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Mental health refers to a person's emotional, psychological, and social well-being. This course is focused on crisis and trauma which directly effects mental health wellness. I may not have so much technical knowledge regarding this topic, but I understand empathy. In my opinion, empathy is more than half the battle when it pertains to guiding someone with mental health challenges.

As you know, stigma surrounding mental health is still prevalent, although efforts are being made to increase awareness and understanding. It is my opinion that mental health awareness should be taught at the 3rd-grade level. It is important to break down barriers and promote open conversations about mental health to reduce stigma and improve access to support and treatment.

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Abstract

Background: The mental health of the population consists of the three essential pillars of quality of life, economy, and society. Mental health services take care of the prevention and treatment of mental disorders and through them maintain, improve, and restore the mental health of the population. The purpose of this study is to describe the methodology for qualitative and quantitative evaluation and improvement of the mental health service system. Methods: This is a narrative review study that searches the literature to provide criteria, indicators, and methodology for evaluating and improving the quality of mental health services and the related qualitative and quantitative indicators. The bibliography was searched in popular databases PubMed, Google Scholar, CINAHL, using the keywords "mental", "health", "quality", "indicators", alone or in combinations thereof. Results: Important quality indicators of mental health services have been collected and presented, and modified where appropriate. The definition of each indicator is presented here, alongside its method of calculation and importance. Each indicator belongs to one of the eight dimensions of quality assessment: (1) Suitability of services, (2) Accessibility of patients to services, (3) Acceptance of services by patients, (4) Ability of healthcare professionals to provide services, (5) Efficiency of health professionals and providers, (6) Continuity of service over time (ensuring therapeutic continuity), (7) Efficiency of health professionals and services, (8) Safety (for patients and for health professionals). Discussion/Conclusions: Accessibility and acceptability of service indicators are important for the attractiveness of services related to their use by the population. Profitability indicators are important economic indicators that affect the viability and sustainability of services, factors that are now taken into account in any health policy. All of the indicators mentioned are related to public health, affecting the quality of life, morbidity, mortality, and life expectancy, directly or indirectly. The systematic measurement and monitoring of indicators and the measurement and quantification of quality through them, are the basis for evidence-based health policy for improvement of the quality of mental health services.

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mental health services and effectiveness

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Assessing and improving the quality in mental health services

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(2020) Samartzis, Talias. International Journal of Environmental Research and Public Health. Background: The mental health of the population consists of the three essential pillars of quality of life, economy, and society. Mental health services take care of the prevention and treatment of mental...

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Reference Guide for Mental Health Disorders

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Reference Guide for Mental Health Disorders

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This assignment is probably one of the most important ones I have had the pleasure of completing. While completing the reference guide, I realized there are so many different disorders and associated challenges that I was unaware of.

What building a good mental health disorder reference guide provided was, further education and awareness to include up-to-date information. Early detection and intervention stood out to me, and it allowed me to recognize the signs and symptoms of mental health disorders in themselves or others.

Finally, I see this document as a living document I will continue to update throughout my career.

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Reference Guide for Mental Health Disorders (Ivory Lartigue)

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What I would like to get out of this course?

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What I would like to get out of this course?

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What I would like to get out of this course is a better understanding of the effects of trauma and crisis intervention. In my opinion these skills do not only apply to the mental health professional, but to every human being on this planet. Therefore, it imperative to learn these skills if you ever plan to be a solution or find solutions to challenges.

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CDC Promotes Mental Health and Well Being!

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CDC Promotes Mental Health and Well Being!

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During my research, I came across this article that was found on the CDC website. I found this article to be very interesting and necessary.

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An Action Guide for School and District Leaders

At a Glance

Schools are prioritizing students' mental health, and there are many tools and resources to choose from. CDC created this action guide as a place to start. It can help school and district leaders build on what they are already doing to promote students' mental health and find new strategies to fill in gaps.

The action guide describes six in-school strategies that are proven to promote and support mental health and well-being. For each strategy, the guide also describes approaches, or specific ways to put the strategy into action, and examples of evidence-based policies, programs, and practices.

