The recommendation of inpatient treatment was not welcomed by Mr. Moore. It was explained that this assessor was prepared to contact the authorities if Mr. Moore declined to be evaluated at the hospital. Mr. Moore indicated that he would rather “choose” going to the hospital over having the courts or police involved. The results and recommendations of this evaluation were shared with both the referring therapist and this evaluator’s supervisor; both were in agreement. The client was escorted under constant observation to the hospital assessment center. A copy of this note was provided to staff there. This note covers the risk factors and recent and past suicide behaviors, summarizes a mental status examination, and
provides a risk/benefit consideration of the various courses of action. The note provides a “thinking out loud” approach to the reasons for the clinical decision. Joiner and colleagues suggest the following documentation if using their risk assessment: Suicide risk was assessed according to standard protocols (Chu et al., 2015) and determined to be [low/ moderate/severe/extreme] due to … [e.g., ideation, plans, preparations, etc.]. Action taken: [e.g., safety plan, emergency numbers, consulted with supervisor, etc.]. Risk will continue to be monitored (Chu et al., 2015, p. 1200).
CONCLUSION
One of the most serious mental health issues that clinicians face in their work is dealing with individuals who are expressing suicidal intent. It is the clinician’s responsibility to complete a thorough assessment of the risk factors expressed by all clients as they describe their thoughts, emotions, and behaviors. As the clinician collects this information, he or she is faced with the daunting task of determining the imminent risk for the client to attempt and
perhaps complete a suicidal act. This course has provided information to assist clinicians to complete an assessment that will lead to better outcomes for clients. A thorough assessment that leads to a well-conceived intervention plan is the goal for both client and therapist. Of course, the clinician must also provide adequate documentation that a thoughtful and professional process has been followed in completing the assessment and intervention plan.
APPENDIX - IDEAS FOR PLEASANT EVENTS
• Soaking in a bathtub. • Planning or organizing something. • Reflecting on personal improvements. • Buying things for myself. • Playing a musical instrument. • Using cologne, perfume, or aftershave. • Doing housework, laundry, cleaning. • Seeing or smelling a flower or plant. • Writing letters, cards, or notes. • Attending family gatherings. • Wearing clean clothes. • Planning for the next holiday. • Thinking up or arranging a song or music. • Planning a vacation. • Lighting scented candles. • Reading stories, novels, poems, or plays. • Preparing a new or special food. • Making food, crafts, or gifts to sell or give away. • Throwing away items no longer used or needed. • Donating time, money, or property to charity. • Watching the waves on the ocean.
• Reading a “How to” book or article. • Playing in a musical group. • Sleeping soundly at night. • Playing baseball or softball. • Seeing beautiful scenery. • Discussing my hobby or special interest. • Going somewhere beautiful. • Speaking a foreign language. • Meeting someone new. • Looking at the stars or moon. • Solving a puzzle or crossword. • Listening to children play. • Complimenting or praising someone. • Playing lawn sports (badminton, croquet, etc.). • Wearing expensive or formal clothes. • Gardening, landscaping, or doing yard work. • Going to a health club, sauna bath, or spa. • Snowmobiling or dune- buggy riding. • Talking about politics or public affairs. • Attending a play, concert, opera, or ballet. • Cooking meals to freeze for future use.
• Knitting, crocheting, or embroidery. • Playing pool or billiards. • Reminiscing, talking about old times. • Talking about philosophy or religion. • Doing a project in my own way. • Watching the sky, clouds, or a storm. • Finishing a project or task. • Going to lectures or hearing speakers. • Playing checkers or chess. • Reading cartoons or comic books. • Being with parents. • Throwing a party or gathering. • Going to yard sales or auctions. • Hearing a good sermon. • Learning to do something new. • Being in a sporty or expensive car. • Having coffee, tea, coke, etc., with friends. • Listening to the sounds of nature. • Protesting social or political issues. • Being in the country. • Thinking about good things in my future.
• Discussing children/ grandchildren.
• Building or watching a fire. • Doing “odd jobs” around the house. • Going to an amusement park, circus, zoo. • Boating (canoeing, motor- boating, sailing). • Researching something of interest. • Canning, freezing, making preserves. • Doing things with children. • Getting a change of scenery. • Putting on makeup or fixing my hair. • Doing artwork or making sculptures. • Eating good or healthy meals. • Expressing my love to someone. • Working with others as a team. • Buying something for family. • Gathering natural objects (rocks, driftwood). • Feeling the presence of God. • Going to a barber or beautician. • Playing soccer, hockey, or lacrosse. • Seeing something good happen to someone.
EliteLearning.com/Social-Work
Book Code: SWUS1525
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