Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from James, R. K., & Gilliland, B. E. (2017). Look at all of the attachments. Please follow the instructions to get full credit for the discussion. I’m in the group with last name J-R. I need this completed by 10/09/18 at 8pm. 

Discussion: Suicide Assessment

Effective suicide prevention counseling can literally save a life. With timely interventions, treatment and support, suicides and suicide attempts can be prevented. In crisis counseling, how you encounter the suicidal client may differ from the traditional face-to-face interactions we typically consider for long-term care. Some suicidal clients reach out with a phone call or online messaging. Other times we are given a written case referral and asked to consult for immediate safety planning. Since we encounter suicidal clients in a variety of platforms, this discussion is designated to help you not only perfect your skills in determining how to assess and intervene with a suicidal client, but also to consider the impact of how the client information is presented on our decision making regarding best client care.

In this Discussion, you will be assigned a particular case presentation to review. Students with the last name A–I will watch the video recording as if working with a face-to-face or online client. Students with the last name J–R will review the transcript as if given a written referral. Students with the last name S–Z will listen to the audio recording as if speaking to a client by phone. Based on your assigned format, you will assess for risk factors and begin safety planning for your client.

To Prepare:

· Download the transcript and review the video Facilitative Response Activity. Consider how you might facilitate or formulate a response to the client scenarios.

· Review the video How to accurately assess and help a client from the Learning Resources for this week.

· Based on your last name, review the case presentation Suicide assessment and safety planning in the format assigned.

Note: When the media resource is accessed and appears, please make certain that you choose the format that coincides with the group you are assigned. Students with the last name A–I will watch the video recording. Students with the last name J–R will use the written transcript. Students with the last name S–Z will listen to the audio recording.

Post your responses to the following: The type of interaction you      reviewed (i.e., written, video, or audio) (written for my last name) Risk factors for the client Things you would like to know      about the client (i.e., what information is missing?) Components you think will be      important to include in a safety plan for the client

Required Resources

Readings

James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning. Chapter 8, “Crisis of Lethality”

Psychological Trauma: Theory, Research, Practice, and Policy. (Nov 2016). Outcomes from eye movement desensitization and reprocessing in active-duty service members with posttraumatic stress disorder, Vol 8(6).

Note: You will access this article from the Walden Library databases.

Virginia Department of Behavioral Health & Developmental Services. (2018). Retrieved from http://www.dbhds.virginia.gov/

Document: Facility Response Activity Transcript (PDF)

Required Media

Laureate Education (Producer). (2018a). Facilitative response activity [Video file]. Baltimore, MD: Author.

Note: This media is a self-paced interactive piece.

Click here to download the transcript.

Laureate Education (Producer). (2018b). How to accurately assess and help a client [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 37 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript 

Laureate Education (Producer). (2018c). Suicide assessment and safety planning [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 16 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript 

Optional Resources

American Association of Suicidology. (2018). Retrieved from www.suicidology.org

American Foundation for Suicide Prevention. Retrieved from https://afsp.org/

May, A. M., & Klonsky, E. D. (2016). What distinguishes suicide attempters from suicide ideators? A meta-analysis of potential factors. Clinical Psychology: Science and Practice, 23(1), 5–20. doi:10.1111/cpsp.12136

Shallcross, L. (2010). Confronting the threat of suicide. Counseling Today. Retrieved from http://ct.counseling.org/2010/07/confronting-the-threat-of-suicide

Sommers-Flanagan, J., & Shaw, S. L. (2017). Suicide risk assessment: What psychologists should know. Professional Psychology: Research and Practice, 48(2), 98–106. doi:10.1037/pro0000106

This assignment should be a short paragraph.

How might parenting styles influence a child’s temperament or vice versa (a child’s temperament influence parenting styles)? Think back to your own childhood and integrate your own experience into your response.

Using the attached DSM-5, write a 12-page paper about the 3 different types of dissociative disorders. 

1. Outline of paper attached

2. Instructions attached

3. DSM-5 attached

4. Annotated Bibliography and Abstract attached

Assignment 1: Discussion Questions

Submit your response to the question to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.

You will be attempting two discussion questions in this module worth 28 points each. Discussion Question 1

Anxiety

How much anxiety did you feel just prior to a typical competition when you were an athlete? How did you experience your anxiety both mentally and physically? On a scale from 1 (low) to 10 (high), what amount of anxiety did you need so that you could perform at your best? Why do you think that level of anxiety allowed you to be successful?

Evaluation Criteria for Discussion Question Response:

Explained degree of anxiety and how the anxiety was experienced mentally and physically in detail. [8 points]
Rated the need for anxiety to perform and hypothesized why that contributed to success. [8 points] Discussion Question 2

Choking Under Pressure

Choking under pressure can be defined as performing more poorly than expected despite possessing the necessary skills and being in a favorable situation. Although no athlete likes to admit it, the fact remains that every athlete at one time or another has choked under pressure. Describe a time when you choked under pressure. What role did your ability to focus play? What do you think contributed to your inability to perform to your ability in that situation?

Evaluation Criteria for Discussion Question Response:

Provided detailed context of the experience that led to choking under pressure and described the role played by your ability to
focus. [8 points]
Described what contributed to your inability to perform in that situation. [8 points]

All written assignments and responses should follow APA rules for attributing sources.

