Bcpa workshop2006[1]

Assessing and Managing
Suicidality: Ethical Issues and
Standard of Care Strategies
November 3, 2006
BCPA Workshop

M. David Rudd, Ph.D., ABPP
Texas Tech University

The Realities of Practitioner
Vulnerability in Cases of
Suicidality
 Do Implants Trigger Suicide?


Swedish researchers found that surgically
enhanced women are nearly three times more
likely to commit suicide. They also reported a
strong link between psychiatric disorders and
the desire for cosmetic surgery.

 (Time Magazine, March 2003)

 May 24, 2006
 Knox Found Negligent in Student’s

Death
 Eight years after a mentally ill man beat a
fellow student to death in a dimly lit
stairwell on the Knox College campus, an
Illinois jury has found the college negligent
and ordered it to pay $1.05 million to the
family of the murdered student.





The Verdict Against Myron Liptzin-Who Sets the
Standard of Care?
by Alan A. Stone, M.D.
Psychiatric Times April 1999 Vol. XVI Issue 4



Myron Liptzin, M.D., is a respected psychiatrist who specialized in the
treatment of university students. Liptzin retired last year as chief of
psychiatry of student health at the University of North Carolina at Chapel
Hill, where he had earned a reputation as a skillful clinician who was
particularly adept at crisis intervention. If Liptzin had hoped to go on to a
less hectic and stressful life, his expectations were shattered when he found
himself accused of negligence in one of the most unusual cases of
psychiatric malpractice of this century. A former patient went on a rampagekilling two people-and then blamed Liptzin. The verdict against the
psychiatrist was front-page news, and CBS's "60 Minutes" went to North
Carolina to do a story that aired mid-November 1998. Like a bolt out of the
blue, Liptzin had gotten his 15 minutes of unwanted fame.



The suit against Liptzin has a startling ironic aspect in that the $500,000
malpractice verdict against him was awarded not to the families of the
shooting victims, but to his former patient, who carried out the killings. A jury
in an earlier capital murder trial found the patient not guilty by reason of
insanity.



Psychiatric News January 19, 2001
Volume 36 Number 2



Court Orders Reversal In Liptzin
Negligence Case



Years after psychiatrists were shocked by a huge
damage award levied against a colleague in a widely
publicized negligence case, an appeals court rules
that the verdict was wrong and must be reversed.
Justice was certainly delayed for psychiatrist Myron
Liptzin, M.D.—for nearly three years, in fact. But thanks
to a ruling from a North Carolina appeals court, victory is
finally his to savor.

MIT






MIT responds, denies liability in Shin case
Kenneth D. Campbell, News Office
March 13, 2002
Lawyers filed answers Friday and Monday to the
complaint in the $27 million lawsuit against MIT filed by
the parents of Elizabeth Shin, the sophomore who died
in April 2000 as a result of burns she suffered in a fire in
her Random Hall room.
The MIT answer filed Friday categorically denies "that
any MIT Mental Health Service professionals [failed] to
provide Ms. Shin with appropriate care" and denies "that
her death was proximately caused by any failure on the
part of MIT or anyone affiliated with MIT."





11 years, 11 suicides
Critics say spate of MIT jumping deaths show a
‘contagion’
By PATRICK HEALY
Students at the Massachusetts Institute of
Technology have been far more likely to kill
themselves over the past decade compared to those
at 11 other universities with elite science and
engineering programs — 38 percent more often than
the next school, Harvard, and four times more than
campuses with the lowest rate — a Globe study has
found.





The boy cried for help but was all but ignored.
He missed two weeks of school before his
death, yet that apparently wasn’t viewed as a
serious sign of risk. He soiled himself but that
wasn’t construed as a sign of poor mental health
or emotional distress…Any parent understands
that it’s simplistic to believe that Judith Scruggs
alone is responsible for her child’s taking the
desperate step of hanging himself in a closet…
Many missed the obvious signs of his distress
Hartford Courant, October 2003





June 26, 2006
Suicide of a Chancellor
In the last 18 months, as issues of women in science have received
unprecedented attention, Denise D. Denton has been front and
center. Any gathering of such scholars would indeed have included
Denton, who was then dean of engineering (one of her many “first
woman” accomplishments) at the University of Washington and was
about to become chancellor of the University of California at Santa
Cruz. Denton’s career — highly successful in many regards, but
challenged of late — came to an end Saturday morning when she
leapt to her death from the roof of a San Francisco high rise. Denton
had been on medical leave for 10 days, missing the commencement
ceremonies at Santa Cruz, but she had been expected to be back
on the campus today. The San Francisco Chronicle reported that
Denton’s mother told police that she was “very depressed” about
her professional and personal life.