Audience

School and district leaders of kindergarten through 12th-grade schools (K-12), including principals and leaders of student support teams.

Goal

Provide school and district leaders with strategies, approaches, and practices that can improve students' mental health.

CDC has identified six school-based strategies and associated approaches that can help prevent mental health problems and promote positive behavioral and mental health of students.

Multitiered Systems Of Support

Multitiered Systems of Support (MTSS) are used by many schools and districts to support different levels of students' needs. The strategies in this action guide can align with schools' existing MTSS to enhance the work schools have already started.

Why Schools?

Schools help promote the mental health and well-being of students through education, prevention, and early intervention efforts. They provide an opportunity to reach a large number of youth with strategies that can lessen the impact of negative experiences and improve students' health and well-being.

Schools can establish safe and supportive environments.

Schools can connect students to caring adults and encourage positive peer relationships.

Schools can give students mental health support and link them and their families to community behavioral and mental health services.

Schools that promote student mental health and well-being can improve classroom behavior, school engagement, and peer relationships. These factors are connected to academic success.

Additional Resources

Some of the strategies and approaches in this action guide may also improve other important health outcomes, such as experiences of violence and suicide. CDC has several Resources for Action for preventing violence.

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Promoting Mental Health and Well-Being in Schools

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Learn more about promoting student mental health and well-being in schools in CDC's action guide for school leaders.

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Personal Goal

One personal goal of mine is to read 10 more books than I read last year.

Professional Goal

To get better at leadership while applying the skills learned from this course and the program as a whole.

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The role of a mental health professional, you are bound by the American Counseling Association (ACA) Code of Ethics. This code serves as a guideline for ethical behavior in practice and outlines the responsibilities of counselors to their clients, colleagues, and society as a whole.

One key aspect of the ACA Code of Ethics relevant to the role of a Mental Health Counselor is the commitment to confidentiality. This means that I must protect the privacy of my clients by not disclosing any information shared during therapy sessions without their informed consent. This ethical principle is also supported by various state and federal laws, such as the Health Insurance Portability and Accountability Act (HIPAA), which mandate the protection of client information.

By adhering to the ACA Code of Ethics and legal requirements related to confidentiality, we can maintain trust with my clients and uphold the integrity of my profession. This ensures that clients feel safe and comfortable sharing their thoughts and feelings in therapy, leading to more effective treatment outcomes.

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NBCC supports the counseling profession through many initiatives at the local, state, and federal levels.

NBCC's current government affairs objectives include:

Improved counselor employment by the Department of Veterans Affairs.

Inclusion of counselors in the Medicare program.

Increased counselor inclusion and recognition by the Military Health Systems.

The creation of a Federal Occupational Series for Counselors.

Advocacy for the Minority Fellowship Program and other federal workforce programs.

Counselor recognition by the Indian Health Service.

If you want to advance the counseling profession and receive additional news about government affairs activities, join the NBCC grassroots network by emailing your contact information and National Certified Counselor (NCC) number to govtaffairs@nbcc.org. NBCC's grassroots network consists of board certified counselors who care about important issues and are motivated to get involved by contacting their legislators to help pass measures that support the profession.

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NBCC | National Board for Certified Counselors & Affiliates

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NBCC supports the counseling profession through many initiatives at the local, state, and federal levels. NBCC's current government affairs objectives include: Improved counselor employment by the Department of Veterans Affairs. Inclusion of counselors in the Medicare program. Increased counselor inclusion and recognition by the Military Health Systems. The creation of a Federal Occupational Series for Counselors.

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The group session lesson plan allowed me to become well-organized and more confident that I can effectively facilitate and lead a group. I found the idea of developing activities for the group is incredibly important. I developed various activities such as group discussions, role-playing exercises, and visual aids. Overall, this assignment allows me to create a more comprehensive group session that will be more engaging, informative, and conducive to learning for all participants.

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During my research, I found this particular article that shed some interesting perspectives and light on group dynamics. The article from AdoptUSKids guides support group leaders on managing group dynamics effectively to create a successful and supportive environment.

