Abstract
Suicidal behaviour is a public health concern both globally and in South Africa. University students are affected more than the general population. 1 in 3 medical university students and 1 in 4 general university students have experienced suicidal thoughts at some point in their lifetime. Suicidal thoughts and behaviour(s) (STB) are complex phenomena that consist of various protective and risk factors that impact the individual and the familial, communal, and societal levels. Suicide is not only a biomedical or psychological phenomenon but is also social behaviour with some cultural characteristics. Suicide takes place within a social context and has cultural meanings which may differ for individuals from different socio-cultural backgrounds. People from different contexts may understand suicide differently; thus, studying the way suicide is presented and modelled in language could provide insight into this phenomenon and further the current understanding of this subject matter. Thus, Social Constructionism was chosen as a framework for this study because its use allowed a thorough exploration of the meaning(s) and interpretations of student suicide within the university context through the narratives of its community members (i.e., university students). There is a shortage of literature investigating student experiences, particularly concerning mental health and suicidality. This study aimed to understand the socially constructed meaning(s) of suicide within the university context and employed a qualitative method. This was achieved by analysing university students discourses around suicide and suicidal behaviour. Data were collected from seven participants using semi-structured interviews regarding their definition of suicide, their description of suicidal behaviour, and the meaning they attached to this behaviour. The raw data were coded and analysed using a Thematic Analysis because this allowed the exploration of the student’s beliefs, practices, and knowledge about suicide. The students shared that they believed suicidal students need support because they are mentally ill and in distress. They argued that students were particularly vulnerable because various systems of the community, namely family and friends, the university, and the secondary school system, are failing them...
M.A. (Clinical Psychology)