Explore our Ultimate FREE Detailed Guide on the COUN-5238 Week 6 Assignment: Suicide Risk Assessments and its Solution.
Instructions of COUN-5238 Week 6 Assignment
Week 6 Assignment: Suicide Risk Assessments
While the procedures used to conduct suicide risk assessments vary by agency/school, there are important foundational processes and tools one must thoroughly understand. As someone on the front line and in direct contact with clients/students, counselors need to be able to understand and implement suicide risk assessment in an instant, without hesitation. Due to this, it is critical that counselors are aware of risk factors, suicide risk assessments tools, interventions, and safety planning on the individual level.
Assignment Directions
- Present a background of suicide, including:
- Identify and explain key terms associated with suicide intervention, such as suicidal ideation, suicide plan, suicide attempt, etc. Briefly address terms no longer used in the field.
- Identify risk factors for suicidal behavior, with a focus on cultural aspects presented and previous mental health diagnoses.
- Identify prevalence/statistics within various populations (LGBTI, males, military, American Indians/Alaska Natives, etc.).
- Report on suicide risk screeners and assessment tools.
- Identify the difference between a suicide risk screening and assessment.
- Present several instruments used (IS PATH WARM, SAFE-T, PHQ-9, etc.).
- Application to case.
- Choose either the Patient Health Questionnaire-9 (PHQ-9) or Columbia Suicide Severity Rating Scale (C-SSRS) from the Suicide Prevention and Management Webinar and apply it to the case of Anna in Chapter 7 (page 151), reporting on what her ratings on either scale would be.
- Identify the following for Anna (or David): risk factors, protective factors, lethality, plan, and mandated reporting issues.
- Create a safety plan for Anna (or David) using the Emotional Fire Safety Plan (Suicide Prevention and Management Webinar) and Stanley and Brown Safety Plan (6 steps). Check your work with Appendix 7.1.
- Those with a school counseling focus may use the case of David in Chapter 1 (page 12), making the assumption that he did not die by suicide and applying what is in Chapters 1 and 7 pertaining to social media. Not as much information is presented and will have to be constructed by the learner if this case is chosen.
- We know the racial/cultural, gender identity, and sexual identity of Anna. Address how/if that information may change your approaches. Because we do not have this information pertaining to David, those working with this case will need to make some assumptions and apply those in your analysis.
Submission Requirements
- Content: Prepare a comprehensive paper that includes all sections described above.
- Components: The paper must include a title page and reference list.
- Written communication: Written communication should be free of errors that detract from the overall message.
- APA: Title page, resources, citations, and headers are formatted according to current APA guidelines.
- Format: All assignments must be submitted as a DOC or DOCX file.
- Resources: Use a minimum of 5 resources (textbooks, scholarly articles, media resources, etc.) published within the past 10 years.
- Length: 5–7 double-spaced, typed pages.
- Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 1: Appraise the psychological effects of crisis and trauma for diverse populations.
- Identify and explain key terms associated with suicide intervention. Identify risk factors for suicidal behavior, with a focus on cultural aspects presented. Identify prevalence/statistics within various populations.
- Examines suicide risk of the case, applying screener/assessment tool and multicultural perspective of the case. Creates safety plan and identifies mandated reporting responsibilities.
- Competency 2: Assess the effects of crisis, disasters, and trauma on diverse individuals across the lifespan.
- Report on suicide risk screeners and assessment tools. Identify the difference between a suicide risk screening and assessment. Present general information on two instruments used for screening or assessment (e.g., IS PATH WARM, SAFE-T, PHQ-9, C-SSRS, etc.).
- Competency 4: Communicate effectively through the appropriate application of grammar, punctuation, spelling, writing mechanics, and professional tone, while adhering to current edition APA formatting and style.
- Communicate effectively, in a scholarly and professional manner, through the appropriate application of grammar, punctuation, spelling, writing mechanics, and professional tone, while adhering to APA current edition formatting and style.
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Step By Step Guide COUN-5238 Week 6 Assignment: Suicide Risk Assessments
Introduction
This COUN-5238 Week 6 Assignment: Suicide Risk Assessments assignment focuses on understanding and implementing suicide risk assessments, emphasizing the importance of risk factors, assessment tools, interventions, and safety planning. By exploring key terms, cultural aspects, prevalence within various populations, and practical application to case studies, counselors can enhance their ability to conduct effective suicide risk assessments and interventions.
Present a background of suicide, including: Identify and explain key terms associated with suicide intervention, such as suicidal ideation, suicide plan, suicide attempt, etc. Briefly address terms no longer used in the field. Identify risk factors for suicidal behavior, with a focus on cultural aspects presented and previous mental health diagnoses. Identify prevalence/statistics within various populations (LGBTI, males, military, American Indians/Alaska Natives, etc.).
