Southern New Hampshire University Assessing Suicide Risk Response Discussion
I’m working on a social science writing question and need support to help me understand better.
Respond to at least two colleagues in the following ways:
- Provide suggestions to manage the emotional responses your colleague identified.
- Explain why consideration of culture is important when working with diverse clients
- Colleague 1: Veneka Brown COLLAPSE
Identify and discuss elements of Dr. Sommers-Flanagan’s suicide risk assessment. The elements of Dr Sommers-Flanagan’s suicide risk assessment consist of the cultural check-in, Cognitive Triad Assessment, Assessment of Physical, Assessment of Social Relationships, Directly Ask the Question, Asking About Exceptions, and Asking About the Plan.Describe any personal emotional response you would have to Tommi’s revelations and reflect on reasons you might experience these emotions.After watching Tommi interview with Dr. Sommers-Flanagan’s, I felt sad and most importantly worried about her. I could not relate to Tommi revelations, but I sure would help her in any way that I can. Tommi have been through so much and I could tell just by looking at her while listening to her talk about her suicide ideation. I could not believe how open Tommi was when it came down to her talking about her thoughts. It broke my heart when Tommi did not show any remorse when talking about her friend that committed suicide.Describe the elements of safety planning that you would put in place as Tommi’s social worker in the first week and in the first months. First and foremost, I would suggest that Tommi come speak with me at least once a week. I also would recommend that Tommi see a therapist to help her learn a better way to cope with things that she is currently dealing with in her life. Even through Tommi does not mind talking about some of the things that has happened in her life; she still has some things hidden within her that she would need to let go of. I also will ask that any weapons within the home be removed. I also could look for any relatives or close friends that Tommi may have for her be around them to ensure that she is safe.Identify a suicide risk assessment tool you would use at future sessions to identify changes in her risk level. Explain why you would use this tool.The suicide risk assessment tool I would probably use is the Cultural Risk Assessment. I would use this tool because The Cultural Assessment of Risk for Suicide (Cars) measures and assesses cultural factors not typically examined in general suicide assessment research (Osteen et al, 2014). Explain any adjustments or enhancements that might be helpful given Tommi’s cultural background. Support your ideas with scholarly resources.Tommi will make sure she is safe by removing any weapons such as sharps knife blades and guns from her living situation.
Reference:Osteen, P.J., Jacobson, J.M., & Sharpe, L.T. (2014). Suicide Prevention in Social Work Education: How Prepared Are Social Work Students? Journal of Social Work Education, 349-364.
Colleague 2: Ashley McBeth
Identify and discuss elements of Dr. Sommers-Flanagan’s suicide risk assessment.Dr. Sommers-Flanagan’s suicide risk assessment one over a multitude of questions and categories for clinicians to ask their patients. These include but are not limited to cultural connection assessment, cognitive triad assessment, physical assessment symptoms, assessment of social relationships, directly asking about suicide plan/thoughts, are asking about explanations for SI, history on previous attempts, reframing reasons to live, lastly safety plan. Each of these components helps create the suicide risk assessment and build upon the client’s knowledge. Also, during the video, they were utilizing nonverbal’s. Watching her affect, her speech, as well as her appearance and engagement. Each of these components related directly back to the suicide risk assessment. I enjoyed how he gave examples for his cognitive triad assessment as well as physical assessment questions. Asking about negative thoughts with herself, the world, or her future and eating, sleeping, and focus. The patient may not understand what a symptom of their mental health is and what is normal; some of the patients have been living for years in the same pattern. Giving them a general idea of symptoms can assist in recognition and education for their mental health. Describe the elements of safety planning that you would put in place as Tommi’s social worker in the first week and the first months.The element of safety planning I would include with Tommi during the first session would be a brief safety plan as Dr. Sommers-Flanagan did. He reiterated her protective factors, what she enjoys doing, speaking to her sister, and reiterated her ability to call 911. However, I will write these components down in a worksheet format because when patients are in a state of crisis, they are not always able to think of these skills we spoke about. Within the first months of seeing Tommi, I would continue the suicide risk assessment at a more minimal level, working on measurable outcomes for the cognitive triad assessment, if her peers are still calling her a zombie as well as still asking those direct questions are you currently thinking about suicide or death, do you have a plan, do you feel safe?” As well as referring her to other clinicians that she could also benefit from including a psychiatrist who can enable a balance of medication if that is part of her specific goals.Identify a suicide risk assessment tool you would use at future sessions to identify changes in her risk level. Explain why you would use this tool.Explain any adjustments or enhancements that might be helpful given Tommi’s cultural background. Support your ideas with scholarly resources.
Given Tommi’s background, it would be beneficial for the practitioner to perform evidence-based research on her tribe. Her mannerisms and eagerness to share about her tribe could mean it is a protective factor in her life. LaFromboise (2016) stated that incorporating the patient and her/his elders in treatment was a more significant positive outcome and how the treatment plan manifested. AILS, American Indian life skills were created based upon records from different tribes and congruent needs seen within Indian and Native American cultures by LaFromboise (2016). When incorporated culture within a treatment plan LaFromboise (, 2016), I decreased the rate of suicide and an increased feeling of community supports. In the case of Tommi, she has few social supports but presents with nonverbal’s taking pride in her culture; by utilizing her cultural foundation, the social worker can better tailor resiliency factors, protective factors and improve overall feelings of hopelessness. References:LaFromboise, T. D., & Malik, S. S. (2016). A culturally informed approach to American Indian/Alaska Native youth suicide prevention. In N. Zane, G. Bernal, & F. T. L. Leong (Eds.), Evidence-based psychological practice with ethnic minorities: Culturally informed research and clinical strategies. (pp. 223–245). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/149…