Abstract
In this chapter, we explore the major theories and models that seek to explain suicidal thoughts and behaviors from sociological, psychological, and sociocultural perspectives, and briefly discuss the dominant biological approach. We outline the theories’ conceptual premises, briefly discuss their empirical support, and describe their strengths and weaknesses. We then highlight relevant developmental models and perspectives that could advance the theories about youth suicidal thoughts and behaviors. We conclude by proposing that innovative theorization could draw on developmental, biological, sociological, and cultural theories (among others), resulting in a broader and deeper explanation of suicidal thoughts and behaviors related to their emergence, course, and prevention.
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Notes
- 1.
In this chapter, we use the terms “theory” and “model” interchangeably, as done often by some of the authors referenced in the text. We acknowledge however that in the general literature, the meaning of these works are different.
- 2.
Economic and genetic theories and models are excluded because of space limitations. These theories have been reviewed extensively elsewhere: for economic theories of suicide see, for example, Hamermesh and Soss (1974), and for genetic and epigenetic theories of suicide see, for example, Cheung et al. (2020).
- 3.
Interested readers can review Gunn and Lester (2015).
- 4.
- 5.
Disclaimer: The first author has been involved in research applying this model.
- 6.
We follow the Chu et al. (2010) categories as labeled in their text.
- 7.
For more on the ancients’ thinking about suicide, see Garrison (1991).
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Hausmann-Stabile, C., Glenn, C.R., Kandlur, R. (2021). Theories of Suicidal Thoughts and Behaviors: What Exists and What Is Needed to Advance Youth Suicide Research. In: Miranda, R., Jeglic, E.L. (eds) Handbook of Youth Suicide Prevention. Springer, Cham. https://doi.org/10.1007/978-3-030-82465-5_2
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