Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.

Wider networks of people are affected by a suicide death than originally thought, including those whose job-role brings them into contact with a death by suicide of another person. The impact of student suicide within United Kingdom (UK) Higher Education Institutions (HEIs) is unexplored and the exp...

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Autores principales:	Hilary Causer, Eleanor Bradley, Kate Muse, Jo Smith
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/d7d87229d4784128acd0ddd0c846e276
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spelling	oai:doaj.org-article:d7d87229d4784128acd0ddd0c846e2762021-12-02T20:05:41ZBearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.1932-620310.1371/journal.pone.0251369https://doaj.org/article/d7d87229d4784128acd0ddd0c846e2762021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0251369https://doaj.org/toc/1932-6203Wider networks of people are affected by a suicide death than originally thought, including those whose job-role brings them into contact with a death by suicide of another person. The impact of student suicide within United Kingdom (UK) Higher Education Institutions (HEIs) is unexplored and the experiences of staff members remain unknown. It is not known whether staff members have specific postvention needs following a student death by suicide. Any postvention support currently offered to staff members within UK HEIs lacks a context-specific evidence base. This study asked 'How is a student suicide experienced by staff members within a UK HEI and what are the features of that experience?' Staff members from diverse job-roles in two UK HEIs responded to a qualitative survey (n = 19) and participated in semi-structured interviews (n = 10). Data were transcribed and subjected to a constructivist grounded theory analysis. Participants' experiences informed the development of a core category: 'Bearing witness', which encompassed six further categories: 'Responding to a student suicide'; 'Experiencing a student suicide'; 'Needs and fears'; 'Experiences of support'; 'Human stories'; and 'Cultural stories'. The resulting grounded theory demonstrates how participants' perceptions of impact are informed by their experiences of undertaking tasks following a student suicide within the community of their HEI. Processes of constructing perceptions of closeness to the student who died are evident amongst participants who did not know the student prior to their death. Tailored postvention support is required to respond to the range and complexity of HEI staff needs following a student death by suicide.Hilary CauserEleanor BradleyKate MuseJo SmithPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 5, p e0251369 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Hilary Causer Eleanor Bradley Kate Muse Jo Smith Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.
description	Wider networks of people are affected by a suicide death than originally thought, including those whose job-role brings them into contact with a death by suicide of another person. The impact of student suicide within United Kingdom (UK) Higher Education Institutions (HEIs) is unexplored and the experiences of staff members remain unknown. It is not known whether staff members have specific postvention needs following a student death by suicide. Any postvention support currently offered to staff members within UK HEIs lacks a context-specific evidence base. This study asked 'How is a student suicide experienced by staff members within a UK HEI and what are the features of that experience?' Staff members from diverse job-roles in two UK HEIs responded to a qualitative survey (n = 19) and participated in semi-structured interviews (n = 10). Data were transcribed and subjected to a constructivist grounded theory analysis. Participants' experiences informed the development of a core category: 'Bearing witness', which encompassed six further categories: 'Responding to a student suicide'; 'Experiencing a student suicide'; 'Needs and fears'; 'Experiences of support'; 'Human stories'; and 'Cultural stories'. The resulting grounded theory demonstrates how participants' perceptions of impact are informed by their experiences of undertaking tasks following a student suicide within the community of their HEI. Processes of constructing perceptions of closeness to the student who died are evident amongst participants who did not know the student prior to their death. Tailored postvention support is required to respond to the range and complexity of HEI staff needs following a student death by suicide.
format	article
author	Hilary Causer Eleanor Bradley Kate Muse Jo Smith
author_facet	Hilary Causer Eleanor Bradley Kate Muse Jo Smith
author_sort	Hilary Causer
title	Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.
title_short	Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.
title_full	Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.
title_fullStr	Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.
title_full_unstemmed	Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.
title_sort	bearing witness: a grounded theory of the experiences of staff at two united kingdom higher education institutions following a student death by suicide.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/d7d87229d4784128acd0ddd0c846e276
work_keys_str_mv	AT hilarycauser bearingwitnessagroundedtheoryoftheexperiencesofstaffattwounitedkingdomhighereducationinstitutionsfollowingastudentdeathbysuicide AT eleanorbradley bearingwitnessagroundedtheoryoftheexperiencesofstaffattwounitedkingdomhighereducationinstitutionsfollowingastudentdeathbysuicide AT katemuse bearingwitnessagroundedtheoryoftheexperiencesofstaffattwounitedkingdomhighereducationinstitutionsfollowingastudentdeathbysuicide AT josmith bearingwitnessagroundedtheoryoftheexperiencesofstaffattwounitedkingdomhighereducationinstitutionsfollowingastudentdeathbysuicide
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Bearing witness: A grounded theory of the experiences of staff at two United Kingdom Higher Education Institutions following a student death by suicide.

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