Anti-suicide campaigns (150-200 words)
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Over the last 15–20 years, the first two generations of suicide prevention efforts have yielded valuable information on risk and protective factors, empirically based methods for preventing suicidal behavior, and improved research methods (Berman and Jobes, 1995; PHS, 2001). During this time, the following developments have been observed in the area of suicide prevention (1) a proliferation of curriculum-based suicide prevention programs in schools (cf., Garland et al., 1989) accompanied by increased attention and concerns voiced over format, goals, theoretic orientation, and safety issues (Hazell and King, 1996) that led to improved methods and prevention program designs (cf., Breton et al., 1998; Kalafat and Ryerson, 1999; Orbach and Bar-Joseph, 1993); (2) increased efforts to undertake empirical research on suicide prevention, prompted by a 1990 US Congressional mandate, and accompanied by the rapid development of suicidology as a multidisciplinary subspecialty with national and international professional organizations, new journals, and the establishment of centers for the study and prevention of suicide (PHS, 1999; 2001); (3) a new precisely defined prevention framework that places prevention programs on a continuum of universal, selective, and indicated interventions (Gordon, 1987; IOM, 1994); (4) the emergence of research on suicide prevention programs designed to target higher risk populations (e.g., Eggert et al., 1995b; Thompson et al., 2001); (5) improved screening tools and measures of suicide and suicidal behaviors (e.g., Eggert et al., 1994; Pfeffer et al., 2000; Reynolds, 1991; Reynolds, 1998; Shaffer and Craft, 1999; Thompson and Eggert, 1999), and (6) key advances in research methods,