Understanding the Challenge of the
Suicidal Patient…………….
 Robert, a 21 year old African-American

male………..died of a gunshot wound to
the head.



Well, I’ve come down to the fact that the people I care
about, depend on, and have supported in their time of
need, don’t give a crap about me. Thoughts of murder
and suicide constantly go through my head. What I’m I to
do? I don’t trust anyone. I’m not going to expose myself
again to the backstabbing, two-faced reality that is
friendship. I want to blow my brains out plain and simple.
I’m not taking it anymore.

The Challenge of the Suicidal
Patient…..
 Brad, a 20 year old Caucasian male……

died of a gunshot wound to the head.


I don’t want to be a burden on my parents anymore.
My life has always been full of depression. I’ve never
lived up to my potential. I’ve decided to end all of this
pain. I am at peace. Goodbye.

What Every Clinician Needs to
Know About Suicide: Rates, Risk
Factors and OR’s

FLUCTUATIONS IN 20TH-CENTURY YOUTH
SUICIDE RATES
— U N I T E D S T A T E S , A G E S 15–24 —
26
24

Males

22

Females

20

100,000

Rate per

18
16
14
12
10
8
6
4
2
0

Year
Anderson 2002, CDC Wonder 2002, USDHEW 1956, Vital Statistics U.S. 1954–1978

C.E12

The FDA Warning for Children and
Adolescents……………………

SUICIDE RISKS IN SPECIFIC DISORDERS
Condition
Lifetime
Prior suicide attempt
Eating disorders
Bipolar disorder
Major depression
Mixed drug abuse
Dysthymia
Obsessive-compulsive
Panic disorder
Schizophrenia
Personality disorders
Alcohol abuse
Cancer

RR
38.4
23.1
21.7
20.4
19.2
12.1
11.5
10.0
8.45
7.08
5.86
1.80

%/y

%-

0.549

27.5

0.310
0.292
0.275
0.173
0.143
0.160
0.121
0.101
0.084
0.026

15.5
14.6
14.7
8.6
8.2
7.2
6.0
5.1
4.2
1.3

General population
1.00
0.014
Adapted from A.P.A. Guidelines, part A, p. 16

0.72

Risk Factors for Suicide (OR’s): The
Question of Risk Resolution?
Qin et al, 2003; Cheng et al, 2000, Shaffer et al, 2000



Discharge from psychiatric hospitalization








Last week
Last month
Last year

Prior attempt (adol)
Substance abuse (adol)
Firearm in home

Chronic renal failure – dialysis
 On disability/unemployed


278 x
133 x
34-61 x

22.5 x
7x
5x
14.5 x
2-6 x

Risk Factors
 Family History: Odds Ratios







Depression:
Substance Abuse
Sexual Abuse (if intercourse)
Suicide attempt
Family discord
Psychiatric admission

OR
11 x
10 x
5x
5x
2.5-5 x
2.2 x

What is “The Standard of Care”???


That degree of care which a reasonably prudent person or professional should
exercise in same or similar circumstances (Black, 1979, p. 1260



The duty of therapists to exercise adequate care and skill in diagnosing
suicidality is well established (see Meier v. Ross General Hospital, 1968).



When the risk of self-injurious behavior is identified an additional duty to take
adequate precautions arises (Abille v. United States, 1980; Pisel v. Stamford
Hospital, 1980).




When psychotherapists fail to meet these responsibilities, they may be held
responsible for injuries that result (Meyer, Landis, & Hays, 1988, p. 38).

Bongar, B., Berman, A. L., Maris, R. W., Silverman, M. M., Harris, E. A., &
Packman, W. L. (eds.). Risk Management with Suicidal Patients. New York:
Guilford Press.