The article outlines four steps for support group leaders to follow, including setting clear goals for the group, establishing group norms and boundaries, promoting active participation from all members, and addressing conflict and challenges that may arise within the group. By implementing these steps, support group leaders can cultivate a positive and productive group dynamic that fosters growth and healing among participants.

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AdoptUSKids is operated by the National Adoption Association and is made possible by grant number 90CO1143 from the Children's Bureau. The contents of this website are solely the responsibility of the National Adoption Association and do not necessarily represent the official views of the Children's Bureau, ACYF, ACF, or HHS.

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I found this article to be vital to anyone that has hopes and plans to become a mental health professional. This article focused particularly on new therapist. The article "On being a new therapist" by Collins (2020) provides guidance and support for new therapists as they navigate their role in the mental health field. The article highlights the challenges and uncertainties that new therapists may face, such as imposter syndrome and self-doubt, and offers practical tips for overcoming these obstacles.

It emphasizes the importance of self-care, seeking supervision and support from more experienced colleagues, and maintaining a growth mindset to continue learning and improving as a therapist. Overall, the article offers valuable insights and encouragement for new therapists as they embark on their professional journey in the mental health field.

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Are you a new therapist trying to figure out what exactly you are doing?

Look no further.

In this blog post, I am going to share some words of encouragement and a few tips to assist you along your new journey. Being a new therapist can be overwhelming and filled with several unknowns. Here are some tips/words of encouragement:

Be confident in your skills. You are in this profession for a reason. The skills you acquired in grad school are a great foundation, hone in on them and believe that you can do it. You are a knowledgeable and capable therapist!

Utilize your resources. There are resources everywhere and many of them are free. Reach out to your colleagues, ask your supervisor questions, and do your research. Listen to podcasts, read books/articles, watch YouTube videos, search hashtags on Instagram and other social media platforms. Resources are everywhere!

Have patience. Easier said than done, I know. Be patient with yourself and your clients. It's a journey for everyone. Take it one step at a time, one day at a time. The best is yet to come. Enjoy your journey. Everyone struggles.

Take care of your whole self. Everyone talks about self-care and the importance of it, so we know it's a big deal. If we aren't taking care of ourselves, it's impossible to take care of others. Make your wellness a priority.

Lean on your support system. Reach out to those that you feel closest to. Having the support of close friends, family, colleagues, and your supervisor is very beneficial when times get overwhelming. As therapists, we must learn to advocate for ourselves and ask for what we need during tough times.

Be yourself. There is no other way to put this. Be the best you that you can be! Don't try to imitate anyone else because that would be too hard. Be your authentic self and your clients will appreciate it. And more importantly, you will appreciate it. There's so much beauty in being who you are, always remember that.

Never stop learning. Self explanatory right? We learn everyday from our clients, our supervisors, and our colleagues. The process of learning is and should always be a continuum. As therapists, not only are we walking alongside our clients and their growth but we are also growing as well. We are growing both personally and professionally.

As a new therapist, I am learning everyday the importance of trusting the process. Our clients deserve us at our best, so remember to take care of yourself. I would like to leave you with a quote from a book I am reading called "On Being a Therapist" by Dr. Jeffrey Kottler, " Whether we like it or not, the decision to be a therapist is also a commitment to our own growth." To know that I am continuously growing as an individual makes the journey a little more magical. I hope that each and every new therapist will recognize the beauty in that.

Curious about what an LPC-Intern is? Check this out.

Reference:
Kottler, J. A. (2017). Preface . In On Being a Therapist (5th ed., pp. 1-321). New York , NY : Oxford University Press.

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On Being a New Therapist - Mental Health Match

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Are you a new therapist adjusting to your career? Read this advice from an LPC-Intern about how thrive as a new therapist.

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During this assignment, and through the research, I found that Post-group follow-up interviews are essential for evaluating the effectiveness of support groups and gathering valuable feedback from participants. These interviews help assess the impact of the group sessions on individuals, identify any changes in behavior or coping skills, and determine the need for further support or resources.

Additionally, post-group follow-up interviews provide an opportunity for participants to reflect on their experience, share suggestions for improvement, and express interest in future support sessions. Overall, these interviews play a crucial role in improving the quality of support group programs.