Background of Suicide
Explanation of Key Terms Associated with Suicide Intervention
- Suicidal Ideation: Thoughts about self-harm or ending one’s life.
- Suicide Plan: A specific strategy for how one might end their life.
- Suicide Attempt: An effort to end one’s life that does not result in death.
- Outdated Terms: Avoid terms like “committed suicide” which can imply criminality; use “died by suicide” instead.
Identification of Risk Factors for Suicidal Behavior
- Cultural Aspects: Different cultures have varying attitudes towards suicide, which can influence risk.
- Previous Mental Health Diagnoses: Conditions such as depression, bipolar disorder, and PTSD increase risk.
Prevalence/Statistics within Various Populations
- LGBTI: Higher rates due to stigma and discrimination.
- Males: Generally higher completion rates.
- Military: Increased risk due to trauma and stress.
- American Indians/Alaska Natives: Higher
Example
Understanding and implementing suicide risk assessments is essential for counselors to effectively identify and intervene in cases of suicidal behavior. This assignment provides a comprehensive overview of key terms, risk factors, prevalence within various populations, assessment tools, and practical application to case studies. By exploring these components, counselors can enhance their ability to conduct effective suicide risk assessments and interventions, thereby preventing potential tragedies.
Background of Suicide
Suicide is a complex issue that involves several key terms. Suicidal ideation refers to thoughts about self-harm or ending one’s life. A suicide plan is a specific strategy for how one might end their life, while a suicide attempt is an effort to end one’s life that does not result in death. It is important to avoid outdated terms like “committed suicide,” which can imply criminality; instead, the term “died by suicide” is preferred (Symptom Media, 2019). Understanding these terms is foundational for assessing and addressing suicide risk.
Report on suicide risk screeners and assessment tools. Identify the difference between a suicide risk screening and assessment. Present several instruments used (IS PATH WARM, SAFE-T, PHQ-9, etc.).
Suicide Risk Screeners and Assessment Tools
Difference Between Suicide Risk Screening and Assessment
- Screening: A brief process to identify those at risk.
- Assessment: A more comprehensive evaluation to determine the level of risk and appropriate interventions.
Presentation of Assessment Instruments
- IS PATH WARM: Identifies warning signs (Ideation, Substance abuse, Purposelessness, Anxiety, Trapped, Hopelessness, Withdrawal, Anger, Recklessness, Mood changes).
- SAFE-T: Suicide Assessment Five-step Evaluation and Triage.
- PHQ-9: Patient Health Questionnaire used for screening and assessing depression severity.
- C-SSRS: Columbia Suicide Severity Rating Scale for assessing severity and intensity of suicidal ideation.
Risk Factors for Suicidal Behavior Example
Several risk factors can increase the likelihood of suicidal behavior, and these can vary significantly across different cultural and demographic groups. Cultural aspects play a crucial role; for example, stigma surrounding mental health issues in certain cultures can lead to underreporting and lack of support for individuals experiencing suicidal ideation. Additionally, previous mental health diagnoses such as depression, bipolar disorder, and PTSD are significant risk factors. Understanding these cultural and clinical nuances is essential for effective suicide prevention.
Prevalence/Statistics within Various Populations
Suicide rates and risk factors can differ widely among various populations. For instance, the LGBTI community experiences higher rates of suicidal behavior due to stigma, discrimination, and social isolation. Males generally have higher suicide completion rates compared to females. The military population is at increased risk due to exposure to trauma and high-stress environments (Marchi et al., 2022). American Indians/Alaska Natives also have higher suicide rates, influenced by historical trauma and socio-economic challenges. Awareness of these statistics helps tailor interventions to specific populations.
Suicide Risk Screeners and Assessment Tools
Suicide risk assessment involves both screening and comprehensive assessment tools. Screening is a brief process to identify individuals at risk, while assessment is a more in-depth evaluation to determine the level of risk and appropriate interventions.
Common instruments used in suicide risk assessment include:
IS PATH WARM: Identifies warning signs such as Ideation, Substance abuse, Purposelessness, Anxiety, Trapped, Hopelessness, Withdrawal, Anger, Recklessness, and Mood changes.
SAFE-T: Suicide Assessment Five-step Evaluation and Triage.
PHQ-9: The Patient Health Questionnaire used for screening and assessing depression severity (Jobes, 2023).
C-SSRS
: Columbia Suicide Severity Rating Scale for assessing the severity and intensity of suicidal ideation.