Three Pillars of Malpractice Liability
(Jobes & Berman, 1993)



Foreseeability




Treatment Planning





Assessment and documentation of risk

Documentation of plan based on determined risk

Follow-up/Follow Through
Documentation of executing and following the plan

Forseeability
Risk assessment was conducted
Risk assessment was thorough
Possible use of assessment instruments
Possible use of psychological testing
Make overall clinical judgment of suicide risk
Seek consultation and adequately document assessment
information

Treatment Planning
Use overall risk to inform and shape treatment plan
Identify both short and long term treatment goals
Consider full range of treatments—what will be used and why
Consider various safety contingencies
Routinely revise and up-date treatment plan
Overhaul treatment plan when necessary
Seek consultation and adequately document treatment
information

Follow-up and Follow-Through

Make sure treatments are being implemented
Coordinate care with others as needed
Always insure clinical coverage when unavailable
Carefully make referrals and follow-up (issues of clinical
abandonment)
Seek consultation and adequately document follow-up/followthrough

Skill Sets, Competence, and the
Standard of Care: Attitudes and
Approach








Awareness of emotional reactions, attitudes,
and beliefs related to suicide
Tolerate and regulate one’s emotional
reactions to suicide
Clarity of beliefs related to suicide and end of
life
Understand the impact of these factors in the
clinical scenario

 A Clinical Example: Establishing a

Therapeutic Alliance

 What behaviors did the clinician use to

help form an alliance?
 What is the clinician’s attitude toward the
client?
 What are the indicators an alliance is
forming?
 What does the clinician do to reassure the
client?

Theory, Treatment, and
Individual Differences?
 Why do people kill themselves?
 Is it ever acceptable to suicide?
 Can suicide be prevented?
 Do people that access care want to die?
 What are your individual responsibilities?

Therapist Variables
 Answers depend on:




Personal experience with suicidality
Attitudes, beliefs, religiosity re: suicide, life
Professional experience with suicidality

What Are Common Emotional
Reactions?
 Fear/Anxiety Spectrum:


Related to beliefs that
• Suicidal behavior will occur
• Will be held responsible
• Detailed discussion will encourage suicidality

 Anger Spectrum:


Related to beliefs that
• Helpless, hopeless
• Must control

Clinician’s Emotional Reaction
Can….
 Trigger suicidal behavior
 Encourage suicidal ideation and behavior

to be kept secret
 Limit growth and development
 Damage alliance
 Result in client’s withdrawal and isolation

Attitudes and Approach
(continued)






Reconcile the difference between the clinical
goal to prevent suicide and the client’s goal to
eliminate psychological pain
Know and communicate the “rules” regarding
confidentiality and the medico-legal aspects to
adults, children and adolescents
Demonstrate desirable attitudes







Understanding of psychological pain, instrumental
aspects of behavior, loss of self-respect
Nonjudgmental perspective
Authentic concern
Doing “whatever it takes”
Accepting the real possibility of death

Attitudes and Approach
(continued)
 Maintain collaborative, non-adversarial

stance






Listen
Communicate clearly
Encourage honest reporting
Safe environment
Empathetic

 Consult with and refer to other clinicians
 Realistic assessment of one’s ability and

time to assess and care for suicidal
patients

The Importance of Informed
Consent
 Provides a foundation to relationship


Honest, caring, blunt

 Articulates responsibilities


Patient and clinician

 Reduces fearfulness of patient


Consequences and boundaries are clear

 Raises the issue of death as “risk”

 A Clinical Example:

Understanding
Suicidality

A Conceptual Model for Treatment
and Management
 Skill Set: Understand suicide




Basic definitions and terms
Phenomenology of suicide
A biopsychosocial perspective
•
•
•
•
•

Assessing each domain
Consider each in formulating risk
Integrate each into treatment
Consider each in management decisions
Document each in record

Understanding the Suicidal Mind
Major Theoretical Approaches

Beck’s Theory of Modes and
Modifications for the Suicidal
Mode

 Mode: Specific suborganizations within the

personality organization that incorporate
the relevant components of the basic
systems of personality: cognitive
(information processing), affective,
behavioral, and motivational (Beck, 1999;
p. 4).