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The Influence of Family Structure on Delinquent Behavor (Study) 

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The Influence of Family Structure on Delinquent Behavor (Study) 

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The authors of this study demonstrated how the influence of family structure on delinquent behavior among youth is paramount. The researchers conducted a systematic review on this topic and found that family structure does have an impact on delinquent behavior. Specifically, the study found that youth from single-parent households or those with unstable family structures are more likely to engage in delinquent behavior compared to youth from two-parent households with stable family environments.

Overall, the research contributes to our understanding of the complex relationship between family structure and delinquent behavior, and provides valuable insights for efforts to prevent youth violence and support at-risk youth.

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Harper, G. W., Narendorf, S. C., & Neubauer, L. C. (2017). Participatory methods to engage system-involved youth in family therapy research. Social Work Research, 41(1), 39-47.

Haverkamp, B. E., Young, R. A., & Rich, G. (2017). Family therapy in the context of chronic and severe mental illness: Individual and advocacy perspectives. Journal of Family Therapy, 39(4), 513-535.

Robbins, M. S., Turner, C. W., Alexander, J. F., & Perez, G. A. (2016). The efficacy of functional family therapy for reducing adolescent mental health risk: A review of the evidence. Family Process, 55(3), 577-594.

Wade, W. A. (2018). Family dynamics and adolescent behavior problems: the influence of parental psychological control on adolescent delinquency. Journal of Family Issues, 39(4), 915-937.

Shechtman, Z. (2017). Facilitating family therapy groups for children with behavioral issues: a case study. Group Dynamics: Theory, Research, and Practice, 21(2), 89-101.

Shi, J., Tao, Y., Yan, C., Zhao, X., Wu, X., Zhang, T., Zhong, C., Sun, J., & Hu, M. (2023). A study on the correlation between family dynamic factors and depression in adolescents. Frontiers in psychiatry, 13, 1025168. https://doi.org/10.3389/fpsyt.2022.1025168

Kelty, N. E., & Wakabayashi, T. (2020). Family Engagement in Schools: Parent, Educator, and Community Perspectives. SAGE Open. https://doi.org/10.1177/2158244020973024

Martineli, A. K., Pizeta, F. A., & Loureiro, S. R. (2018). Behavioral problems of school children: Impact of social vulnerability, chronic adversity, and maternal depression. Psicologia: Reflexão e CríTica, 31(1), 1-11. https://doi.org/10.1186/s41155-018-0089-9

Härkönen, J., Bernardi, F., & Boertien, D. (2017). Family Dynamics and Child Outcomes: An Overview of Research and Open Questions. European Journal of Population = Revue EuropéEnne de DéMographie, 33(2), 163-184. https://doi.org/10.1007/s10680-017-9424-6

Behere, A. P., Basnet, P., & Campbell, P. (2017). Effects of Family Structure on Mental Health of Children: A Preliminary Study. Indian Journal of Psychological Medicine, 39(4), 457-463. https://doi.org/10.4103/0253-7176.211767

Lcsw, A. M. (2021, August 10). How to create an effective behavior Management Plan. Verywell Family. https://www.verywellfamily.com/behavior-management-plan-1094830

Guassi Moreira, J. F., & Telzer, E. H. (2018). Family conflict shapes how adolescents take risks when their family is affected. Developmental science, 21(4), e12611. https://doi.org/10.1111/desc.12611

MacCutcheon, M. (2019). The Ultimate Self-Esteem Workbook for Teens: Overcome Insecurity, Defeat Your Inner Critic, and Live Confidently. Rockridge Press.

