Life Skills and Suicidal Behavior among Adolescent Students in Mexico.
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| Title: | Life Skills and Suicidal Behavior among Adolescent Students in Mexico. |
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| Alternate Title: | Habilidades para la vida y conducta suicida en adolescentes mexicanos escolarizados. |
| Authors: | Arenas-Monreal, Luz1 (AUTHOR), Galván-Estrada, Itxchel G.1 (AUTHOR), Marín-Mendoza, Eréndira1 (AUTHOR), Guillermo-Hernández, Mauricio R.2 (AUTHOR), Valdez-Santiago, Rosario1 (AUTHOR) rosario.valdez@insp.mx |
| Source: | Salud Mental. Sep/Oct2025, Vol. 48 Issue 5, p253-262. 10p. |
| Subjects: | LIFE skills, SUICIDAL behavior, EMOTION regulation, QUALITATIVE research, EDUCATIONAL intervention, TEENAGERS, SUICIDE prevention |
| Geographic Terms: | MEXICO |
| Abstract (English): | Introduction: In 2018 and 2021, suicide was the third leading cause of death among Mexican adolescents. Understanding how this population group copes with the challenges of everyday life constitutes a crucial step in the development of the life skills (LS) approach in schools, contributing to suicide prevention efforts. Objective: To characterize specific LS experiences with respect to suicidal behavior among adolescent students in three states of Mexico prior to implementing an educational initiative for suicide prevention. Method: We conducted qualitative research, using information gathered from six focus groups (FGs) of middle school students and content analysis. Results: Three LS were explored: decision-making, problem-solving and conflict resolution (negotiation) and managing emotions. The experiences students shared were mainly linked to family and school environments, where asymmetrical power relations between adolescents and adults undermined the development of these skills. Participants' knowledge of suicidal behavior stemmed from close experience of either attempted suicide or self-harm practices. Discussion and conclusion: The findings of this study highlight the importance of implementing LS interventions in schools given the limited development of these skills among adolescents. Determining the status of LS in the student population prior to conducting educational interventions is key to designing effective actions and adapting the LS approach to the specific socioeconomic and cultural contexts of students and their families. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción: En 2018 y 2021 el suicidio fue la tercera causa de muerte en población adolescente en México. Conocer cómo los adolescentes afrontan situaciones de la vida cotidiana para implementar el enfoque de habilidades para la vida en las escuelas tendrá beneficios en la prevención del suicidio. Objetivo: Caracterizar las vivencias de algunas habilidades para la vida y el acercamiento que tienen con la conducta suicida adolescentes escolarizados en tres entidades federativas de México, previo a la implementación de una iniciativa educativa para la prevención del suicidio. Método: Investigación realizada con metodología cualitativa. Para recolectar información se efectuaron seis grupos focales con estudiantes de secundarias públicas. Se llevó a cabo un estudio fenomenológico con análisis de contenido. Resultados: Se exploraron tres habilidades para la vida: toma de decisiones, negociación y manejo de emociones. Destacan vivencias en el entorno familiar y escolar donde las relaciones asimétricas de poder entre adolescentes y adultos irrumpe en el desarrollo de dichas habilidades. Sus conocimientos sobre la conducta suicida surgen de experiencias cercanas con intentos de suicidio o prácticas autolesivas. Discusión y conclusión: Los resultados obtenidos muestran la pertinencia de implementar intervenciones en HpV, ya que se identificó son practicadas de manera limitada. Indagar la situación en las que se encuentran las HpV con estudiantes previo a efectuar una intervención educativa es un insumo fundamental para el diseño de la intervención y para considerar condiciones específicas del contexto socio-económico y cultural en el que se encuentran los estudiantes, sus familias y las escuelas. [ABSTRACT FROM AUTHOR] |
| Copyright of Salud Mental is the property of Instituto Nacional de Psiquiatria Ramon de la Fuente and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | MedicLatina |
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| Abstract: | Introduction: In 2018 and 2021, suicide was the third leading cause of death among Mexican adolescents. Understanding how this population group copes with the challenges of everyday life constitutes a crucial step in the development of the life skills (LS) approach in schools, contributing to suicide prevention efforts. Objective: To characterize specific LS experiences with respect to suicidal behavior among adolescent students in three states of Mexico prior to implementing an educational initiative for suicide prevention. Method: We conducted qualitative research, using information gathered from six focus groups (FGs) of middle school students and content analysis. Results: Three LS were explored: decision-making, problem-solving and conflict resolution (negotiation) and managing emotions. The experiences students shared were mainly linked to family and school environments, where asymmetrical power relations between adolescents and adults undermined the development of these skills. Participants' knowledge of suicidal behavior stemmed from close experience of either attempted suicide or self-harm practices. Discussion and conclusion: The findings of this study highlight the importance of implementing LS interventions in schools given the limited development of these skills among adolescents. Determining the status of LS in the student population prior to conducting educational interventions is key to designing effective actions and adapting the LS approach to the specific socioeconomic and cultural contexts of students and their families. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01853325 |
| DOI: | 10.17711/SM.0185-3325.2025.029 |
