Abstract
As one of the few regular staff members in a school building with mental health training, school psychologists are often called upon to assist in suicide prevention and postvention activities. The current paper explored the experiences and attitudes of current school psychologists regarding these activities using a qualitative phenomenological approach. A purposive sampling procedure identified 10 school psychologists with relevant experiences. Themes identified through interviews suggested graduate training rarely included mock activities, graduate training was hard to recall, prevention training is more common than postvention training, continued training comes from conferences, training supports practice, and more training is recommended. Implications for trainers include an increased need to include mock and directly supervised prevention and postvention activities during graduate training.