Modal Components

Suicidal Mode

Cognitive

Affective

Physio

Behavioral

Modal Components







Cognitive: all aspects of information
processing, critical component is the suicidal
belief system
Affective: produces emotional, affective
experience
Motivational/Behavioral: allows for automatic
activation or deactivation of the individual for
response
Physiological: comprised of physiological
symptoms comprising the mode

S u ic id a l B e lie f S y s t e m
C h a r a c t e r iz e d b y P e r v a s iv e H o p e le s s n e s s
" M y life is h o p e le s s "
U n lo v a b ilit y
" I d o n 't d e s e r v e t o liv e "

H e lp le s s n e s s
I c a n 't s o lv e t h is "

P o o r D is t r e s s T o le r a n c e
" I c a n 't s t a n d t h e p a in a n y m o r e "

P e r c e iv e d B u r d e n s o m e n e s s
" E v e r y o n e w ill b e b e t t e r o ff I " m g o n e

Predisposing
Vulnerabilities

Triggers

Behavioral

Cognitive

Physiological

Affective

Synchronous Activation


As I stood holding onto the rail I began to think about
climbing over the rail and just jumping. I looked down
below and thought about how far it was. I knew if I did
jump, it would kill me for sure. It is hard to describe
exactly what I felt at this time, but I shuddered all over.
There was just this overwhelming pressure from within
telling me if I just climbed up and jumped, all of this
would be over in a matter of seconds. I had never felt
like this before. I knew that I had to get back into the
room and off that balcony. I realized as I tried to move
away from the rail, that I had great difficulty doing so. It
was as if I couldn’t move----I just kept looking at the
ground and thinking “just do it”. I finally made myself go
inside the room, close the sliding glass door, and lock it.
I sat on the edge of the bed, scared and shaking,
knowing that those feelings of self-destruction were still
close and fresh.

Making it Easy to Understand:
A Linear Application of the Active
Suicidal Mode
Trigger
Behavioral
(Motivational)

Physiological
Response

Suicidal Belief
Syste m

Affect



Monitoring Treatment Outcome:
IAW with Risk Assessment
Approach

Direct Markers





Suicide
Suicide Attempts

Indirect Markers


Suicidal Thoughts
• Frequency, intensity, duration



Associated Symptomatology
• Depression
• Anxiety
• Hopelessness



Skill development
• Acquisition
• Application
• Refinement

An Empirically Informed Approach to Assessment

Prediction is hard,
especially when you’re
talking about the future.
Yogi Berra

Questions about Suicide
Assessment
1.

2.
3.

4.

How should clinicians use knowledge of
suicide risk factors in their assessment of
patients at risk?
Which diagnoses, risk factors and
symptoms should most concern clinicians?
Under what circumstances, if any, should a
clinician ask a patient to sign a no-suicide
contract?
Is psychotherapy always recommended for
patients at risk for suicidal behavior?

Questions about Suicide
Assessment
Is it ever acceptable to defer or avoid
hospitalizing a suicidal patient?
6. Should we expect antidepressants or
mood stabilizers to lower suicide risk?
7. What are the most important elements
to document in a suicide risk
assessment?
5.

SUICIDE PREDICTION vs.
SUICIDE ASSESSMENT
• Suicide Prediction refers to the foretelling of whether suicide
will or will not occur at some future time, based on the presence
or absence of a specific number of defined factors, within
definable limits of statistical probability

• Suicide (risk) Assessment refers to the establishment of a
clinical judgment of risk in the very near future, based on the
weighing of a very large mass of available clinical detail. Risk
assessment carried out in a systematic, disciplined way is more
than a guess or intuition – it is a reasoned, inductive process,
and a necessary exercise in estimating probability over short
periods.









COMPONENTS OF SUICIDE
ASSESSMENT

Appreciate the complexity of suicide /
multiple contributing factors
Conduct a thorough psychiatric
examination, identifying risk factors and
protective factors and distinguishing risk
factors which can be modified from those
which cannot
Ask directly about suicide; The Specific
Suicide Inquiry
Determine level of suicide risk:
low, moderate, high
Determine treatment setting and plan
Document assessments

SUICIDE: A MULTI-FACTORIAL EVENT
Psychiatric Illness
Co-morbidity
Personality
Disorder/Traits

Neurobiology
Impulsiveness

Substance
Use/Abuse

Hopelessness

Suicide

Severe Medical
Illness

Access To Weapons
Life Stressors

Family History

Psychodynamics/
Psychological Vulnerability
Suicidal
Behavior

Areas to Evaluate in Suicide
Assessment
Psychiatric
Illnesses

Comorbidity, Affective Disorders, Alcohol / Substance
Abuse, Schizophrenia, Cluster B Personality disorders.

