and researchers promoted a co-learning and empowering environment (intermediate Social outcome) | 100 |
Holliday, 2018 (United States) [40] Journal article | Determine a pilot project and test a pilot project to prevent suicide and substance use | Community | CBPR | Qualitative | Community identified that project addressing youth suicide and substance abuse was priority; project should be cultural and strengths-based and should use readily available resources (Service outcome) | 100 |
Le & Gobert, 2015 (Canada) [42] Journal article | Engage in translation of a mindfulness curriculum for cultural relevancy and conduct a feasibility study of the curriculum with a sample of Native American youth | Community/School | N/A | Mixed methods | Mindfulness intervention is acceptable to Native American youth, with positive indications in terms of better self-regulation, less mind-wandering and decreased suicidal thoughts (Intermediate social outcome) | 0 |
Mullany, 2009 (United States) [50] Journal article | Examine suicide and suicide attempt rates and risk factors | Community | CBPR | Quantitative descriptive | Universal and targeted suicidal behaviour prevention interventions may be most effective when started within younger age groups; successful implementation of community surveillance system (Service outcome) | 60 |
Nasir, 2017 (Australia) [41] Journal article | Review existing gatekeeper training programmes and identify key elements | Community | CBPR | Qualitative | Limitations of existing gatekeeper training programmes included irrelevance, inconsistent content and unsustainable for rural and regional Indigenous communities. Key elements identified for culturally appropriate gatekeeper training programmes included short duration, practical, relevant to language, sustainable, adaptable across communities, cost-effective, integrate existing resources with a holistic focus on community well-being (Service outcome) | 80 |
O’Grady, 2020 (Ireland) [43] Journal article | Develop a mobile app to facilitate service users’ access to mental health support and safety planning | Clinical | Participatory research | Mixed methods | Creation of a mental health app with the main benefits being overall design and privacy and data security features (Service outcome) | 40 |
Povey, 2020 (Australia) [44] Journal article | Draft a culturally appropriate e-mental health resource | Community | Participatory research | Mixed methods | Apps may overcome barriers by increasing mental health literacy, providing anonymity and linking users with support. Preferred app elements included a strength-based approach, mental health information, relatable content, fun and appealing, with user-friendly interface (Service outcome) | 80 |
Skerrett, 2018 (Australia) [45] Journal article | Describe the design and implementation of a group-based intervention and report on measures | Community | CBPR | Mixed methods | Decrease in suicidal ideation, psychological distress and low self esteem; improved understanding of holistic health and coping skills, due to involvement and acceptance by local community, increased referrals to organizations providing mental health support (Health outcome) | 100 |
Thorn, 2020, (Australia) [46] Journal article | Aim to document key elements of the co-design process, to evaluate the co-design process and to document recommendations | Community | Participatory research | Mixed method | Increase in suicide literacy among young people; co-design process was feasible, safe and acceptable (Service outcome) | 60 |