Discussion

For this Discussion, you view an initial suicide  risk assessment. As you evaluate the social worker’s actions, imagine  yourself in their place. What would you do, and why? 

To prepare:

• Explore an evidence-based tool about suicide risk assessment and  safety planning. See the Week 3 document Suggested Further Reading for  SOCW 6090 (PDF) for a list of resources to review.
• Watch the “Suicide Assessment Interview” segment in the  Sommers-Flanagan (2014) video to assess how it compares to your  findings.
• Access the Walden Library to research scholarly resources related to suicide and Native American populations. 

Post a response in which you address the following:

• Identify elements of Dr. Sommers-Flanagan’s suicide risk assessment.
• Describe any personal emotional responses you would have to Tommi’s  revelations and reflect on reasons you might experience these emotions.
• 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.
• 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.

Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press.
Chapter 10, “Diagnosis and the Mental Status Exam” (pp. 119–126)
Chapter 17, “Beyond Diagnosis: Compliance, Suicide, Violence” (pp. 271–280)

American Psychiatric Association. (2013s). Use of the manual. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.UseofDSM5

Note: You will access this e-book from the Walden Library databases.

American Psychiatric Association. (2013b). Assessment measures. In Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.AssessmentMeasures

Note: You will access this e-book from the Walden Library databases.
Focus on the “Cross-Cutting Symptom Measures” section.

Chu, J., Floyd, R., Diep, H., Pardo, S., Goldblum, P., & Bongar, B. (2013). A tool for the culturally competent assessment of suicide: The Cultural Assessment of Risk for Suicide (CARS) measure. Psychological Assessment, 25(2), 424–434. doi:10.1037/a0031264

Note: You will access this e-book from the Walden Library databases.

Blackboard. (2018). Collaborate Ultra help for moderators. Retrieved from https://help.blackboard.com/Collaborate/Ultra/Moderator

Note: Beginning in Week 4, you will be using a feature in your online classroom called Collaborate Ultra. Your Instructor will assign you a partner and then give you moderator access to a Collaborate Ultra meeting room. This link provides an overview and help features for use in the moderator role.

Document: Case Collaboration Meeting Guidelines (Word document)

Document: Collaborating With Your Partner (PDF)

Document: Diagnostic Summary Example (Word document)

Note: This is an example of a diagnostic summary that can be used as a template for Part I of the Assignment.    

 

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