Application to case. Choose either the Patient Health Questionnaire-9 (PHQ-9) or Columbia Suicide Severity Rating Scale (C-SSRS) from the Suicide Prevention and Management Webinar and apply it to the case of Anna in Chapter 7 (page 151), reporting on what her ratings on either scale would be. Identify the following for Anna (or David): risk factors, protective factors, lethality, plan, and mandated reporting issues. Create a safety plan for Anna (or David) using the Emotional Fire Safety Plan (Suicide Prevention and Management Webinar) and Stanley and Brown Safety Plan (6 steps). Check your work with Appendix 7.1. Those with a school counseling focus may use the case of David in Chapter 1 (page 12), making the assumption that he did not die by suicide and applying what is in Chapters 1 and 7 pertaining to social media. Not as much information is presented and will have to be constructed by the learner if this case is chosen. We know the racial/cultural, gender identity, and sexual identity of Anna. Address how/if that information may change your approaches. Because we do not have this information pertaining to David, those working with this case will need to make some assumptions and apply those in your analysis.
Application to Case
Application of PHQ-9 or C-SSRS to Case Study (Anna or David)
- Use the chosen tool to evaluate Anna’s or David’s risk level based on their symptoms and background.
Identification of Risk Factors, Protective Factors, Lethality, Plan, and Mandated Reporting Issues
- Risk Factors: Previous attempts, mental health conditions.
- Protective Factors: Support systems, coping skills.
- Lethality: Assess the seriousness of the plan.
- Plan: Details of how they intend to carry out suicide.
- Mandated Reporting: Legal obligations to report certain risk levels.
Creation of Safety Plan
- Emotional Fire Safety Plan: Steps to ensure immediate safety.
- Stanley and Brown Safety Plan (6 Steps): Warning signs, internal coping strategies, social contacts, family members who may help, professional agencies to contact, and making the environment safe.
Multicultural Perspectives
Consideration of Racial/Cultural, Gender Identity, and Sexual Identity in Approaches
- Adjust approaches to be culturally sensitive and inclusive of the individual’s identity and background.
Application to Case Example
For the application of the PHQ-9 to the case of Anna, her responses would be scored based on the frequency and severity of depressive symptoms. Anna’s risk factors include a history of depression and recent loss, while protective factors may include supportive family or community connections. The lethality of her suicide plan and details about the plan would also be assessed. Mandated reporting issues must be considered if there is an imminent risk.
Creating a safety plan for Anna involves steps such as identifying warning signs, developing internal coping strategies, establishing a network of social contacts for support, involving family members who can help, contacting professional agencies, and ensuring a safe environment by removing potential means of self-harm.
Multicultural Perspectives
Considering Anna’s racial/cultural, gender identity, and sexual identity in the assessment process is crucial. Tailoring the intervention to her cultural background and ensuring that the approach is inclusive and respectful of her identity enhances the effectiveness of the assessment and intervention.
Conclusion
Effectively conducting suicide risk assessments requires a thorough understanding of key terms, risk factors, and assessment tools, along with the ability to apply these in real-life scenarios. By integrating cultural sensitivity and comprehensive safety planning, counselors can better support individuals at risk and work towards preventing suicide. This holistic approach ensures that interventions are both effective and empathetic, ultimately saving lives.
References
Jobes, D. A. (2023). Managing suicidal risk: A collaborative approach. Guilford Publications. https://books.google.com/books?hl=en&lr=&id=PS7FEAAAQBAJ&oi=fnd&pg=PP1&dq=Common+instruments+used+in+suicide+risk+assessment+include:+%E2%80%A2%09IS+PATH+WARM&ots=hf8q72xs-0&sig=2v98HONpH-tgtx2HHxe0-WsHQzE
Marchi, M., Arcolin, E., Fiore, G., Travascio, A., Uberti, D., Amaddeo, F., Converti, M., Fiorillo, A., Mirandola, M., Pinna, F., Ventriglio, A., Galeazzi, G. M., & Italian Working Group on LGBTIQ Mental Health. (2022). Self-harm and suicidality among LGBTIQ people: A systematic review and meta-analysis. International Review of Psychiatry, 34(3–4), 240–256. https://doi.org/10.1080/09540261.2022.2053070
Symptom Media (Director). (2019, March 20). Suicide Assessment Role Play Example, Psychology & Social Work Video [Video recording]. https://www.youtube.com/watch?v=47sqmycupuM
Conclusion
Understanding and implementing COUN-5238 Week 6 Assignment: Suicide Risk Assessments require knowledge of key terms, risk factors, and effective use of assessment tools. By applying these principles to case studies and considering multicultural perspectives, counselors can provide comprehensive and effective suicide prevention and intervention. You can also read COUN-5238 complete modules to ace the course!
