Summary: <p>Crisis Intervention and Preventing Suicide<br> Dr. Dawn-Elise Snipes, PhD, LMHC</p> <p>Objectives<br> ~ The student will learn about:<br> ~ How to estimate suicide risk<br> ~ Factors altering risk of suicide and attempted suicide<br> ~ Additional considerations in specific treatment settings<br> ~ Strategies for enhancing motivation and promoting treatment engagement<br> ~ Education points for the client and family<br> ~ Risk management and documentation issues</p> <p>Crisis Intervention Principles<br> ~ All clients perceive events uniquely<br> ~ All clients participate in care that is respectful and non-judgmental<br> ~ Reflection and empathy is most effective<br> ~ Ego strength is variable among individuals and is influenced by past experiences and social support<br> ~ All clients and families are actively involved in collaboration and decision-making<br> ~ Stress is a normal part of existence and can foster self-development and growth<br> ~ All clients are capable of assuming personal responsibility</p> <p>Crisis Intervention Principles cont…<br> ~ All clients grow and change in an environment of acceptance, trust and empathic understanding<br> ~ Sustained change occurs when clients feel ready & supported<br> ~ People have a need for self-mastery and control<br> ~ Crises can be construed as danger or opportunity for growth<br> ~ Crisis intervention is an active process that focuses on the immediate problem<br> ~ Crisis intervention is time-limited<br> ~ Client advocacy is essential<br> ~ The focus is always on increasing the client’s level of social, occupational, cognitive and behavioral functioning<br> 10 Step Trauma Management Protocol<br> • Assess for danger/safety for self and others, this means for the victim, counselor, and others who may have been affected by the trauma.<br> • Consider the physical, emotional and perceptual mechanisms of injury.<br> • Victim's level of responsiveness should be evaluated.<br> • Address medical needs<br> • Identify signs of traumatic stress.<br> • Connect with the individual by building rapport.<br> • Build rapport by allowing the client/person to tell their story.<br> • Provide support through active and empathetic listening<br> • Normalize, validate, and educate the individuals emotions, stress and adaptive coping styles.<br> • Bring the person to the present, describe future events, and provide referrals as needed. (Lerner & Shelton)<br> SAFER-R Model<br> ~ Stabilize<br> ~ Acknowledge<br> ~ Facilitate understanding<br> ~ Encourage adaptive coping<br> ~ Restore functioning<br> ~ Refer<br> Prevention<br> ~ Prevention is always the best<br> ~ Levels<br> ~ Primary<br> ~ Secondary<br> ~ Tertiary<br> Suicide Assessment<br> ~ Obtain information about the patient's psychiatric and other medical history and current mental state.<br> ~ Identify specific psychiatric signs and symptoms<br> ~ Assess past suicidal behavior, including intent of self-injurious acts<br> ~ Review past treatment history and treatment relationships<br> ~ Identify family history of suicide, mental illness, and dysfunction<br> ~ Address the patient's immediate safety and determine the most appropriate setting for treatment.<br> ~ Develop a biopsychosocial differential diagnosis to further guide planning of treatment.<br> ~ Remember that suicide assessment scales lack the predictive validity necessary for use in routine clinical practice.</p> <p>Assessment cont…<br> ~ Identify specific factors and features that may generally increase or decrease risk for suicide or other suicidal behaviors and that may serve as modifiable targets.<br> ~ Social support network<br> ~ Cultural/religious beliefs, particularly as they relate to death/suicide<br> ~ Nature, frequency, depth, timing and persistence of suicidal ideation<br> ~ If ideation is present, request more detail about plans<br> ~ Identify current </p>
