Our goal in this section is to contribute to learning about the different uses of Requalify in research, especially in the areas of health and education. On this occasion, we will address suicide prevention among adolescents in a school setting.
The article is accompanied by a brief reflective reading guide and corresponding commented answers, with the aim of guiding the analysis of the texts and broadening the understanding of the theme, the methodological choices, and the different possibilities for applying the Requalify software.
Leme, VBR, da Silva, AF, dos Santos, ACF, de Carvalho, DM, dos Santos, KB, & Rosa, VL (2025). Experience Report: Workshops for Promoting Mental Health and Preventing Suicide with Students. Estud. pesqui. psicol., 25: e86204. doi: 10.12957/epp.2025.86204 https://pepsic.bvsalud.org/scielo.php?pid=S1808-42812025000100308&script=sci_arttext
Summary
This study is an experience report analyzing students' perceptions of suicide prevention and mental health promotion workshops. Eleven workshops were conducted with students from the first to the third year of high school at a public school in Rio de Janeiro. The workshops were implemented in a single meeting in each class, during which social skills were developed as protective factors against suicidal behavior. The data were analyzed quantitatively and qualitatively, the latter with the aid of the Requalify software. The results show that the intervention was positively evaluated by the adolescents, who highlighted its relevance for suicide prevention and suggested methodologies and mental health themes that could be incorporated into future interventions.
1. What is the topic of the article? How is the choice of topic justified?
The theme is suicide prevention and the promotion of mental health among high school adolescents. This topic is relevant because it constitutes a public health issue worldwide and, particularly in Brazil, is a phenomenon that increasingly affects adolescents of different age groups. Furthermore, the authors identified a knowledge gap, as suicide prevention and mental health promotion actions are not implemented in the school context.
Adolescents face situations of violence and discrimination which, along with other health determinants, contribute to increasing young people's vulnerability to suicidal behavior.
Given this context, the authors propose the strategy of social skills such as expressing feelings, empathy, assertiveness, and seeking support as protective factors against suicidal behavior. Previous studies show that the development of these skills contributes to the emotional well-being of students, strengthens bonds with adults and teachers, and builds positive relationships among young people themselves. Furthermore, when developed during adolescence, these skills can foster the development of personal and social resources that are maintained in the long term. In turn, the school context presents itself as a fundamental space for developing this type of action, due to its reach and the possibility of involving students, teachers, families, and the community.
2. What are the objectives of the study?
The aim of the study is to analyze adolescents' perceptions of their participation in suicide prevention and mental health promotion workshops.
3. What is the methodological design of the study?
This is an experience report with a mixed-gender design. Participants were 211 high school students, aged 14 to 20, from a public school in a city in Rio de Janeiro. 46.4% of the students were mixed-race, 26% were Black, and 27.4% were White. The team conducted prevention activities with first, second, and third-year students in a school serving students from lower-middle socioeconomic backgrounds.
4. How did they carry out the intervention with the young people?
The activities carried out were part of the extension project called the Interpersonal Development Project for Suicide Prevention and Promotion of Mental Health Throughout Life (PRODIN), from the State University of Rio de Janeiro. The program aims to promote mental health and prevent risk factors associated with suicide at different stages of people's lives. The activities are framed within the Bioecological Theory of Human Development and utilize techniques from Cognitive-Behavioral Therapy.
The study conducted 11 workshops during September and October 2023, during school hours, in classrooms. The activities were coordinated by psychology students and lasted 1 hour. A workbook was used to promote group work and discussion through concrete situations.
The workshops had a defined structure in three stages, in which risk and protective factors for suicide were addressed, in addition to the presentation of the "Yellow September" campaign. The second part was dedicated to the development of social skills, which contribute to the quality of interpersonal relationships. Finally, situations of interpersonal violence and their relationship with mental health were addressed.
The researchers used the "workshop evaluation form" instrument to assess students' perceptions regarding their satisfaction with and the applicability of the workshops.
5. How did the authors analyze the data produced?
The authors analyzed the workshop assessment instrument both quantitatively and qualitatively. Thus, data regarding sociodemographic aspects, as well as the items on the Likert-type scale, were systematically analyzed quantitatively, while two open-ended questions at the end of the questionnaire were analyzed qualitatively using the Requalify software. The Requalify program generated 14 categories and subcategories for the first question and 10 categories and subcategories for the second question. These data were analyzed by the researchers using thematic analysis. The analysis allowed for the regrouping of the categories generated by Requalify, so that the final analysis included, for the first question, only three categories and two subcategories; while the second question generated five categories and four subcategories.