History

Prior suicide attempts, aborted attempts or self harm;
Medical diagnoses, Family history of suicide /
attempts / mental illness

Individual
strengths /
vulnerabilities

Coping skills; personality traits; past responses to
stress; capacity for reality testing; tolerance of
psychological pain

Psychosocial
situation

Acute and chronic stressors; changes in status; quality
of support; religious beliefs

Suicidality and Past and present suicidal ideation, plans, behaviors,
Symptoms
intent; methods; hopelessness, anhedonia, anxiety
symptoms; reasons for living; associated substance
use; homicidal ideation
Adapted from APA guidelines, part A, p. 4

Definitional Issues
Differentiated on three features:
 Intent (i.e., subjective versus objective)
 Evidence of self-infliction
 Outcome (i.e., injury, no injury, death)

Advantages
 Remove pejorative language: gestures
 Improve consistency of documentation
 Improve communication between

clinicians
 Improve accuracy of risk assessments
 Improve clinical decision making
 Improve treatment outcomes

Intent: Subjective vs.
Objective
 Subjective:

stated intent
 Objective markers of intent: lethal
method, preparation (letter writing,
financial records, giving away
possessions), prior attempts with
serious injury, efforts to prevent
discovery/rescue, help seeking
behavior after an attempt

Example of Objective Markers
of Intent
 28 y/o African-American male hung

himself in the closet (highly lethal method),
waited till his wife and child left, prepared
a financial and insurance packet, made no
effort to seek help, was only discovered
because his wife forgot something at the
house and returned

Terminology


Suicide attempt with injuries




Suicide attempt without injuries




potentially self-injurious behavior, intent

Instrumental suicide related behavior or SelfHarm Behavior




non-fatal injury, intent, extent of injuries

potentially self-injurious behavior, motivation other
than death, with/without injuries

Suicide Threat


interpersonal action, verbal or nonverbal, stopping
short of a directly self-harmful act

Terminology and the Clinical
Scenario: Working with Chronic
Individuals


Instrumental suicide related behavior (not recommended
for use in school district)


potentially self-injurious behavior, motivation other than
death, with/without injuries



Sara, 21 year old Hispanic female…….



Thoughts of wanting to be dead flew through my head. I felt
like cutting myself, looking for places it wouldn’t show and
wouldn’t drain on my clothes. I though about taking my pills to
excess. It wouldn’t have killed me but probably would have
numbed me and I really want that right now………

Skill Sets: Collecting Assessment
Information


Obtain accurate information


Integrate risk assessment for suicide within the
context of a clinical interview in multiple settings,
knowing that all clients are potentially at risk for
suicide and that the risk for suicide must be ruled out
in each case.
• Obtain records and information from collateral sources
• Continue to collect assessment data, including asking
the client about his/her urge to quit treatment, at critical
times


Precipitating events, transitions, increased stress, mental status
changes, immediately following an attempt or hospitalization,
when treatment setting changes, and the end of a crisis
intervention incident.

Content vs. Process
 Content: questions, risk variables
 Process: interpersonal factors determine

emotional response, disclosure, can be
conceptualized as intervention

Risk Assessment: Process


Interpersonal variables important:









to engage, listen
direct, unambiguous language
eye contact
specific questions
repetitive questions (method, plan)
collaborative decision making
role of hierarchical questioning
acknowledge resistance

Monitoring Process
 Initial Phase: historical focus, what’s

already happened
 Assessment Phase: current status
 Action (Intervention) Phase: future plans
 Phase changes occur during and across
sessions

Risk Categories: Static


Predisposition to Suicidality



prior suicidality, attempts, ideation
frequency, context, perceived lethality, outcome,
stated intent, rescue opportunity, preparatory
behaviors (psychological/practical), help seeking
behaviors
• Risk/Rescue issues






Method, timing, place, arranging sequence of events

psychiatric hx, diagnosis, treatment hx, response,
compliance
abuse hx, sexual, physical, emotional

 Primary Distinctions:





