What distinguishes suicide attempters from suicide ideators?

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). I have attached the document that you will need to complete this assignment. Part 3: Suicide. Find resources in Texas. Please follow the instructions to get full credit for the discussion.

Crisis Response Portfolio Part 3: Suicide

As you continue to build your Crisis Response Portfolio, remember that interventions, treatment, and support can prevent suicides and suicide attempts.

For Part 3 of your Crisis Response Portfolio, you will create a section for suicide prevention. This section will contain risk factors, suicide assessment questions, safety plans for clients, and state regulations for commitment procedures as they relate to victims of crisis.

To Prepare:

• Create a      section in your Crisis Response Portfolio called “Suicide”.
• Review the      Learning Resources and consider risk factors for suicidal clients.
• Review the      Learning Resources and consider questions to guide a suicide assessment.
• Review the      media programs Facilitative Response Activity and How to Accurately Assess      and Help a Client and consider how you might create a safety plan for a      client.
• Review your      State commitment laws and procedures and consider the information you      might need to include in your portfolio for victims of a crisis (See the      example State of Virginia example provided in the Learning Resources)

Assignment: Part 3:

In your section called “Suicide” of your Crisis Response Portfolio, include

• The risk      factors as they relate to victims of a crisis
• Suicide      assessment questions related to victims of a crisis
• A Safety      plan related to victims of a crisis
• Your state      commitment procedures as they relate to victims of a crisis
• Local and      national resources for suicidal clients

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