Shi, J., Tao, Y., Yan, C., Zhao, X., Wu, X., Zhang, T., Zhong, C., Sun, J., & Hu, M. (2023). A study on the correlation between family dynamic factors and depression in adolescents. Frontiers in psychiatry, 13, 1025168. https://doi.org/10.3389/fpsyt.2022.1025168

Kelty, N. E., & Wakabayashi, T. (2020). Family Engagement in Schools: Parent, Educator, and Community Perspectives. SAGE Open. https://doi.org/10.1177/2158244020973024

Martineli, A. K., Pizeta, F. A., & Loureiro, S. R. (2018). Behavioral problems of school children: Impact of social vulnerability, chronic adversity, and maternal depression. Psicologia: Reflexão e CríTica, 31(1), 1-11. https://doi.org/10.1186/s41155-018-0089-9

Härkönen, J., Bernardi, F., & Boertien, D. (2017). Family Dynamics and Child Outcomes: An Overview of Research and Open Questions. European Journal of Population = Revue EuropéEnne de DéMographie, 33(2), 163-184. https://doi.org/10.1007/s10680-017-9424-6

Behere, A. P., Basnet, P., & Campbell, P. (2017). Effects of Family Structure on Mental Health of Children: A Preliminary Study. Indian Journal of Psychological Medicine, 39(4), 457-463. https://doi.org/10.4103/0253-7176.211767

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change. Guilford Press.

Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. Guilford Press.

Linehan, M. M. (2014). DBT® skills training manual (2nd ed.). Guilford Press.

Greenberger, D., & Padesky, C. A. (2015). Mind over mood: Change how you feel by changing the way you think. Guilford Press.

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Teen Mental Health & Substance Abuse Treatment Centers

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Teen Mental Health & Substance Abuse Treatment Centers

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Overall, this article emphasized the importance of group therapy and how it offers a range of benefits for individuals struggling with mental health issues. Group therapy for teens can be a valuable treatment option for those looking for support and guidance in a group setting.

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One of the leading teen group therapy benefits is the opportunity for teens to express themselves in a safe, constructive forum with peers.

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There are numerous valuable resources and websites that can aid individuals in their future roles related to mental health, trauma, crisis intervention, and more. From organizations like NAMI and SAMHSA that provide support and information on mental health disorders and substance abuse, to crisis intervention resources like Crisis Text Line and CIT International, there is a wealth of knowledge and tools available to assist professionals in their work.

Additionally, websites such as the APA, NIMH, and Mental Health America offer a range of resources, research findings, and treatment options related to mental health. Trauma-informed care resources, like the Trauma-Informed Care Implementation Resource Center, and organizations focused on specific issues like childhood trauma through the NCTSN and suicide prevention through the Suicide Prevention Resource Center, can also be instrumental in expanding knowledge and understanding in these critical areas. I listed some of the main cites a utilized during this very dynamic course:

1. National Alliance on Mental Illness (NAMI) - This website offers a wide range of resources, support groups, and information for individuals and families dealing with mental illness.

2. Substance Abuse and Mental Health Services Administration (SAMHSA) - SAMHSA provides valuable information and resources on substance abuse, mental health disorders, and treatment options.

3. American Psychological Association (APA) - The APA website offers a wealth of information on psychology research, practice guidelines, and continuing education opportunities.

4. Crisis Text Line - This organization provides free, 24/7 support for individuals in crisis. Their website offers resources for both individuals seeking help and for those who want to learn how to support someone in crisis.

5. National Institute of Mental Health (NIMH) - NIMH is a leading research organization dedicated to advancing the understanding and treatment of mental illnesses. Their website provides access to current research findings, treatment options, and resources for individuals seeking help.

6. Mental Health America - This organization offers a variety of resources and information on mental health conditions, treatment options, and advocacy efforts.

7. Trauma-Informed Care Implementation Resource Center - This website provides tools and resources for healthcare providers to implement trauma-informed care practices in their organizations.

8. Crisis Intervention Team (CIT) - CIT International offers training resources and support for law enforcement officers, mental health professionals, and community members who respond to individuals in crisis.

9. The National Child Traumatic Stress Network (NCTSN) - NCTSN provides resources and information on childhood trauma, including evidence-based treatment approaches and trauma-informed care practices.

10. The Suicide Prevention Resource Center - This organization offers resources and information on suicide prevention strategies, training programs, and support for individuals at risk of suicide.

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The Psychological First Aid course is designed to provide individuals with the knowledge and skills necessary to support people who have experienced trauma. The course covers the basic principles of psychological first aid, the impact of trauma on people, and how to provide appropriate support and intervention.

