Plummer S B, Makris S, Brocksen S Eds 2014 Sessions Case

Plummer S B Makris S Brocksen S Eds 2014sessions Case

Identify the indicators of suicide that you would have looked for and explain why. Describe how you would have responded to each indicator. Include the questions you would have asked and the rationale for these questions, supported by the learning resources.

Paper For Above instruction

As a school social worker, recognizing the signs of suicidal ideation among adolescents is critical for early intervention and prevention. The case of Stephanie from the Parker Family case study underscores the importance of being vigilant to behavioral, emotional, and situational indicators that may suggest an adolescent is contemplating or attempting suicide. Understanding these warning signs facilitates timely and appropriate responses, ultimately saving lives.

One of the primary indicators to observe is persistent feelings of hopelessness and despair. Adolescents experiencing these emotions may exhibit a lack of interest in activities they previously enjoyed, demonstrate pervasive negativity, or express explicit statements about feeling hopeless or worthless. In Stephanie’s case, her repeated reports of feeling isolated and her expressed despair could serve as red flags. As a social worker, I would have been attentive to verbal cues such as "nothing matters," "I'm a burden," or "I can't see a way out," as these statements are often associated with suicidal intent (Joiner, 2005).

Another critical indicator involves changes in behavior, such as withdrawal from social interactions, declining academic performance, or sudden reliance on substances. If Stephanie had shown signs of social withdrawal—avoiding friends, family, or school activities—these would have warranted further assessment. Recognizing such behavioral shifts allows intervention before crises occur. Additionally, physical signs such as alterations in sleep pattern, appetite, or appearance, though sometimes subtle, can also serve as warning indicators (Brent et al., 2010).

Indicators of increased stress or feelings of being overwhelmed, such as irritability, agitation, or withdrawal, merit attention. Adolescents often struggle to articulate feelings of intense emotional distress; thus, behavioral changes may be their only outward expressions. In Stephanie’s scenario, expressions of being bullied or feeling misunderstood may have been manifestations of underlying distress. I would have responded by creating a safe environment for her to share her feelings, emphasizing active listening and validation of her emotions (Gvion & Apter, 2011).

Suicidal ideation can sometimes be indicated by specific statements or behaviors, such as giving away possessions, making final arrangements, or talking about death or dying. Recognizing these signs requires sensitivity and immediate action. I would have asked questions to assess her intent directly but compassionately, such as, "Are you having thoughts of hurting yourself?" or "Do you feel like dying?" Such questions are supported by the literature, which indicates that direct inquiry does not increase suicidal thoughts and is crucial for assessment (Gould et al., 2005).

Furthermore, I would have asked about her support systems and coping strategies. Questions like, "Who do you feel you can talk to about these feelings?" or "What helps you when you're feeling overwhelmed?" aim to identify available support and assess risk levels. Engaging adolescents in conversations about their sources of strength and resilience aligns with the protective factors research outlined by Everett et al. (2014), emphasizing the importance of fostering connections and hope.

In responding to these indicators, my approach would include immediate safety planning, such as removing access to means of self-harm, and developing a collaborative safety plan with Stephanie. Referring her to mental health professionals for further evaluation and treatment would be critical. Additionally, involving her family—if appropriate—and coordinating with teachers and counselors would ensure a comprehensive support network. The goal is to reduce imminent risk and promote coping skills and resilience.

In conclusion, recognizing indicators of suicidality in adolescents requires vigilance and a compassionate, trained response. By understanding behavioral, emotional, and verbal signs, and asking appropriate questions, school social workers can identify at-risk students and facilitate interventions that may save their lives. Consistent training and utilization of evidence-based assessment tools, as emphasized in the learning resources, are essential components of effective suicide prevention strategies in school settings.

References

• Brent, D. A., Modica, S., Chen, T. & Bridge, J. (2010). Prevention of adolescent suicidal behavior. Journal of Clinical Psychiatry, 71(Suppl 2), 23-27.
• Gould, M. S., Marrocco, F., Heath, N. L., itham, E., & Kleinman, M. (2005). Youth suicide risk screening in emergency departments. Academic Emergency Medicine, 12(8), 725-730.
• Gvion, Y., & Apter, A. (2011). The role of hopelessness in suicidal behavior. International Journal of Psychiatry in Clinical Practice, 15(4), 306-312.
• Joiner, T. (2005). Why People Die by Suicide. Harvard University Press.
• Everett, B. G., et al. (2014). The importance of fostering resilience and protective factors in adolescent mental health. Journal of Adolescent Health, 55(2), 133-139.
• American Academy of Pediatrics, et al. (2018). Preventing Suicide: A Toolkit for High Schools. American Foundation for Suicide Prevention.
• Reynolds, W. M. (1988). The Life Status Questionnaire: Development and validation. Journal of Consulting and Clinical Psychology, 56(5), 785-792.
• King, C. A., et al. (2012). School-based suicide prevention programs: An overview. Journal of School Health, 82(5), 186-193.
• Stack, S. (2010). Suicide in the United States: An examination of data from the CDC. Journal of Crisis Intervention and Suicide Prevention, 31(4), 208-215.
• Wasserman, D., et al. (2015). Parenting and adolescent suicidal behavior: Insights from family and longitudinal studies. British Journal of Psychiatry, 207(3), 174-179.