Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15-29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

中文翻译：

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更明智的推理和更少的厌恶有可能更好地预防自杀。

背景：高中和大学教师需要建议学生不要尝试自杀，这是 15-29 岁青少年的第二大死因。目的：调查推理和情感在劝告自杀中的作用。方法：我们对一所专门从事教师教育的大学的 130 名学生进行了一项研究。参与者坐在摄像机前，录制他们反对自杀的建议。三名评估者根据“明智的推理”（即专家推理形式：考虑各种条件、意识到自己知识的局限性、采取他人的观点）对他们的转录建议进行评分。四位在自杀预防技术方面经验丰富的注册心理学家对这些成绩单进行了自杀预防潜力的评估。最后，使用Facereader 7.1软件，我们分析了参与者在提供建议时的微表情。结果：更明智的推理和更少的厌恶预示着更高的自杀预防潜力。此外，更高的自杀预防潜力与更多的惊喜有关。局限性：未评估自杀预防的实际效果。结论：引发意外的明智推理和反刻板印象可能有助于预防自杀。这种建议范式可能有助于培训教师建议学生不要自杀，衡量明智的推理，并监测有害的情绪反应，即厌恶。自杀预防的更高潜力与更多惊喜有关。局限性：未评估自杀预防的实际效果。结论：引发意外的明智推理和反刻板印象可能有助于预防自杀。这种建议范式可能有助于培训教师建议学生不要自杀，衡量明智的推理，并监测有害的情绪反应，即厌恶。自杀预防的更高潜力与更多惊喜有关。局限性：未评估自杀预防的实际效果。结论：引发意外的明智推理和反刻板印象可能有助于预防自杀。这种建议范式可能有助于培训教师建议学生不要自杀，衡量明智的推理，并监测有害的情绪反应，即厌恶。