Learning Resources Required Readings Capuzzi D Stauffer M D

Learning Resourcesrequired Readingscapuzzi D Stauffer M D 201

Identify elements of Dr. Sommers-Flanagan’s suicide risk assessment. Elements discussed during Dr. Sommers-Flanagan’s suicide risk assessment with his client Tommi included, cultural check-in, cognitive triad assessment, assessment of physical symptoms, assessment of social relationships, directly asking the question, asking about exceptions, and asking about the plan. Describe any personal emotional responses you would have to Tommi’s revelations and reflect on reasons you might experience these emotions. In Sommers-Flanagan (2014), Tommi reveals that she has had some thoughts about suicide on and off and has even disclose that she has come up with a couple of plans for it to occur. She contemplated hanging her self and writing on the walls everything that ever hurt her, for her parents to see.

As a response to Tommi’s revelation, I would feel a heavy weight of sadness cloud my thoughts. The reason rest on wanting to be of help for someone, and sometimes wanting to accomplish this task means empathy for what someone else is experiencing or in this situation contemplating. 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. A safety plan acts as protection from individuals causing harm or danger to themselves and others. Stanley & Brown (2012) makes use of a safety plan resulting in 5 steps and lastly constructing a safe environment.

I would continue to assess Tommi for possible warning signs, help her discover internal coping strategies like “singing†as this has helped her to not ponder the thought of suicide. In addition I would consult with Tommi about social situations and people that would distract her from suicidal ideation. I would also provide her with an emergency contact list for when she needs to reach out to someone; this also includes professional contacts as well. Lastly, together we can come up with ideas for making her environment more 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. A suicide risk assessment tool that I would use in a future session would be the Cultural Assessment of Risk for Suicide (CARS). Tommi discloses that she is native alaskan. While working with her it is important to consider cultural competence and it’s benefit towards proper safety planning. The CARS is the first to operationalize a systematic model that accounts for cultural competency across multiple cultural identities in suicide risk assessment efforts (Chu, Floyd, Diep, Pardoners, Goldblum, Bongar, 2013).

According to Chu et al., (2013), one of the benefits is its ability to be used in several compacities such as screening, prevention and suicide management. By utilizing CARS it might provide greater insight for identifying extra risk factors than an average assessment tool would. The CARS provides substantial advancement in the field of culture and suicide and provides a viable method of assessing for the variegated ways in which cultural variation is manifested in suicide risk (Chu, 2013). Explain any adjustments or enhancements that might be helpful given Tommi’s cultural background. Support your ideas with scholarly resources. Ivanich and Teasdale (2018) found that the American Indian/Alaskan Native adolescent population is more prone to depression when compared to other cultural and ethnic populations, which is linked with increased suicidal ideations.

Paper For Above instruction

The assessment of suicide risk is a critical component of mental health practice, particularly with vulnerable populations such as Indigenous youth. Dr. Sommers-Flanagan’s suicide risk assessment incorporates a comprehensive approach that includes cultural sensitivity, cognitive evaluation, and collaborative safety planning. The core elements include establishing cultural awareness, evaluating cognitive triad patterns, physical and social assessments, direct inquiry about suicidal thoughts, and understanding the client’s plans and exceptions (Sommers-Flanagan & Sommers-Flanagan, 2014). These elements collectively facilitate a nuanced understanding of the client’s mental state and help tailor intervention strategies accordingly.

Personally, engaging with clients who disclose suicidal ideation often evokes complex emotional responses. Recognizing the depth of despair expressed by clients like Tommi can generate feelings of sadness, empathy, and sometimes frustration. Sadness arises from the understanding of the client’s suffering and the awareness of the limits of one’s influence to alter their circumstances immediately. Empathy springs from a genuine desire to alleviate pain and provide support. Frustration may develop from witnessing the profound struggles clients face or feeling overwhelmed by the magnitude of misconduct, societal failures, or systemic barriers that contribute to their suffering (Morrison, 2014).

Implementing effective safety planning is essential in safeguarding clients at risk of suicide. In the first week, I would collaboratively develop a safety plan with the client, incorporating identification of warning signs, internal coping strategies such as singing or poetry, and establishing contacts for immediate support. Engaging the client in identifying personalized coping mechanisms ensures that they are accessible and meaningful (Stanley & Brown, 2012). Additionally, eliminating access to means of self-harm and ensuring a safe environment would be prioritized.

In the subsequent months, ongoing assessment and adjustment of the safety plan are vital. Regular monitoring for new or intensified risk factors—such as worsening hopelessness or social withdrawal—is necessary. I would continue to reinforce the client’s internal coping strategies and expand their social support network, integrating family or community resources where appropriate. The safety plan should be flexible and revisited regularly to reflect changes in the client’s mental state and circumstances.

An assessment tool that offers cultural sensitivity is the Cultural Assessment of Risk for Suicide (CARS). This instrument assesses cultural influences on suicidal behavior by exploring cultural beliefs, stressors, and social dynamics that predispose individuals to suicide (Chu et al., 2013). I would utilize CARS because it provides a nuanced understanding of how cultural identity influences depression and suicidal ideation, especially among Indigenous populations like Tommi, who is Native Alaskan.

Given Tommi’s cultural background, enhancements to the assessment process could include culturally tailored interventions, such as involving traditional healing practices, community rituals, or elders’ support, to resonate with her cultural values (Ivanich & Teasdale, 2018). It is essential to recognize that Indigenous youths often have unique spiritual and communal perspectives on health and well-being, which traditional Western clinical tools may not fully encompass. Therefore, integrating culturally relevant approaches would improve engagement, trust, and the effectiveness of interventions.

Research indicates that American Indian and Alaskan Native adolescents are at heightened risk of depression and suicidal ideation, partly due to historical and ongoing trauma, social marginalization, and cultural disconnection (Ivanich & Teasdale, 2018). This underscores the importance of culturally competent assessments and interventions that validate the client’s identity and lived experiences. Providing culturally sensitive mental health care can mitigate these risks by fostering resilience and strengthening cultural ties, which are protective factors against suicidal behavior.

In conclusion, a comprehensive suicide risk assessment must balance clinical rigor with cultural competence. Careful evaluation of risk elements, empathetic engagement with the client’s emotional experiences, and the integration of culturally adapted tools like CARS form the foundation of effective intervention strategies. Ensuring safety through personalized safety planning, continuous monitoring, and culturally resonant care enhances the likelihood of positive outcomes for clients like Tommi facing suicidal ideation.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
• 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/a0031447
• Ivanich, J., & Teasdale, B. (2018). Suicide Ideation among Adolescent American Indians: An Application of General Strain Theory. Deviant Behavior, 39(6), 702–715.
• Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). Guilford Press.
• Stanley, B., & Brown, G. K. (2012). Safety Planning Intervention: A Brief Intervention to Mitigate Suicide Risk. Cognitive and Behavioral Practice, 19(2), 256–264.
• Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Clinical interviewing: Intake, assessment and therapeutic alliance [Video].