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Midlife Suicide: Examination Through an Ecological and Interpersonal Lens

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Midlife Suicide: Examination Through an Ecological and Interpersonal Lens Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Fall 12-20-2019 Midlife Suicide: Examination Through an Ecological and Interpersonal Lens Jayna Bonfini Follow this and additional works at: https://dsc.duq.edu/etd Part of the Counselor Education Commons Recommended Citation Bonfini, J. (2019). Midlife Suicide: Examination Through an Ecological and Interpersonal Lens (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1836 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. MIDLIFE SUICIDE: EXAMINATION THROUGH AN ECOLOGICAL AND INTERPERSONAL LENS A Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Jayna E. Bonfini December 2019 Copyright by Jayna E. Bonfini 2019 DUQUESNE UNIVERSITY SCHOOL OF EDUCATION Department of Counseling, Psychology and Special Education Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy (Ph.D.) Executive Counselor Education and Supervision Program Presented by: Jayna E. Bonfini, MS, Counseling (Waynesburg University) MA, Philosophy (Carnegie Mellon University) BA, Liberal Studies (Georgetown University) September 27, 2019 MIDLIFE SUICIDE: EXAMINATION THROUGH AN ECOLOGICAL AND INTERPERSONAL LENS Approved by: _____________________________________________, Chair Lisa Lopez Levers, Ph.D. Professor of Counselor Education and Human Development Department of Educational Foundations and Leadership Duquesne University ___________________________________________, Member Matthew Joseph, Ph.D. Associate Professor of Counselor Education Department of Counseling, Psychology, and Special Education Duquesne University ___________________________________________, Member Carol Parke, Ph.D. Associate Professor of Foundations and Leadership Department of Educational Foundations and Leadership Duquesne University iii ABSTRACT MIDLIFE SUICIDE: EXAMINATION THROUGH AN ECOLOGICAL AND INTERPERSONAL LENS By Jayna Bonfini 2019 Dissertation Supervised by Dr. Lisa Lopez Levers Suicide has increased over the past decade among midlife adults in the United States. It is the fourth leading cause of death among persons aged 35–54 years and the eighth leading cause of death among persons aged 55–64 years. The primary purpose of this hermeneutic phenomenological study is to examine, describe, and understand the lived experiences of midlife adults who have contemplated suicide and who have sought assistance and support from their peers via an online forum for those with an interest in and/or history of suicidality. Bronfenbrenner’s (1977) bioecological model, Joiner’s (2005) interpersonal theory of suicide, and van Manen’s (1990) phenomenological method provide lenses through which these experiences may be understood. The four categories that emerged from the data include the following: biopsychosocial considerations, specifically physical decline and economic risk; mental health concerns stemming from psychiatric iv illness; connectivity with others; and a desire to end pain. The findings suggest that experiencing suicidality as a midlife adult is a largely isolating experience and that online forums may provide a respite from loneliness and disconnection. This inquiry identifies relevant implications for counselor education and counseling practice as well as offering suggestions for future research. v ACKNOWLEDGEMENT Straight roads do not make skillful drivers – Paulo Coelho My path to a career as a clinician, educator, and supervisor was not a straight-forward one. I took a more circuitous route; some turns were small and effortless to navigate, while others were more like a switchback, making it very important for me to keep my eyes on the road. This dissertation process often seemed more like driving in circles. However, I kept driving through the stormy weather, detours, traffic, and stopped to ask for directions because I knew that there would be an open road just ahead. Through all my professional and personal experiences, I have learned the importance of pushing myself to take on tasks and responsibilities that thrust me into areas where I need to learn and grow. As I look toward the future, I would like to thank the people who participated in this process during my counseling and academic journey. I am eternally grateful to Dr. Lisa Lopez Levers, my chair, mentor, teacher, and exemplar, for her patience and unwavering encouragement. From the number of hours spent reviewing research concepts to discussing my dissertation to your expert feedback, thank you for your time and sincere interest in my success. You have supported me, encouraged me, and challenged me and for that I am a better counselor, researcher, and person. I would also like to thank Dr. Carol Parke for her support in the writing of my dissertation. I am grateful for her investment in my overall professional development. Thank you for the opportunities for professional growth and development both through this project and our work together on DEBT-M. vi I appreciate the contributions of Dr. Matthew Joseph as a member of my committee. He has led me to view things from different perspectives and I very much appreciate his attention to detail. Last, but certainly not least, I would like to recognize my family, especially my mother, husband, and children. I will never be able to pay you back for all the encouragement that you have given me over the years, but I will do my very best to pay it forward. Your continued patience and support helped me cross this finish line. Without you, this accomplishment would not have been possible. vii TABLE OF CONTENTS Page ABSTRACT ......................................................................................................................................... iv ACKNOWLEDGEMENT .................................................................................................................. vi LIST OF TABLES.............................................................................................................................xiv LIST OF FIGURES ............................................................................................................................ xv CHAPTER 1: INTRODUCTION ........................................................................................................ 1 Background of the Study .................................................................................................................. 4 Suicide and the Helping Professions ........................................................................................... 5 Statement of the Problem ................................................................................................................. 7 Purpose of this Study ........................................................................................................................ 7 Questions of the Study ..................................................................................................................... 8 Data Source ....................................................................................................................................... 9 Importance of the Study ................................................................................................................. 11 Theoretical Frameworks................................................................................................................. 12 Ecological Development ............................................................................................................ 12 The Interpersonal Theory of Suicide......................................................................................... 14 Definition of Terms ........................................................................................................................ 15 Acquired ability to enact lethal self-injury ............................................................................... 15 Ecological transition .................................................................................................................. 15 Human development ................................................................................................................... 16 Middle adulthood ....................................................................................................................... 16 Baby boomer ............................................................................................................................... 16 viii Constructivism: ........................................................................................................................... 16 Generation X ............................................................................................................................... 16 Hermeneutic phenomenology: ................................................................................................... 16 Perceived burdensomeness ........................................................................................................ 16 Suicide ......................................................................................................................................... 16 Suicide attempt ..........................................................................................................................
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