Competências e características da comunicação de professores universitários para a prevenção do suicídio

Abstract

Suicide is a serious public health problem, particularly among individuals aged 15 to 24. Universities represent privileged contexts for the implementation of prevention strategies. The literature shows that university professors can play an important role in identifying and referring at-risk students. This study aimed to: (1) describe university professors' knowledge, attitudes, and perceived self-efficacy regarding suicide prevention and identify their communication characteristics with students on emotional issues; (2) analyze differences in these variables according to socio-professional and personal characteristics (contact with suicidal behaviors, training in suicide prevention, mental health); (3) identify to what extent knowledge, attitudes, and communication predict self-efficacy in intervening with a student in distress. A self-report survey was completed by 353 professors. They showed moderate levels of knowledge and favorable attitudes toward prevention. Perceived self-efficacy to intervene with a distressed student was moderate, being higher among professors exposed to students' suicidal behaviors. Those who had received training in suicide prevention demonstrated higher levels of knowledge, less stigmatizing and incomprehensible attitudes, and greater perceived self-efficacy for intervention. Communication between professors and students was infrequent. Knowledge and communication were found to be predictors of perceived self-efficacy. In addition to reinforcing the importance of teacher training, this study highlights communication as a fundamental area in prevention training within the university context.