Multiple attempters vs. single attempters or
ideators
Psychotic vs. non-psychotic
Presence vs. absence of substance abuse

Risk Categories: Aggravating


Precipitant/Stressors






Symptoms (essentially Axis I picture)







Interpersonal loss or conflict
Economic or legal problems
Consider in the context of individual vulnerability,
strengths, and support system
Emphasis on depression and anxiety (79% of
inpatient suicides reported severe anxiety/agitation),
command hallucinations
type, breadth, severity, duration
associated cognitive disruption, mental status
impairment

Hopelessness


severity, duration, source(s)

Understanding the role of
Comorbidity
In general, the more diagnoses present, the higher
the risk of suicide.
Psychological Autopsy of 229 Suicides
 44% had 2 or more Axis I diagnoses
 31% had Axis I and Axis II diagnoses
 50% had Axis I and at least one Axis III diagnosis
 Only 12 % had an Axis I diagnosis with no
comorbidity
Henriksson et al, 1993

AFFECTIVE DISORDERS AND SUICIDE
High-Risk Profile:
• Suicide occurs early in the course of illness
• Psychic anxiety or panic symptoms
• Moderate alcohol abuse
• First episode of suicidality
• Hospitalized for affective disorder secondary to
suicidality
• Risk for men is four times as high as for women except
in bipolar disorder where women are equally at risk

SCHIZOPHRENIA AND SUICIDE
High-Risk Profile:
 Previous suicide attempt(s)
 Significant depressive symptoms hopelessness
 Male gender
 First decade of illness – (however, rate remains
elevated throughout lifetime)
 Poor premorbid functioning
 Current substance abuse
 Poor current work and social functioning
 Recent hospital discharge

ALCOHOL / SUBSTANCE ABUSE AND SUICIDE





Suicide occurs later in the course of the illness with
communications of suicidal intent lasting several years
In completed suicides, men have higher rates of alcohol
abuse, women have higher rates of drug abuse
Increased number of substances used, rather than the type
of substance appears to be important
Most have comorbid psychiatric disorders, females have
Borderline Personality Disorder

High Risk Profile:

Recent or impending interpersonal loss

Comorbid depression

PERSONALITY DISORDERS AND SUICIDE
Borderline Personality Disorder
 Lifetime rate of suicide - 8.5%
 With alcohol problems -19%
 With alcohol problems and major affective disorder -38%
(Stone 1993).
 A comorbid condition in over 30% of the suicides.
 Nearly 75% of patients with borderline personality
disorder have made at least one suicide attempt in their
lives.

Antisocial Personality disorder
 Suicide associated with narcissistic injury / impulsivity.

Skill Set: Eliciting Suicidal
Ideation




Comfort in asking about suicide
Elicit past, present, and current suicidal
thoughts, behaviors, plans, intent
Sequence and word questions in effective
manner


First attempt, past several years, past several
months, current episode
• Undermines resistance, reduces anxiety, develops
trust, improves accuracy of report, differentiates
suicidal and instrumental beahviors



Address client fears about “what will happen” if
suicidal thoughts are acknowledged

 Nature of Suicidal Thinking




Ideation: frequency, intensity/severity,
duration, specificity (plans),
availability/accessibility, active behaviors
(preparation, rehearsal), intent (subj. vs.
obj.), perceived lethality, degree of
ambivalence, deterrents (family, religion,
positive treatment relationship, support
system)
Severity of psychological distress pain
• Distress tolerance

 Clinical Example and Role Play: The

Suicide-Specific Inquiry

 Impulsivity/Self-Control



objective vs. subjective
duration, severity, source

Risk Categories: Protective


Protective Factors


Social support, available and accessible
• previous crises



Coping/problem-solving skills
• previous crisis management








Religious beliefs
Life satisfaction
Good reality testing
Pregnancy
Good therapeutic relationship
Treatment compliance hx critical
• investment/commitment to treatment

Fluid Vulnerability Theory and
Understanding Suicide Risk
Assessment


Fundamental Assumptions:




Baseline risk varies from individual to individual
Baseline risk is determined by static factors
Baseline risk is higher for multiple attempters (2 or
more attempts)
• more severe, enduring crises w/ precipitant
• more frequent, severe, enduring crises w/o
precipitant
• more frequent instrumental behaviors/acts




