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Introduction to Suicidology
| Code: | MTP23 | Acronym: | IS |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Psychology |
Instance: 2025/2026 - 1S 
| Active? | Yes |
| Web Page: | https://sigarra.up.pt/fpceup/pt/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=576588 |
| Responsible unit: | Psychology |
| Course/CS Responsible: | Master in Psychology Themes |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MTP | 11 | Official Curricular Structure | 1 | - | 6 | 54 | 162 |
Teaching Staff - Responsibilities
| Teacher | Responsibility |
|---|---|
| Inês Maria Soares Areal Rothes |
Teaching - Hours
| Theoretical and practical : | 3,50 |
| Type | Teacher | Classes | Hour |
|---|---|---|---|
| Theoretical and practical | Totals | 1 | 3,50 |
| Cristina Maria Leite Queirós | 1,75 | ||
| Inês Maria Soares Areal Rothes | 1,75 |
Teaching language
PortugueseObjectives
- To identify the different concepts related to the different concepts related to suicidality, recognizing conceptual aspects, such as the concepts and limits in suicidology.
- To identify and understand the bases of different interpretative models of suicide
- To understand the specificities of prevention in this field
- To understand the general overview of research in suicidology (broad areas and specific methods)
- To understand the ethical challenges that arise in suicidology and develop reflections and practical recommendations within the scope of their fields of activity
- To identify the specificities and risk/protection factors of suicide and suicidal ideation among rescue workers who act in critical incidents and disasters
Learning outcomes and competences
At the end of semester, the students should be able:
- To think critically about Suicidology, its concepts, methods and specificities, as well as ethical challenges and limits for intervention.
- To identify fundamental elements/axes in suicide prevention strategies in different contexts.
- To present autonomous learning capacity and critical analysis in reflection about their practical work.
- To present autonomous learning capacity and critical analysis in reflection about their practical work.
Working method
PresencialPre-requirements (prior knowledge) and co-requirements (common knowledge)
Non applicable.Program
1- Introduction: basic notions, conceptual and nomenclature challenges, epidemiology
2- Theoretical foundations, explanatory psychological theories, and integrative models
3- Prevention and multilevel strategies
4- Ethical considerations in suicidology and suicide prevention
5- Introduction to methodologies for investigating suicidal behavior
6- Specific themes: Suicide and suicidal ideation among rescue workers; specificities according to different occupations; risk factors and protection factors; results from Portuguese studies.
Mandatory literature
Matthew K. Nock; The^Oxford handbook of suicide and self-injury. ISBN: 978-0-19-066938-6Danuta Wasserman; Suicide. ISBN: 978-0-19-871739-3
James R. Rogers; Understanding suicide. ISBN: 978-0-88937-359-4
Rory C. O.Connor; The^international handbook of suicide prevention. ISBN: 978-1-118-90327-8
Inês Maria Soares Areal Rothes; Suicidal behaviours
Ronald Stolberg; Assessment of suicide risk
Costa, T., Passos, F., & Queirós, C. (2019).; Suicides of Male Portuguese Police Officers - 10 years of national data. Crisis, 40(5), 360-364. doi: 10.1027/0227-5910/a000570
Pereira, R., Silva, A.L., Felgueiras, S., & Queirós, C. (2023). ; A relação entre Stress operacional e organizacional, Burnout e Ideação Suicida nas Forças Policiais. Politeia, XX, 91-128 doi: 10.57776/9de1-ct58
Rothes, I., Nogueira, I. C., Silva, A. P. C., & Henriques, M; When emergency patients die by suicide: the experience of prehospital health professionals, 2020. ISBN: https://doi.org/10.3389/fpsyg.2020.02036
Rothes, I. & Brás, M. ; Questões éticas em Suicidologia: a responsabilidade acrescida da investigação em Psicologia ou a ética de nada fazer? -In I. Nascimento & P. S. Neto (orgs.). Ensaios sobre Ética e Investigação em Psicologia e em Educação (pp.151-163). , Mais Leituras, 2020. ISBN: 978-989-730-072-1
C. Braz- Saraiva, D. Sampaio & A. Bessa Peixoto (Eds) ; Suicídio e comportamentos auto-lesivos, LIDEL, 2014
Complementary Bibliography
David Lester; A^comparison of 15 theories of suicideKeith Hawton; Attempted suicide. ISBN: 0-19-261596-3
Robert Loo; A^meta-analysis of police suicide rates
Wasserman, D. (Ed.). (2021). ; Oxford Textbook of Suicidology and Suicide Prevention. Oxford University Press. doi: 10.1093/med/9780198834441.001.0001
De Leo, D., Postuvan, V. ; Resources for suicide prevention , Hogrefe Publishing, 2017. ISBN: 978-0-88937
J.C. Santos (Coord.) ; Prevenção de comportamentos suicidários: contributos da investigação. , Escola Superior de Enfermagem de Coimbra, 2018. ISBN: 978-989-99556-3-9
Silva, A.P., Henriques, M.R., Rothes, I.A., Zortea, T., Santos, J.C., & Cuijpers, P. (2021); Effects of psychosocial interventions among people cared for in emergency departments after a suicide attempt: a systematic review protocol. Systematic Reviews, 10(1). doi: 10.1186/s13643-021-01609-5
Teaching methods and learning activities
At the beginning of the semester, lectures are privileged for the transmission of syllabus and the acquisition of knowledge related to the main concepts. As the semester progresses and this knowledge is consolidated, the classes, especially practical ones, will have a more practical and debate/discussion nature that allows the development of skills and critical reflection on the ways of acting.The two teaching modalities privilege the acquisition of knowledge and critical reflection, trying to help students develop autonomy and critical thinking applied in the context of suicide, suicide attempts, suicidal ideation and prevention/action.
The evaluation will be carried out through a written work of individual reflection and/or participation in the Moodle Forum valuing 40% (to be determined at the beginning of the semester listening students’ suggestions) and a final written exam valuing 60%.
keywords
Social sciences > Psychological sciences > Behavioural sciencesSocial sciences > Psychological sciences > Psychology > Applied psychology
Evaluation Type
Distributed evaluation with final examAssessment Components
| designation | Weight (%) |
|---|---|
| Exame | 60,00 |
| Trabalho escrito | 40,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| designation | Time (hours) |
|---|---|
| Estudo autónomo | 30,00 |
| Frequência das aulas | 54,00 |
| Trabalho de campo | 35,00 |
| Trabalho escrito | 43,00 |
| Total: | 162,00 |
Eligibility for exams
The students must have the minimum of 9.5 points in 20 at the global classification of the discipline. Distributed evaluation includes forum participation/written work it is mandatory (40%), having mandatory tasks weekly or biweekly (deadlines indicated at each class) and students must obtain the minimum of 8/20 points. The final exam represents 60%, and the student should get the minimum value of 8 values in 20.
The presence in class is mandatory according to the regulation in force in FPCEUP.
Calculation formula of final grade
The final classification is the sum of the following tasks:
- 40% written work/discussion at Moodle Forum
- 60% for the final written exam
Examinations or Special Assignments
To participate at the Moodle Forum for discussion.
Special assessment (TE, DA, ...)
Students with special status should identify the possibilities of the regulation in force in FPCEUP.
Classification improvement
The improvement of classification is done only for the final written exam (valuing 60%); the classification of the Forum/written work stills the same. It is possible to improve the classification according to the regulation in force in FPCEUP.
Observations
The discipline uses Moodle platform.
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Page created on: 2025-11-25 at 17:36:56 | Privacy Policy | Personal Data Protection Policy | Whistleblowing | Electronic Yellow Book