The relationship between the source, recency, and degree of stressors in adolescence and suicide ideation

This research was undertaken for the purpose of identifying and verifying factors that predict the degree of suicide ideation in the adolescent population. Sociological and developmental theories provided one avenue for the study of suicide. An instrument was designed which was a modification of two scales: the Adolescent Life Change Event Scale developed by Yeaworth, York, Hussey, Ingle, and Goodwin; and the Suicide Intent Scale by Beck, Schuyler, and Herman. The instrument was subsequently evaluated for internal consistency using Cronbach's alpha. The sampling frame consisted of the students in the Knoxville, Tennessee, school system. Five schools were randomly selected for inclusion in the study. To ensure equal representation of all age groups in the sample, classes from each school were utilized that were composed exclusively of ninth, tenth, eleventh, and twelfth graders. The sample consisted of 392 adolescents from ages 14 to 18 years. Frequency counts were completed on the following data: the recency of stressors, degree of stressors, and recency of suicide ideation. Multiple regression analysis was used to determine which variable(s) were significant in predicting adolescent suicide. Tukey's Multiple Comparison Procedures compared the means of the different groups to identify significant differences. The major findings of the study were as follows: (1) recency of stressor and degree of stressor together were significant in the prediction of the degree of suicide ideation and accounted for 80 percent of the variance; (2) recency of stressor and degree of stressor together were significant in the prediction of the recency of suicide ideation and accounted for 68 percent of the variance; and (3) the potential amount of perceived stress of an event varied when the actual occurrence of the event was considered. Based upon the findings of the study, the following major recommendations were made: (1) the curriculum for health education should address developmental issues of adolescence, coping, and provide a safe place for the adolescent to practice these skills; (2) parent workshops should be developed to focus on teaching parents developmental issues and coping skills; (3) groups for adolescent support should be formed in facilities where this age group congregates such as church, school, and recreational centers; and (4) such groups should be evaluated to determine their influence on the degree and recency of stress and suicide ideation.