I learned how to assess and respond to people's immediate needs, establish a sense of safety and security, and promote coping and resilience. The course also explores cultural considerations, self-care strategies, and when to refer individuals for further mental health support. Overall, the Psychological First Aid course equips participants with the tools and techniques to effectively support people in the aftermath of a traumatic event.

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The National Child Traumatic Stress Network

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Psychological First Aid (PFA) is an evidence-informed modular approach to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism. Individuals affected by a disaster or traumatic incident, whether survivors, witnesses, or responders to such events, may struggle with or face new challenges following the event. PFA was developed by the National Child Traumatic Stress Network and the National Center for PTSD, with contributions from individuals involved in disaster research and response.

PFA is designed to reduce the initial distress caused by traumatic events and to foster short- and long-term adaptive functioning and coping. PFA does not assume that all survivors will develop severe mental health problems or long-term difficulties in recovery. Instead, it is based on an understanding that disaster survivors and others affected by such events will experience a broad range of early reactions (e.g., physical, psychological, behavioral, spiritual). Some of these reactions will cause enough distress to interfere with adaptive coping, and recovery may be helped by support from compassionate and caring disaster responders.

PFA core actions constitute the basic objectives of providing early assistance within days or weeks following an event. Providers should be flexible, and base the amount of time they spend on each core action on the survivors' specific needs and concerns. The core skills are designed to be helpful in addressing the survivors' and responders' needs and concerns. PFA is designed for delivery in diverse settings. Mental health and other disaster response workers may be called upon to provide Psychological First Aid in general population shelters, special needs shelters, field hospitals and medical triage areas, acute care facilities (e.g., Emergency Departments), staging areas or respite centers for first responders or other relief workers, emergency operations centers, crisis hotlines or phone banks, feeding locations, disaster assistance service centers, family reception and assistance centers, homes, businesses, and other community settings.

The eight PFA Core Actions include:

Contact and Engagement: To respond to contacts initiated by survivors, or to initiate contacts in a non-intrusive, compassionate, and helpful manner.

Safety and Comfort: To enhance immediate and ongoing safety, and provide physical and emotional comfort.

Stabilization (if needed): To calm and orient emotionally overwhelmed or disoriented survivors.

Information Gathering on Current Needs and Concerns: To identify immediate needs and concerns, gather additional information, and tailor Psychological First Aid interventions.

Practical Assistance: To offer practical help to survivors in addressing immediate needs and concerns.

Connection with Social Supports: To help establish brief or ongoing contacts with primary support persons and other sources of support, including family members, friends, and community helping resources.

Information on Coping: To provide information about stress reactions and coping to reduce distress and promote adaptive functioning.

Linkage with Collaborative Services: To link survivors with available services needed at the time or in the future.

In addition to translating PFA into several languages, NCTSN members and partners have worked to develop PFA adaptations for school personnel (for use in the aftermath of a school crisis, disaster, or terrorism event), as well as community religious professionals, Medical Reserve Corps members, and staff at facilities serving families and youth who are experiencing homelessness.

To access the PFA Field Operations Guide, adaptations, handouts, and other resources related to PFA, visit NCTSN Resources. To learn more, visit the PFA Online course on the NCTSN Learning Center for Child and Adolescent Trauma.

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Psychological First Aid (PFA) is an evidence-informed modular approach to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism. Individuals affected by a disaster or traumatic incident, whether survivors, witnesses, or responders to such events, may struggle with or face new challenges following the event.

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One of the main areas or primary focal points when dealing with a crisis is to achieve rapport with the client, especially in this case study. The counselor should demonstrate attending behavior, use questioning to encourage sharing, engage in paraphrasing and clarifying to show understanding, reflect emotions and experiences, and summarize key points to ensure alignment.

The needs and issues identified in the case study include physical safety concerns, potential signs of depression, feelings of abandonment, justifying abusive behavior, strained relationships, feelings of isolation, declining academic performance, and lack of coping skills.