Assignment 1 Grading CriteriaMaximum PointsDiscussion Question Response:Please see specific evaluation criteria listed below each discussion question.16x2Discussion Participation:Participated in the discussion by asking a question, providing a statement of clarification, providing a point of view with rationale, challenging a point of discussion, or making a relationship between one or more points of the discussion.4x2While responding, justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience.4x2Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.4x2Total:56

Details:

In Topic 5, you submitted a treatment plan for your client Eliza. Since the initial treatment plan, several changes have taken place within Eliza’s case. Since the mandatory assessment two weeks ago, you have discovered that Eliza is again on your client listing for the day due to a mandatory evaluation, with the incident report indicating that campus public safety, due to a tip from a concerned resident, found the client passed out and alone in her dorm, smelling of alcohol.

Part 1: Review the initial Treatment Plan submitted in Topic 5. Reassess your treatment plan diagnoses, goals, and objectives based on the new information provided. Fill out and submit a new treatment plan evidencing the changes made in treatment utilizing the treatment plan template provided.

Part 2: In a 1,000-1,250-word essay, answer the questions presented in a separate Word document, addressing the following: Examine the case and propose why the changes occurred. Reassess the effectiveness and validity of the treatment plan. Discuss how the treatment plan needs to be adjusted to address the changes in the situation. Justify the changes both ethically and legally. Determine what the changes (obstacles) mean to the treatment plan. Discuss how you would evaluate the resources available for you to make a referral. Discuss how you would communicate to the client the need for referrals to other providers. Determine which referrals you would make and which you might suggest to the client. Include any instruments you would use to assess the client.

Submit the revised treatment plan and essay to your instructor.

This assignment meets the following NASAC Standards: 

48) Reassess the treatment plan at regular intervals, and/or when indicated by changing circumstances.

50) Continuously assess and evaluate referral resources to determine their appropriateness.

51) Differentiate between situations in which it is most appropriate for the client to self-refer to a resource, and instances requiring counselor referral.

62) Summarize the client’s background, treatment plan, recovery progress, and problems inhibiting progress for the purpose of assuring quality of care, gaining feedback, and planning changes in the course of treatment.

67) Maintain ongoing contact with the client, and involved significant others, to ensure adherence to the treatment plan.

69) Assess treatment/recovery progress and, in consultation with the client and significant others, make appropriate changes to the treatment plan to ensure progress toward treatment objectives.

71) Apply generally accepted measures of treatment outcome.

72) Utilize referral skills, as described in Section 3.

77) Facilitate the client’s engagement in the treatment/recovery process.

78) Work with the client to establish realistic, achievable goals consistent with achieving and maintaining recovery.

112) Prepare and record treatment and continuing care plans that are consistent with agency standards and comply with applicable administrative rules.

113) Record progress of the client in relation to treatment goals and objectives.

115) Document the treatment outcome, using accepted methods and instruments.

Treatment Plan

Based on the information collected in Week 4, complete the following treatment plan for your client Eliza. Be sure to include a description of the problem, goals, objectives, and interventions. Remember to incorporate the client’s strengths and support system in the treatment plan.

Client: ____________________________________________   Date: ______________   Age:______   DOB: __________________

DSM Diagnosis

ICD Diagnosis

 

​Goals / Objectives:

Interventions:

Frequency:

□ Mood Stabilization

□ Psychotropic Medication Referral & Consultation   □ Journaling

□ Cognitive Behavior Therapy              □ Skill Training

□ Emotion Recognition – Regulation Techniques

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Anxiety Reduction

□ Psychotropic Medication Referral & Consultation   □ Journaling

□ Cognitive Behavior Therapy              □ Skill Training

□ Relaxation Techniques

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Reduce Obsessive Compulsive Behaviors

□ Psychotropic Medication Referral & Consultation   □ Journaling

□ Cognitive Behavior Therapy              □ Skill Training

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Decrease Sensitivity to Trauma Experiences

□ Verbalize Memories Triggers & Emotion

□ Desensitize Trauma Triggers and Memories

□ Utilize Healing Model/Support (Mending the Soul)

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Establish and Maintain Eating Disorder Recovery

□ Overcome Denial   □ Identify Negative Consequences  

□ Menu Planning □ Nutrition Counseling □ Body Image Work      

□ Healthy Exercise □ Trigger Mngmt Recovery Plan □ CBT

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Maintain Abstinence from substances (Alcohol/Drugs)

□ Substance Use Assessment  □ Stepwork  □ Overcome Denial □ Identify Negative Consequences  □ Commitment to Recovery Program □ Attend Meetings □ Obtain Sponsor  

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Increase Coping Skills

□ DBT Skills Training  □ Problem Solving Techniques

□ Emotion Recognition & Regulation □ Communication Skills

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Stabilize, Adjustment to New Life Circumstances

□ Alleviate Distress    □ Cognitive Behavior Therapy 

□ Stress Management □ Skills Training 

□ Improve Daily Functioning □ Develop Healthy Support                                

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Decrease/Eliminate Self Harmful Behaviors

□ Cognitive Behavior Therapy □ Skills Training

□ Develop and Utilize Support System

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Improve Relationships

□ Communication Skills  □ Active Listening □ Family Therapy                                       □ Assertiveness  □ Setting Healthy Boundaries

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Improve Self Worth

□ Affirmation Work  □ Positive Self Talk  □ Skills Training

□ Confidence Building Tasks        

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Grief Reduction and Healing from Loss

□ Psychoeducation on Grief Process/ Stages

□ Process Feeling □ Emotion Regulation Techniques

□ Reading/Writing Assignments □ Develop/Utilize Support

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

□ Develop Anger Management Skills

□ Decrease Anger Outbursts □ Emotion Regulation Techniques □ Cognitive Behavior Therapy

□ Increase Awareness/Self Control

□ Weekly □ Bi Weekly □ Monthly 

□ other: ____________________

□ Group □ Individual □ Family

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