• O. S. Shevchuk Taras Shevchenko National University of Kyiv
Keywords: suicide, suicidal behavior, risk group, childhood, adolescence, self-harming behavior, anti-suicidal motives, suicide prevention


Suicide prevention programs include working with behavioral and emotional patterns. The purpose of the article is to highlight the results of an empirical study aimed at identifying these patterns in children and adolescents with high level of suicide risk, followed by an analysis of the perception of social support resource and the severity of anti-suicidal motives to describe the prerequisites for the implementation of prophylactic and preventive measures. We used such methods as Detection of suicide risk in children (Kucher, Kostyukevich); Beck Hopelessness Scale (BHS); Express diagnostics of the self-esteem level (Fetiskin, Kozlov, Manuilov); Multidimensional Scale of Perceived Social Support (MSPSS; Zimet; adaptation by Sirota, Yaltonsky) and The Brief Reasons for Living Inventory for Adolescents (BRFL-A; Osman et al.). According to the data obtained, it can be concluded that among the crisis factors that influence the formation of suicidal behavior in most modern children and adolescents are belonging to a single-parent family, a family with a stepfather or stepmother, as well as parental divorce and family conflicts; at the same time, boys may have problems at school in the first place, and girls may have unhappy love. Children and adolescents in risk group tend to have high level of hopelessness, negatively assess themselves and their strengths, and are unconfident in their ability to overcome difficulties and achieve goals. The first group of “suicide implementators” is dominated by aggression, protest, rebellion, disobedience; the second group of “suicide thinkers” has the same characteristics, but less pronounced, and in the third “suicide opponents” group there were only small deviations in the discipline. The first group is also characterized by considerable impulsiveness, in contrast to the last two. The results of the work on the created complex prevention program were described. This program included informational-educational and psychologicalcorrective measures, with exercises on defining oneself as a person, on the ability to reveal one’s problems, on socialization and life-affirming position development, with the techniques of cognitive and humanistic psychotherapy.


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