Risk is elevated by aggravating factors
Severity of risk is dependent on baseline level
and severity of aggravating factors



Risk is elevated by aggravating factors for limited
periods of time
• hours, days, weeks









Risk resolves when aggravating factors effectively
targeted
Risk returns to baseline level only
Modifying baseline risk requires long-term treatment
not just symptom resolution (Axis I)

Risk is reduced by protective factors
Multiple attempters have fewer available
protective factors (support, interpersonal
resources, coping/problem-solving skills,
cognitive, treatment hx)

Specific High Risk Subgroups:

Multiple Suicide
Attempters

Multiple Suicide Attempters (MSAs)
v.
Single Suicide Attempters (SSAs)
 Appear to be a different diagnostic

group. Higher levels on virtually all
measures of psychopathology
(depression, hopelessness, global
functioning, substance use, borderline
pathology, unemployment, etc.)
 Easily assessed
 Much greater risk for subsequent
suicide attempt

Survival Curves for Days until First Suicide Attempt
by Attempter Status (Single v. Multiple)
Survival Functions
1.0

4 of 40 (10%)
4 of 40 (10%)
of SSAs
of SSAs

.8

Single vs Multiple A
.6

46 of 119 (38%)
of MSAs

Multiple attempter

Cum Survival

Multiple attempter

46 of 119 (38%)
of MSAs

.4

-censored
Single attempter
Single attempter

.2

p = .001

0

TIME

183

366

-censored
549

732

p = .001

FREQUENCY

Total Number of Subsequent Suicide Attempts
by Single v. Multiple Attempters
90
80
70
60
50
40
30
20
10
0

82

4
SSA

(n = 47)

MSA

(n = 130)

Survival Curves for Days until Subsequent
Suicide Attempt for Patients with 1 previous
versus 2 or more previous suicide attempts
1.0

.8

13 of 52 (25)%

.6

Cum Survival

Att. History
2 or more prev.

.4

31 of 66 (47)%

2-censored
1 previous att

.2

1-censored
0

TIME

183

366

549

732

Suicide Attempters’ Reaction to Their Attempt
as a Predictor of Eventual Suicide
Suicide attempters have varied reactions to their
suicide attempt after it happens.


We hypothesized and found that those who
wished they had died following the attempt would
be more likely to eventually kill themselves


Easily assessed variable that should be
documented and considered when evaluating for
risk of suicide.


Revision of article reporting these findings is
under review at JCCP.


Survival Curves for Days until Suicide by Reaction to
Attempt (Glad Alive, Ambivalent, Wish Dead).
1.00

Ambivalent
5 of 199 (2.5%)

.99

.98
.97
.96

CUMULATIVE SURVIVAL

.95
.94
.93
.92

Glad Alive
9 of 176 (5%)

.91
.90
.89

Wished Dead
10 of 101 (10%)

.88
.87
0

1000

TIME IN DAYS

2000

3000

p = .01

4000

Risk Quotient

 Risk = Static Factors + Aggravating Factors


Protective Factors

Graphic Example
Multiple Attempter

Divorce
Depressive Disorder, Recurrent
Alcohol Abuse
Suicidal Ideation, Plan, No Intent
Subjective/Objective

Single Attempter

Divorce
Depressive Disorder, Recurrent
Alcohol Abuse
Suicidal Ideation, Plan, No Intent
Subjective/Objective

Severe
Moderate

Risk Level
Mild

Treatment: 3 Weeks

Time

Practical Implications
 Risk: high risk can be enduring, resistant

to short-term interventions
 Treatment: short-term, long-term targets
 Liability: limited predictability, control
 Patient responsibility: significant for crisis
management, treatment

Risk Classification


Acute Risk (1 or fewer previous attempts)







Mild
Moderate
Severe (objective markers of intent, none stated)
Extreme (objective and subjective intent)

