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Psychiatrists are often expected to be experts on suicide prevention however, curriculum contents on the management of suicidal persons and suicide prevention might vary between universities during medical education. ELLIPSE (E-Lifelong Learning In Prevention of Suicide In Europe), an innovative project co-funded by the Erasmus+ programme of the European Union, with 8 partners from 5 countries (Sweden, Austria, Hungary, Norway, Poland) will be presented. Its aim is to develop a European online training program in suicide prevention for the higher education sector; to increase knowledge and to professionalize attitudes and skills of students in suicide prevention. Workshop participants will have an opportunity to follow the different stages in the development of the European e-learning program ELLIPSE, as well as to learn about French experiences with MOOCs, online courses on suicidal behaviour. They will be invited to share ideas on the future European guidelines in the education on suicide prevention, which may become an important complement to ongoing efforts in the transformation of mental health services in Europe.
W0069 - Why Is It Important to Involve People with Lived Experience in the Development of the Educational Programs in Suicide Prevention?
Blekinge Family Postvention is a grief facilitator-home-visiting postvention giving early support to families after a suicidal loss since 2015. It helps families overcome shock, pain, anger, guilt, suffering and other extreme emotions caused by suicide. Such situations should be treated not as a disorder. Medication should be used only as a last resort to treat individuals not responding to early family support, followed by individual sessions if needed. Everyone needs to express feelings and thoughts on all aspects of the suddenly interrupted relation. To achieve this, a person experienced in those issues must be leading all of the meetings. The conversations should start during the first days, frequently continuing for at least 3-5 weeks depending on the family needs. Helping the family bear each other and find coping strategies ease their pain, mourning and give them hope instead of prolonged grief. In this way, the family gradually finds new ways to overcome a never-ending negative looping that eventually can cause, e.g. post-traumatic stress disorder and depression. The support to the family after suicide loss should be a governmental matter. Today all work is done voluntarily. The close relatives need debriefing right after the district doctor has stated the death or the police informed the family about suicide. The military, the police, rescue services and healthcare professionals gets debriefing when a rescue operation has failed. This presentation discusses how to organise early family support and the Ellipse project's interviews with survivors about their experiences of needed or received support if any.
W0071 - Focus Group Interview as a Research Method in the Development of the E-learning in Suicide Prevention for Students in Poland
Project ELLIPSE (E-LifeLong Learning in Prevention of Suicide in Europe) was developed in response to need for preventive suicide programs. It was noticed that it is important for academic teachers and students, especially those who teach and study in the fields of medicine, nursing, psychology, sociology or those related to the media.
The goal is creating an e-learning platform for students and teachers on suicide prevention along with a textbook and a free self-help application. For this purpose the milestone was the conducting of the focus group interviews in Poland. Participants were recruited from the above mentioned groups (students and professionals). The objectives of this part of the project were among others: raising awareness of the problem of suicide and prevention, giving good examples on suicide prevention in working life, preparation of a program proposal for e-learning content.
Students interest in the problems of suicidology was high and they comes optimistic to the idea of prevention, they want to know especially about how to help somebody, how to talk and not to harm people and something more in their future profession. Only theoretical approach will be not enough for them, the rules of how to NOT react, will not be interesting because they know something about it.
They showed a knowledge of basic concepts, extensive and multi-context knowledge of causes and warning signals and great understanding for suicides of all ages. However, they themselves were uncertain how to help such a person, and showed poor recognition of institutional help.
W0072 - What Can We Learn from the Focus Groups on Suicide Prevention? FG with Social Work Students, Policeman and Clinical Psychologists
Abstract BodyWhat Have We Learned in the ELLIPSE-project from Focus Group Interviews and Surveys with Social Work Students, Policeman and Clinical Psychologists in Hungary?
Based on quantitative and qualitative (focus group) research results, social work students and even clinical psychologists need more information and practical knowledge/training on communication skills to approach people in crisis, suicidal crisis, and cry for help behavior. Policemen (patrols) need a guideline or manual on communication with suicidal people and training on listening skills, negotiation skills, and more profound knowledge on psychopathology. Social work students consider themselves already "gatekeepers," although they learned only basic counseling skills starting from their second year of study, and in the last semester, they will learn Crisis intervention skills. Students think that self-help telephone applications could be helpful.
What Can We Learn From the Focus Groups about Suicide Prevention?
W0073 - A MOOC on suicidal behaviour The French Experience
There is a high demand for specific training on the understanding and management of suicidal behaviors. We will present a summary of a massive open online course that was launched in France in 2018 for the first time. The structure of the program was simple: 5 modules presented on a weekly basis, each module contained several short videos with direct training, interviews or discussion. The MOOC offered as well other ressources such as access to a forum during the course, an updated bibliography and vocabulary for each module and an evaluation at the end of the modules. In the first year, the number of registered candidates for the course was very high (>10000) and more than a quarter completed the course (>2500), with participants from 82 countries. The quality of exchanges with the students was very high. The results of this ongoing experience provides interesting insights on how to improve access and motivation to specific training in the field of suicidal behavior for participants from very different backgrounds.
W0074 - The Opportunities and Challenges of Working with the Development of the ELLIPSE-project Before, During and After the COVID-19 Pandemic
COVID-19 pandemics has influenced many research and educational projects, and it influenced also ELLIPSE-project, aiming at the creation of a free online curriculum in suicide prevention for students in the higher education in Sweden, Austria, Hungary, Norway and Poland (September 2019-August 2022). The ELLIPSE (E-Lifelong Learning In Prevention of Suicide in Europe) (www.e-llipse.com) is the first international project in the area of education in suicide prevention in the higher education co-founded by the European Union Erasmus+ programme. We will reflect on some opportunities and challenges due to COVID-19 pandemics. Identified opportunities: 1) learning a new way of communicating, 2) reaching more participants (in case of Sweden we were able to get participants from more regions, 3) more frequent meetings heightening the quality of the project, 4) travelling less (online is the more eco-friendly solution). But there were also some challenges: 1) not be able to proceed according to the preliminary plan generated much more administrative work, 2) online meetings was a challenge for those partners who had problems adjusting to the online form of communication, 3) more negative attitudes to the canal of communication resulted in avoiding it, leading to less frequent interactions what resulted in diminished motivation to the project, and being unable to proceed with project tasks, 4) resignation of some patients from participation because of difficulties in accepting the online form of communication. We will discuss these issues in a more detailed way during the interactive workshop.