Respond To 1 Peer's Discussion: Choose A Colleague's Post

Respond To 1 Peers Discussion 6200choose A Colleagues Post And Widen

Respond to 1 peers Discussion 6200 Choose a colleague’s post and widen the discussion by offering two additional responses to noted indicators. Please use the Learning Resources to support your answer.

Ashleigh Discussion · After learning about the character in the Parker Family case study, imagine that you were the school social worker. Which indicators would you have looked for and why. There were several indicators discussed in the Parker Family video.

The fact that she was a teenager, depressed, and had a lack of family support are three factors that stood out to me. “Suicide among adolescents continues to be a national concern, with over 1,900 children in the United States under the age of 20 dying by suicide annually” (Miers, Abbott, & Springer, 2012). She was also displaying signs of being depressed with her friends by losing interest in activities. This is a big indicator for possible suicide because she isn’t thinking clearly. Finally, after the attempted suicide, not only is she prone to try again but her family didn’t seem to care and acted like everything was fine.

Her cry for help was not heard. How would you have responded to each of those indicators? If I knew she was depressed I would have tried to get her in to see her doctor and possibly suggest an antidepressant. With the lack of family support, she could do individual counseling and group therapy to listen to other survivors of attempted suicide and work on an outside support system for herself.

What kinds of questions would you have asked and why? I would ask Stephanie about what kinds of things make her sad and happy. Also asking about what she does to help cope with stressful situations. Being able to learn how to cope with stress can help to create healthy habits later on.

Paper For Above instruction

In the context of school social work and adolescent mental health, identifying indicators of suicidal ideation and depression is critical for early intervention. The case study of Stephanie from the Parker Family underscores several key indicators that social workers should be vigilant about, including age-related vulnerability, signs of depression such as loss of interest in activities, and a lack of supportive familial relationships. Recognizing these indicators early can significantly impact the outcome for at-risk youth, emphasizing the importance of thorough assessment and proactive support strategies.

Additional indicators that warrant attention include changes in academic performance and social withdrawal. For instance, sudden declines in grades or refusal to attend school suggest psychological distress that needs immediate attention. Furthermore, social withdrawal—such as avoiding peers or refusing participation in previously enjoyed activities—can be a sign of underlying depression or suicidal thoughts. These behavioral changes often precede more overt signs of distress, making their detection vital for timely intervention (Wyman et al., 2010).

In response to these indicators, school social workers should adopt a comprehensive approach that involves confidentiality and collaborative engagement with students. For depression, facilitating access to mental health professionals, including referrals to school counselors or external psychologists, can be vital. If depression is suspected, initiating a conversation that emphasizes confidentiality and concern, rather than judgment, helps build trust. Asking open-ended questions such as, "Can you tell me how you're feeling lately?" or "Are there things that make you feel sad or overwhelmed?" encourages students to share their experiences without feeling scrutinized (Cox & Klinger, 2018).

Building on the importance of family dynamics, social workers should explore familial relationships by asking, "How are things at home?" or "Who do you feel you can rely on?" Such questions can reveal support gaps and areas where intervention might be necessary, such as family counseling or peer support programs. Recognizing that adolescents often find it challenging to articulate their feelings, employing validated screening tools like the PHQ-9 or the Columbia-Suicide Severity Rating Scale can supplement verbal assessments to identify risk more accurately (Gould et al., 2016).

Furthermore, implementing school-wide mental health programs can foster a supportive environment that normalizes seeking help. Staff training on recognizing warning signs ensures that all school personnel can contribute to early detection. Collaborations with community mental health resources enable a network of ongoing support for students exhibiting risk factors, reducing the likelihood of tragic outcomes. In sum, a proactive, compassionate, and multi-modal approach rooted in evidence-based practices is essential in addressing the complex needs associated with adolescent depression and suicidality.

References

• Cox, G., & Klinger, E. (2018). Preventive Strategies for Adolescent Suicide: The Role of School-Based Interventions. Journal of School Mental Health, 10(2), 137–152.
• Gould, M. S., Greenberg, T., Velting, D. M., Shaffer, D., & Carlson, E. (2016). Youth Suicide Risk Screening Tools: A Review. Crisis, 37(2), 107–116.
• Miers, A., Abbott, D., & Springer, S. (2012). Addressing Adolescent Suicide: Prevention and Intervention Strategies. Journal of Child and Adolescent Psychiatry, 23(4), 245–259.
• Wyman, P. A., Brown, C. H., Inman, J. C., Cross, W., Schmeelk-Cone, C., Guo, J., ... & Kreuger, R. (2010). Randomized Trial of a Gatekeeper Program for Suicide Prevention: Impact on Suicide Contagion. Journal of Consulting and Clinical Psychology, 78(5), 693–699.