Research On The Social Information Interpretative Biases Of Junior High-school Students With Suicidal Ideation

Nowadays, suicide on youth is the first important cause of death, suicidal ideation is the rational factor to suicide, refers to the thought or mental contents appearing death, suicide, and serious self-destructive behaviors, including suicidal behavior plans, processes and results of the idea. It includes covert,universality, incidental, individual development and individual differences, etc. Form the study,we have found that, suicidal ideation is the strongest predictors to suicidal behavior, so to study suicidal ideation is imminent. This paper,we research junior high-school students,who has suicidal ideation in the last two weeks, and still disturbed by suicide at this moment.Studies have focused on the influence factors of suicidal ideation, related research with suicidal ideation . we do not see any studies from the perspective of Dodge social information processing. Accordingly, suicidal ideation is imperative from cognitive perspective.This research have three hypotheses,high school students with suicidal ideation may exist some interpretative biases. This study includes three experiments: the first experiment investigates suicidal ideation high-school student's interpretative biases when they face different kinds of events, the second experiment investigates suicidal ideation high-school student's interpretative biases when they face different scenarios events,the third one reach further explores the suicide high school students attribution of approach.The research show that:(1) To face the negative events,the junior high-school students with suicide ideation and the ones who do not have suicide ideation have different feeling, the high school students with suicide ideation has higher theart lever than the another,and their differences are significant.But when they face positive and neutral events,they two have no significant differences.(2) To face fuzzy scenario events, the junior high-school students with suicide ideation and the ones who do not have suicide ideation have different feeling, the high school students with suicide ideation has higher theart lever than the another,and their differences are significant. But when they face clear events,they two have no significant differences.(3) To face the positive events , the junior high-school students with suicide ideation tend to choose the external, instable and specific attribution,and when they face negative events,they tend to choose internal,stable and global attribution.So,the attribution of high school students with suicide ideation is negative.About the attribution, the high school students with non-suicide ideation are on the contrary,their attribution is positive.In conclusion,this paper explores all aspects of interpretative biases of high-school students with suicidal ideation in depth,and enrich the research on suicidal ideation,provide a theoretical basis for effective intervention.