The counselor should provide resources, assist in creating safety plans, provide a safe space for emotional exploration, offer guidance on communication and conflict resolution, refer to community resources, and offer cognitive-behavioral techniques to address cognitive challenges.

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"Acceptance and Commitment Therapy: The Process and Practice of Mindful Change" by Hayes, Strosahl, and Wilson provides an in-depth overview of Acceptance and Commitment Therapy (ACT), a form of cognitive behavioral therapy that emphasizes mindfulness, acceptance, and values-based action. The book outlines the theoretical foundations of ACT and provides practical strategies and techniques for implementing the approach in therapy sessions.

ACT is based on the idea that psychological suffering is caused by the fusion of thoughts, feelings, and sensations with behavior, leading individuals to avoid difficult experiences and emotions. The authors argue that ACT can help individuals learn to accept these experiences and make choices that align with their values, ultimately leading to a more fulfilling and meaningful life.

Overall, "Acceptance and Commitment Therapy" offers a comprehensive and practical guide to incorporating ACT principles into therapy practices, making it a valuable resource for mental health professionals and individuals looking to make positive changes in their lives.

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Crisis Prevention and Threat Assessment (Team Assignment) Suicide and Non-Suicide Self Injury Presentation

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Crisis Prevention and Threat Assessment (Team Assignment) Suicide and Non-Suicide Self Injury Presentation

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Our group presentation focused on the differences between suicide and non-suicide self-injury, as well as the associated risk factors and warning signs. We highlighted the importance of understanding the distinctions between these two behaviors in order to provide appropriate support and intervention for individuals who may be struggling.

In terms of risk factors, we identified various factors that may contribute to an individual's likelihood of engaging in suicide or self-injury, including a history of trauma, mental health disorders, social isolation, and substance abuse. We also highlighted the importance of recognizing warning signs such as changes in behavior, mood, or social interactions, as well as expressions of hopelessness or worthlessness.

Finally, we discussed strategies for supporting individuals who may be at risk for suicide or self-injury, including providing a safe and non-judgmental space for them to talk about their feelings, connecting them with mental health resources, and encouraging them to seek help from a professional. We also emphasized the importance of self-care and seeking support for caregivers and loved ones who may be struggling to help someone in crisis.

Overall, our presentation aimed to raise awareness and promote understanding of suicide and non-suicide self-injury, with the goal of encouraging empathy, compassion, and proactive intervention in order to support individuals in need.

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Legal requirements and Ethical Codes:

Link to American Counseling Association Code of Ethics: https://www.counseling.org/resources/code-of-ethics

Relevant code: ACA Code A.4.b. Referral

As a mental health professional, it is crucial to understand and abide by ethical codes like the ACA Code of Ethics, which outlines standards for making appropriate referrals when necessary. This code ensures that clients receive the appropriate level of care and support beyond what the counselor can provide.

Referral processes within scope of practice:

Effective referral processes involve identifying the client's needs and preferences, providing options for referral services, obtaining client consent to make the referral, and following up to ensure the client received the needed services.

Local emergency and non-emergency support services:

It is essential for mental health professionals to be familiar with local emergency services, such as crisis hotlines, emergency departments, and mental health facilities, as well as non-emergency support services like community mental health centers, support groups, and counseling services.

Importance of cultural competence:

Cultural competence is vital in delivering responsive services because it ensures that mental health professionals understand and respect the cultural backgrounds, beliefs, and values of their clients. Being culturally competent helps build trust, improve communication, and facilitate effective treatment outcomes.

Additional resources specific to the professional role:

Link to National Association of Social Workers (NASW) Code of Ethics: https://www.socialworkers.org/About/Ethics/Code-of-Ethics

Crisis Intervention Training resources: https://www.nami.org/Get-Involved/NAMI-Programs/NAMI-Crisis-Intervention-Team-CIT-Program

Trauma-Informed Care resources: https://www.samhsa.gov/trauma-informed-care

In conclusion, mental health professionals must adhere to ethical codes, understand and utilize effective referral processes, be aware of local emergency and non-emergency support services, and prioritize cultural competence in their practice. By following ethical guidelines and having access to relevant resources, professionals can provide the best possible care to their clients.