A Phenomenological Study on the Roles of Guidance Advocates in Dealing with Suicidal Ideations Among Adolescent Students in Public Schools
DOI:
https://doi.org/10.64612/ijiv.v2i5.128Keywords:
Guidance and counseling, Guidance advocates, Suicidal ideation, Adolescent students, Public schoolsAbstract
This phenomenological study explored the lived experiences, coping strategies, and insights of guidance advocates in dealing with suicidal ideation among adolescent students in public schools in the division of Davao del Norte. A qualitative research design was employed, utilizing in-depth interviews (IDI) with five guidance advocates. The data were analyzed through thematic analysis. The findings revealed different experiences of guidance advocates, including recognizing warning signs of suicidal ideations, building rapport to promote emotional well-being, establishing a safe and trusting environment, and navigating challenges in making informed decisions. In dealing with suicidal ideation among adolescent students, guidance advocates employed different strategies, including implementing flexible strategies, cultivating emotional regulation, and mobilizing collaborative practices. The study also highlighted key insights from guidance advocates, which center on maintaining professional boundaries and emotional regulation, practicing collaboration to ensure effective support, providing life-affirming and compassionate support, and finding fulfillment and personal growth in the guidance role. The findings suggest that the role of guidance advocates in dealing with suicidal ideation among adolescent students is best understood as a shared and system-supported responsibility rather than an individual task alone, emphasizing the need for strengthened collaboration, emotional preparedness, and continuous professional development among school stakeholders.
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