Description
Vazhnova U. A. Shkolnyy stress kak faktor suitsidalnogo povedeniya u podrostkov: Vyp. kvalifikats. rabota: Diplom. rabota: Napravleniye 37.05.01 "Klinicheskaya psikhologiya". Spetsializatsiya "Patopsikhologicheskaya diagnostika i psikhoterapiya (v klinicheskoy i psikhologo-pedagogicheskoy praktike)" = [School stress as a factor in suicidal behavior in adolescents] / Mosk. gos. psikhologo-ped. un-t. — M., 2026. — 144 s. — URL: https://psychlib.ru/inc/absid.php?absid=510573.
Title page
Rubrics:
• Psychology of separate types of activity. Branch psychology
• Child psychology → Age related peculiarities
• Pedagogy, education → Secondary school. Pedagogy of school
• Psychology of separate types of activity. Branch psychology → Medical psychology
Abstract:
Drawing on theoretical models and contemporary empirical research, this article describes the specifics of adolescent suicidal behavior in the context of school adversity. Current methodological challenges are identified, and the need to consider the school context in the psychological diagnosis, prevention, and counseling of adolescents with suicidal behavior is substantiated. Based on the results of a qualitative analysis, adolescents who attempted suicide described difficulties in general terms, particularly frequently mentioning somatic symptoms and having difficulty distinguishing between emotional and physical manifestations of stress. Adolescents with suicidal thoughts tended to describe stress in an emotionally charged manner, more frequently describing emotional distress, and citing interpersonal conflicts and bullying as key sources. It was noted that as suicidal risk increased, mention of active coping strategies and social engagement in problem solving decreased. Quantitative data revealed significantly higher subjective levels of school stress in adolescents with suicidal behavior. The main factors increasing this level were chronic academic difficulties and socially prescribed perfectionism, while social self-efficacy played a protective role, reducing stress. Perceived school stress was a significant predictor of suicidal ideation, but not attempt, suggesting the influence of other factors in the transition from ideation to action.
Drawing on theoretical models and contemporary empirical research, this article describes the specifics of adolescent suicidal behavior in the context of school adversity. Current methodological challenges are identified, and the need to consider the school context in the psychological diagnosis, prevention, and counseling of adolescents with suicidal behavior is substantiated. Based on the results of a qualitative analysis, adolescents who attempted suicide described difficulties in general terms, particularly frequently mentioning somatic symptoms and having difficulty distinguishing between emotional and physical manifestations of stress. Adolescents with suicidal thoughts tended to describe stress in an emotionally charged manner, more frequently describing emotional distress, and citing interpersonal conflicts and bullying as key sources. It was noted that as suicidal risk increased, mention of active coping strategies and social engagement in problem solving decreased. Quantitative data revealed significantly higher subjective levels of school stress in adolescents with suicidal behavior. The main factors increasing this level were chronic academic difficulties and socially prescribed perfectionism, while social self-efficacy played a protective role, reducing stress. Perceived school stress was a significant predictor of suicidal ideation, but not attempt, suggesting the influence of other factors in the transition from ideation to action.
• Open description in electronic catalog: 510573
