Problem:
Reference:
Bowen, M. (2019). Family Reaction to Death. In P. Titelman & S. K. Reed (Eds.), Death and Chronic Illness in the Family: Bowen Family Systems Theory Perspectives (pp. 3-20). Routledge.
Recommended Reading:
Akbar, R., Arya, V., Conroy, E., Wilcox, H. C., & Page, A. (2023). Posttraumatic stress disorder and risk of suicidal behavior: A systematic review and meta-analysis. Suicide & Life-Threatening Behavior, 53(1), 163-184.
Bowen, M. (2019). Family Reaction to Death. In P. Titelman & S. K. Reed (Eds.), Death and Chronic Illness in the Family: Bowen Family Systems Theory Perspectives (pp. 3-20). Routledge.
Bryan, C. J., & Rudd, M. D. (2006). Advances in the assessment of suicide risk. Journal of Clinical Psychology, 62(2), 185-200.
Range, L. M. (2005). The family of instruments that assess suicide risk. Journal of Psychopathology and Behavioral Assessment, 27(2), 133-140.
Roberts, A. R., & Ottens, A. J. (2005). The seven-stage crisis intervention model: A road map to goal attainment, problem solving, and crisis resolution. Brief Treatment and Crisis Intervention, 5(4), 329-339.
Rudd, M. D., Mandrusiak, M., & Joiner, T. E., Jr. (2006). The case against no-suicide contracts: The commitment to treatment statement as a practice alternative. Journal of Clinical Psychology, 62(2), 243-251.
Shea, S. C. (2009, December 3). Suicide assessment Part 1: Uncovering suicidal intent - A sophisticated art. Psychiatric Times
I. Use the following to conduct an assessment
1. Columbia Suicide Severity Rating Scale and the PCL-5 with the client(s). Need Assignment Help?
2. The Reason for Living Inventory (note that there is also a DEI youth one)
II. Collaboratively With the Role Play Clients Process the Assessment
1. Process with the role play clients their reactions to the assessment.
2. Collaboratively Identify any destabilization impacts, the impact of any positive or negative relational dynamics any areas in the assessment that did not fit the clients from a personal, social justice or cultural experiences and anything that they feel that they were not asked about.
3. Make sure that as part of the assessment lethality/imminent danger assessment of means and intent have been identified. Consider using the Shea strategies from your reading.
4. This process should not be very lengthy
5. We want to make sure is that clients add any information that they wish to add and therapists any additional questions that they may want clarification on.
III. Suicide Risk and Resiliency Factors Psychoeducation
1. Provide the role play clients with a therapeutic understanding of the lethality/imminent danger assessment factors (means and intent) biopsychological and cultural crisis risks and resiliency possible factors for each member of the client system as appropriate.
2. Then collaboratively check in with each of the role play clients. Use plain non jargon language (it is suggested that the observer provide this psychoeducation as they can take notes during the assessment period)
IV. Collaboratively Develop a Recommended Action & Resource Plan
1. Collaboratively reflect a basic safety plan to remove accessibility to lethal means.
2. Based on what you have learned from the Reason for Living Inventory a commitment to treatment statement with client and at least one other family member.
3. Work with role play clients to how might they find and retain relevant referrals to community agencies and services. Be sure that referrals are appropriate given the client(s) cultural background, SES, and presenting problem. Students may need to either do some searching for this or collaboratively search online with clients. Make sure that the plan is sensitive to any challenges that clients anticipate to accessing inclusive/equitable/culturally appropriate resources. Address any telehealth issues.
Summarize the session collaboratively with role play clients. Apply what you know about Bowen Family therapy, what might be the connection between suicide and family cut off processes and what you have learned from the reading.
Individual Student Reflections:
- Individual students' reflections Reflect on your experience of engaging in this experience. Students may include any and references to any experiences that they may have had or have heard about in their clinical practice.