Date of Submission


Degree Type


Degree Name

Doctor of Psychology (PsyD)



Department Chair

Robert A. DiTomasso, Ph.D., ABPP

First Advisor

Terri Erbacher, Ph.D., Chairperson

Second Advisor

Yuma Tomes, Ph.D.

Third Advisor

Lisa Hain, Psy.D.


Schools psychologists are often called upon to work with suicidal students regardless of previous training or the comfort levels that they possess in this area (Debski, Spadafore, Jacob, Poole, and Hixon, 2007; Oordt, Jobes, Fonseca, and Schmidt, 2009). This study evaluates the results of a survey created by this study’s investigator. It was disseminated to members of the National Association of School Psychologists’ Listserv (NASP-Listserv) and gathers general and demographic data as well as information that contribute to the assessment of suicide intervention and prevention experience and training received by the participants. Also investigated was whether or not suicide intervention and prevention is typically a part of a school psychologist’s role. Specific attention was paid to any relationship between the levels of suicide intervention and prevention experience and training and school psychologists’ self-perceived confidence levels in these areas. Results reveal that more experience and comprehensive training in the area of suicide intervention and prevention help school psychologists feel more confident in working with students at-risk for suicidal behaviors. In addition, this research supports the hypothesis that school psychologists often have an active role in suicide intervention and prevention in schools. Because results find that most psychologists gain knowledge via workshops, implications for graduate training programs for school psychologists and school districts will be discussed. Directions for future research will also be addressed.