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Suicide Among Emergency Responders in Minnesota: the Role of Education Chris Caulkins C.Caulkins@Comcast.Net St. Cloud State University theRepository at St. Cloud State Culminating Projects in Higher Education Department of Educational Leadership and Higher Administration Education 12-2018 Suicide among Emergency Responders in Minnesota: The Role of Education Chris Caulkins [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/hied_etds Recommended Citation Caulkins, Chris, "Suicide among Emergency Responders in Minnesota: The Role of Education" (2018). Culminating Projects in Higher Education Administration. 28. https://repository.stcloudstate.edu/hied_etds/28 This Dissertation is brought to you for free and open access by the Department of Educational Leadership and Higher Education at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in Higher Education Administration by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Suicide among Emergency Responders in Minnesota: The Role of Education by Chris G. Caulkins A Dissertation Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in Higher Education Administration December 2018 Dissertation Committee: Steven McCullar, Chairperson Jessie Breyer-Peterson Jennifer Jones Krista Soria 2 Abstract The primary purpose of this quantitative study is to understand suicide among emergency responders. The secondary purpose is to examine how educators can use information about suicide among emergency responders to develop and adapt curriculum to mitigate psychological trauma experienced by those in emergency medical services (EMS), the fire service, and law enforcement. I use social cognitive theory to investigate responder suicide and as a framework to understand the role of education. Official death records were cross-referenced with data possessed by responder credentialing agencies. I analyzed the records to determine the suicide rates of responders compared to the general population and a matched set of responders who did not die of suicide. I also analyzed educational factors hypothesized to confer protection against psychological trauma and suicide, including EMS credential level, academic education level, attainment of firefighter or law enforcement training, and various combinations of credential, education, and fire or police training. The findings suggest that emergency responders have a higher suicide rate compared to the general population. Responders who die by suicide generally have higher levels of education. Being a responder without an EMS credential confers the most protection while the interactive effects of credential and education have significant (p < .05) association with suicide. The impact of psychological trauma is the same regardless of the responder field of practice. Keywords: suicide, education, social cognitive theory, public safety, emergency responder, emergency medical services, firefighting, law enforcement, police, paramedic, emergency medical technician, emergency medical responder 3 Acknowledgements I would first and foremost like to thank my wife, Nancy, for her love and support throughout the last several years while working on my degree. When she wrote in a card “I love you and will support you if you decide to go to school until you’re 100 years old,” she may or may not have realized the gravity of the situation. I would also like to thank my daughter, Bethany, who proofread and double-checked my descriptive statistics—more than once. I extend my sincere appreciation to J. Corey Fitzgerald, my fellow traveler along the doctoral path, who served as my confidante, peer reviewer, format guru, and friend. Thanks to my dissertation committee, a group of dedicated professionals, who pushed me to be better and made a good project great. In memory of Mary Caulkins, Jeremy Caulkins, Sean Shevik, Tim Hopkins, Michael Somes, Gregg Hicks, Phillip Miller, Chris Metzler, Curt Parsons, and the millions of others who have died by suicide. Your deaths were not in vain—I won’t let them be. 4 “If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb in every battle.” -Sun Tzu (1330 BCE/2015, p. 19) Make no mistake about it; I have declared open war on Suicide and all of its minions. 5 Table of Contents Page List of Tables……………………………………………………………………………………...8 List of Figures………..………………………………………………………………………….10 Chapter I. Introduction………………………………………………………………………12 Purpose and Significance of the Study…………………………………..16 Statement of the Problem………………………………………………...20 Description and Scope of the Research………………………………….21 Research Questions and Hypotheses…………………………………….22 Role of the Researcher…………………………………………………...24 Syntax……………………………………………………………………26 Summary…………………………………………………………………27 II. Literature Review………………………………………………………………...29 Contributors to Suicide…………………………………………………..30 Suicidality in Emergency Responders…………………………………...36 Emergency Responder Culture…………………………………………..51 Role of Education in Suicide…………………………………………….61 Theoretical Framework…………………………………………………..67 Summary…………………………………………………………………70 III. Methods…………………………………………………………………………..72 Population/Sampling……………………………………………………..74 Data Sources and Collection Methods…………………………………...75 6 Chapter Page Research Design.........................................................................................86 Analysis......................................................................................................87 Human Subject Approval – Institutional Review Board...........................91 Summary....................................................................................................92 IV. Results....................................................................................................................93 Population..................................................................................................93 Demographic Information..........................................................................96 Research Findings....................................................................................115 Summary..................................................................................................128 V. Conclusion...........................................................................................................131 Discussion................................................................................................132 Limitations...............................................................................................136 Recommendations....................................................................................139 Implications for Theory...........................................................................143 Future Research.......................................................................................144 Conclusions..............................................................................................148 References....................................................................................................................................152 Appendices A. Definition of Terms....................................................................................................197 B. Curricular Resources..................................................................................................201 C. Institutional Review Board Letter..............................................................................202 D. Letters of Support......................................................................................................203 7 Chapter Page E. Rubrics.......................................................................................................................206 8 List of Tables Table Page 1. Minnesota Emergency Responder Academic Awards Offered…………………………16 2. Law Enforcement Suicidal Ideation, Planning, and Access to Means…………………..39 3. Law Enforcement Suicide Attempts……………………………………………………..40 4. Firefighter Suicidal Ideation, Planning, and Access to Means…………………………..45 5. Firefighter Suicide Attempt……………………………………………………………...46 6. U.S. Firefighter and EMS Suicide Deaths Known to the Firefighter Behavioral Health Alliance………..……………………………………………………………………..47 7. EMS Provider Suicidal Ideation, Planning, and Access to Means………………………49 8. EMS Provider Suicide Attempts…………………………………………………………50 9. Minnesota Department of Health Death Record Codes for Race and Recategorization...80 10. Minnesota Department of Health Death Record Codes for Education Level and Recategorization………………………………………………………….…………82 11. Minnesota Department of Health Death Record Codes for Ethnicity…………………...85 12. Study-Control Groups in Double-Cohort Retrospective Observational Study..................87 13. Covariate Coding Scheme..................................................................................................88 14. Variable Coding for t Tests................................................................................................89 15. Statistical Tests Employed to Test Hypotheses.................................................................91 16. Population: Public and Responders by Field and Credential in Minnesota.......................95 17. Deceased Emergency
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