Respond Choose a colleague’s post and widen the discussion by offering two additional responses to noted indicators. Please use the Learning Resources to support your answer.
Colleague: Annette
Discussion – Week 11
Which Suicidal Indicators From Stephanie To Look For And Why
When Stephanie was an adolescent, she was diagnosed with bipolar symptoms (Plummer et al., 2014). Her mother has exhibited some of the hoarding and compulsive shopping behaviors, which has contributed to the stress on the relationship between the mother and the father. The pressure of the relationship between her father and her mother, have been contributors to Stephanie’s symptoms. Stress is a factor and an indication that contributes to Stephanie’s bipolar diagnosis (NIMH, 2019). Stephanie’s alcohol abuse is also a factor that contributes to her mental illness symptoms (Singer & Slovak, 2011). Other suicidal indicators include a change in sleep patterns, struggles in academics, physical signs of harm to herself (Salinger et al., 2018).
Responds To Each Of Those Indicators
For Stephanie’s drinking issue, invite Stephanie to participate in a substance abuse assessment (SUD). Work with Stephanie to make a suicide prevention plan. Work with Stephanie, do an ecomap to find out who the supporters are in her social system. Then identify those who can help and identify relationships, such as the relationships within her immediate family, that may be the source of her stressors.
What Kinds Of Questions To Ask Stephanie And Why?
I would ask open-ended questions. These questions would help elicit information allowing Stephanie to respond to inquiries in more informed answers and allow Stephanie to explore her feelings and put her feelings in her own words. Questions that contain phrases, such as how does sit feel when you see your mother and father struggle over your mother’s compulsive shopping. This is versus questions that include phrases such as why do you drink alcohol with your friends, or why do you feel frightened when your parents argue, that may involve blame or shaming emotions (Kirst-Ashmann& Hull, 2018, p.83).
References
Kirst-Ashman, K.K, & Hull, G.H., Jr. (2018). Understanding Generalist Practice (8th ed.). Stamford, CT: Cengage Learning.
National Institute of Mental Health Information Resource Center (NIMH)(2019). Bipolar Disorder in Children and Teens. Retrieved from https://www.nimh.nih.gov/health/publications/bipolar-disorder-in-children-and-teens/index.shtml#pub4
Plummer, S.-B., Makris, S., &Brocksen S. M. (Eds.). (2014). The Johnson Family. Sessions: Case Histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]
Salinger, J. M., O’Brien, M. P., Miklowitz, D. J., Marvin, S. E., & Cannon, T. D. (2018). Family communication with teens at clinical high-risk for psychosis or bipolar disorder. Journal of Family Psychology, 32(4), 507–516. https://doi-org.ezp.waldenulibrary.org/10.1037/fam0000393
Singer, J. B., & Slovak, K. (2011). School Social Workers’ Experiences with Youth Suicidal Behavior: An Exploratory Study. Children & Schools, 33(4), 215–228. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&AN=108211558&site=eds-live&scope=s
