Before Crisis: Reframing Suicide Prevention Through Early, Relational Practice in Rural Communities
Tracks
Monarch
| Friday, November 6, 2026 |
| 10:40 AM - 11:00 AM |
Overview
Amanda Guilfoyle, PELLA Wellness
Three Key Learnings
1.Suicide prevention must extend beyond crisis response to include early, relational and developmentally informed approaches.
2.Emotional regulation, connection and a sense of belonging are foundational protective factors that reduce isolation and support help-seeking in children and young people.
3. Creative, neuro-affirming and nervous-system-informed approaches engage children in meaningful ways, making prevention accessible, practical and sustainable within schools and communities, especially in rural settings.
Presenter
Amanda Guilfoyle
Director /psychotherapist
PELLA Wellness
Before Crisis: Reframing Suicide Prevention Through Early, Relational Practice in Rural Communities
Presentation Overview
Before Crisis: Reframing Suicide Prevention Through Early, Relational Practice in Rural Communities
Suicide prevention is frequently conceptualised as a response to acute crisis; however, by this stage patterns of disconnection, distress and unmet psychosocial need are often already established. This paper advocates for a shift toward early, relational and developmentally informed approaches to prevention.
Integrating lived experience, clinical practice and a Gestalt, neuroaffirming framework, this work examines how suicide prevention may be embedded within the everyday contexts in which children develop, particularly in rural and regional school communities. These settings experience disproportionately higher suicide rates, alongside reduced service access, workforce limitations and increased social isolation, necessitating approaches that are both accessible and contextually responsive.
Drawing on the implementation of a pilot wellbeing program in regional schools, the paper explores how emotional regulation, relational connection and a sense of belonging may function as key protective factors. A polyvagal-informed approach underpins this work, supporting children to understand and respond to their nervous system states through creative, experiential and developmentally appropriate activities. The integration of creativity and play is central, recognising that engagement, curiosity and moments of enjoyment are not incidental, but foundational to learning, regulation and relational safety.
A neuro-affirming perspective further supports diverse ways of being, moving beyond deficit-oriented models to foster self-understanding, inclusion and connection.
Consideration is also given to the role of the autonomous, visiting practitioner within rural contexts, including the complexities of sustaining relational continuity and contributing to both preventative and postvention responses following critical incidents.
This work reframes suicide prevention as an ongoing, relational and systemic process, positioning early intervention as a critical pathway toward reducing suicide risk and strengthening long-term community wellbeing.
Regulation, connection and belonging are not extras, they are the foundation for wellbeing and suicide prevention.
Suicide prevention is frequently conceptualised as a response to acute crisis; however, by this stage patterns of disconnection, distress and unmet psychosocial need are often already established. This paper advocates for a shift toward early, relational and developmentally informed approaches to prevention.
Integrating lived experience, clinical practice and a Gestalt, neuroaffirming framework, this work examines how suicide prevention may be embedded within the everyday contexts in which children develop, particularly in rural and regional school communities. These settings experience disproportionately higher suicide rates, alongside reduced service access, workforce limitations and increased social isolation, necessitating approaches that are both accessible and contextually responsive.
Drawing on the implementation of a pilot wellbeing program in regional schools, the paper explores how emotional regulation, relational connection and a sense of belonging may function as key protective factors. A polyvagal-informed approach underpins this work, supporting children to understand and respond to their nervous system states through creative, experiential and developmentally appropriate activities. The integration of creativity and play is central, recognising that engagement, curiosity and moments of enjoyment are not incidental, but foundational to learning, regulation and relational safety.
A neuro-affirming perspective further supports diverse ways of being, moving beyond deficit-oriented models to foster self-understanding, inclusion and connection.
Consideration is also given to the role of the autonomous, visiting practitioner within rural contexts, including the complexities of sustaining relational continuity and contributing to both preventative and postvention responses following critical incidents.
This work reframes suicide prevention as an ongoing, relational and systemic process, positioning early intervention as a critical pathway toward reducing suicide risk and strengthening long-term community wellbeing.
Regulation, connection and belonging are not extras, they are the foundation for wellbeing and suicide prevention.
Biography
Amanda Guilfoyle is a Gestalt Psychotherapist working at the intersection of lived experience, clinical practice and suicide prevention. With over 10 years’ experience across urban, rural and remote communities, she has developed and delivered multiple school-based programs focused on emotional regulation, connection and early intervention. Amanda brings both clinical and lived experience to her work, including supporting a close family member through a significant suicide attempt. Amanda contributes to several lived experience advisory boards and is passionate about supporting the next generation to become emotionally literate and develop the awareness and confidence to reach out when they are not okay.