6. What are the main results found?
The study results provide information for the development of specific interventions for suicide prevention. Regarding satisfaction with and usefulness of the workshops, positive responses were obtained, according to the quantitative analysis. Furthermore, they indicated that the workshops promote a sense of belonging and support among students, as well as strengthening bonds. In turn, they contributed to broadening the young people's perception in identifying situations of violence, as well as their own social skills. However, based on the students' perceptions, there are certain difficulties in establishing a relationship of trust with the adults at the school.
In turn, the qualitative analysis of the intervention's applicability was organized into the following categories:
Benefits attributed to carrying out the activity
This topic includes the category "Need for discussions and promotion of mental health in schools," which highlights the importance of introducing these topics and discussions with students.
Furthermore, the category entitled "Usefulness of group conversation" shows that group activities are fundamental as they promote a collective space for reflection and the development of strategies to face challenges.
Finally, the category “Workshop Impacts” was organized into two subcategories: “In promoting healthy relationships and self-understanding” and “In students’ attitudes and behaviors.” These themes indicate that the workshops facilitated an understanding of one's own attitudes and behaviors and their impact on relationships with others. The intervention promoted the development of certain social skills, such as problem-solving, self-awareness, and support for others.
Positive reviews
Regarding the results of the second question, related to the evaluation of the intervention, three categories were developed associated with:
The Positive Evaluations category included the subcategories “Recognition of the importance of the workshops” and “Positive feedback and suggestions.” Thus, the students considered it important to continue the activities, as they are essential for suicide prevention. Furthermore, they highlighted the work done by the team, which facilitated the creation of a welcoming and trusting environment.
Regarding the suggestions, they pointed out the need to increase the duration of the activities and highlighted that, within the institution, the activities related to the topic are insufficient.
Positive reviews
On the other hand, negative comments were analyzed, in the sense that some students did not feel comfortable talking about personal topics or experiences. However, they highlighted that the activity helped them reflect on their thoughts and emotions.
Regarding the methodology adopted, it is suggested to include topics such as anxiety, depression, and racism, as well as other types of activities to facilitate the discussion of the topics covered.
Well-being and mental health of students
Finally, the category “Student well-being and mental health” included the subcategories “Student experiences of inclusion and exclusion” in the school context. These themes highlighted that students see the school as a space of both identity and belonging to the institution, as well as exclusion. This allows us to reflect on the importance of creating spaces of reference and support for young people through work with the institution's professionals.
7. What are the main limitations and recommendations presented by the authors?
The study presents some limitations of the intervention performed and, therefore, some recommendations for future studies are discussed.
Firstly, the short duration of the meeting is discussed, since a one-hour session may not be sufficient. Studies show the need for interventions carried out over time, along with follow-up evaluations to verify the impact produced.
Secondly, it is important to include topics related to gender, sexuality, mental health, and racism in the workshops in order to enrich the work.
Thirdly, it is recommended to include methodologies that promote greater student participation. Finally, it is suggested to include psychoeducational strategies to strengthen the relationship between teachers and students.
Getting to know the authors
Vanessa Barbosa Romera Leme
Associate Professor at the Institute of Psychology and the Postgraduate Program in Social Psychology at the State University of Rio de Janeiro (UERJ). Coordinator of the Research Group – NuDERI (Center for Studies and Research on Human Development and Interpersonal Relations). Psychologist (Unesp-Bauru), Master's degree (Developmental and Learning Psychology – Unesp-Bauru), PhD (Psychology – FFCLRP/USP) and Post-Doctorate (UFSCar and USP). (Information from the Lattes curriculum: http://lattes.cnpq.br/3056372646281816).
Amanda Ferreira da Silva
Student in the Psychology course at the State University of Rio de Janeiro (UERJ). Has experience in internships related to Socialization and Social Inclusion, Reception at the Applied Psychology Service, and School Psychology. (ORCID information: https://orcid.org/0009-0001-7453-9370).
Ana Carolina Fagundes dos Santos
PhD candidate and Master's degree holder from the Postgraduate Program in Social Psychology (PPGPS) at the State University of Rio de Janeiro (UERJ). Graduated in Psychology from the Federal Rural University of Rio de Janeiro (UFRRJ, 2022). Currently, she is a member of the NuDERI Research Group (Center for Studies and Research on Human Development and Interpersonal Relations – UERJ) and PRODIN (Interpersonal Development Project for suicide prevention and mental health promotion – UERJ). (ORCID information: https://orcid.org/0009-0006-9179-8266).
Damares Moreira de Carvalho
Master's student in Psychology at the State University of Rio de Janeiro (UERJ). (ORCID information: https://orcid.org/0009-0003-3035-8249).
Katyllen Bezerra dos Santos
Victor de Lima Rosa
