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Exploring the Interpersonal Communication Aspects of Suicide: A Research Agenda for Communi-Suicidology
Unformatted Document Text:  Interpersonal Communication Aspects of Suicide 8 an adolescent that life is precious and suicide is evil. However, a friend of the same adolescent may express an ambivalent attitude towards life and sensationalize suicide. However, the internalization of an idea or attitude is caused by a multitude of factors (e.g., credibility of the speaker, repetition, reward/punishment, etc.). The individuals own temperament also plays an important role in deciphering these often contradictory ideas. Someone with low self-esteem and/or depression may interpret even positive messages negatively. This information exchange also includes societal norms such as the proper time and place to discuss suicide, or even whether it should be discussed at all. Along with these social rules, cultural rules such as “boys don’t cry” or “suicide is for the weak” are also communicated. This stage represents a vast potential for researchers. From whom do individuals receive information about suicide and who do they believe, trust, and why? This is an important initial question that may help to explain later stages of the interpersonal model of communi-suicidology. Ideally, this line of research calls for longitudinal studies to track information exchange and learning processes concerning suicide from young to old age. Other information sources such as media, organizational, school, etc. should also be examined along with interpersonal channels.

Authors: Miraldi, Peter.
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Interpersonal Communication Aspects of Suicide 8
an adolescent that life is precious and suicide is evil. However,
a friend of the same adolescent may express an ambivalent
attitude towards life and sensationalize suicide. However, the
internalization of an idea or attitude is caused by a multitude
of factors (e.g., credibility of the speaker, repetition,
reward/punishment, etc.). The individuals own temperament also
plays an important role in deciphering these often contradictory
ideas. Someone with low self-esteem and/or depression may
interpret even positive messages negatively. This information
exchange also includes societal norms such as the proper time and
place to discuss suicide, or even whether it should be discussed
at all. Along with these social rules, cultural rules such as
“boys don’t cry” or “suicide is for the weak” are also
communicated.
This stage represents a vast potential for researchers. From
whom do individuals receive information about suicide and who do
they believe, trust, and why? This is an important initial
question that may help to explain later stages of the
interpersonal model of communi-suicidology. Ideally, this line of
research calls for longitudinal studies to track information
exchange and learning processes concerning suicide from young to
old age. Other information sources such as media, organizational,
school, etc. should also be examined along with interpersonal
channels.


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