Chronic Risk (2 or more previous attempts)


with/without acute exacerbation



Chronic risk


document chronic risk variables
• prior suicidal behavior
• chronic psychiatric disturbance
• treatment compliance history



document nature of acute exacerbation
•
•
•



specific symptoms, precipitant
lack of clear precipitant----internal trigger(s)
open vs. closed markers

treat acute exacerbation during period of risk

DETERMINATION OF RISK
Psychiatric Examination

Risk
Factors

Protective
Factors

Modifiable Risk
Factors

Acute Risk Level:
Mild, Moderate, Severe
Extreme
Recognize Chronic Risk

Specific Suicide
Inquiry

Skill Set: Formulation of Risk
 Make a clinical judgment of the likelihood

that a patient will attempt or suicide in the
short and long-term






Integrate and prioritize information
Apply research
Engage in critical thinking
Assess patient’s motivation to minimize risk
Assess patient’s motivation to exaggerate risk

 Provide patient and significant other with a

summary of assessment findings and
implications for care, next steps
 Write the rationale for clinical judgment in
the chart

Small Group Exercise: The Case of
JoAnn
 Suicide Risk Section


Acute Risk?
• Static Factors
• Aggravating Factors









Precipitant, stressors
Symptoms
Hopelessness
Suicidal Thinking
Impulsivity
Protective Factors

Chronic Risk?

Risk and Response
 Severe, Extreme



immediate psychiatric evaluation
accompanied and monitored

 Moderate





increase frequency, duration of sessions
periodic consideration of need for
hospitalization
involvement of family










Reevaluation of treatment goals
24-hour availability of ER services
frequent reevaluation of suicide risk
consideration of medication for symptom
relief/stabilization
Use of telephone monitoring
consultation
frequent input from family members

 Risk Formulation: A Brief Video

Suicide Assessment Measures:
Problems
Little predictive validity
Limited settings for development,
application: psychiatric patients, college
students, few used in ER’s, primary care
settings
Most target children, adolescents, young
adults, few for elderly, none address
potential differences with minority
populations

Suicide Assessment Measures:
Problems
Potential differences between self-report
and clinician-rated scales---recommend
use of both
Clinician’s rate risk as more extreme in
comparison to self-report
Issue of liability in primary care settings--availability of immediate intervention

WHEN TO DOCUMENT
SUICIDE RISK ASSESSMENTS


At first psychiatric assessment or admission.



With occurrence of any suicidal behavior or ideation.



Whenever there is any noteworthy clinical change.



For inpatients:
• Before increasing privileges/giving passes
• Before discharge



The issue of firearms:
• If present - document instructions
• If absent - document as pertinent negative

WHAT TO DOCUMENT
IN A SUICIDE ASSESSMENT
 Document:
• The risk level
• The basis for the risk level
• The treatment plan for reducing the risk

Example:
This 62 y.o., recently separated man is experiencing his first
episode of major depressive disorder. In spite of his denial of
current suicidal ideation, he is at moderate to high risk for
suicide, because of his serious suicide attempt and his
continued anxiety and hopelessness. The plan is to
hospitalize with suicide precautions and medications,
consider ECT w/u. Reassess tomorrow.

Broad Documentation Recommendations
Assessment of Suicide Risk
1: Formally assess suicide at every initial evaluation, and as clinically indicated
at follow-up contacts.
2: Use appropriate measures to assess suicidality.

A Decision-Making Framework
3: Determine suicide risk level based on assessment information and match to
appropriate suicide-specific interventions.

Documentation Strategies
4: When documenting a suicide risk assessment, include both current and
historical risk factors, observations from the session, rationale for actions
taken or considered but not taken, and follow-up plans, including a response
plan when there is evidence of increased suicidality.

Documentation continued


The patient’s actual statements (quotes if possible) regarding the increase
or alleviation of suicidal thoughts



The content of discussions about risk and safety



Any contemporaneous information provided by concerned family members



Any attempts to obtain prior treatment records



All increases in treatment intensity or frequency



Any special precautions taken, or arrangements made



Any attempts to have the patient voluntarily admit himself or herself to a
hospital



All reasons why hospitalization was rejected as an alternative



Evening, weekend, and emergency arrangements that were made
(Baerger, 2001)

WHEN A SUICIDE OCCURS
Despite best efforts at suicide assessment and treatment,
suicides can and do occur in clinical practice
Approximately, 12,000-14,000 suicides per year occur while
in treatment.
To facilitate the aftercare process:


Ensure that the patient’s records are complete



Be available to assist grieving family members



Remember the medical record is still official and
confidentiality still exists



Seek support from colleagues / supervisors



Consult risk managers

Consider the Utility of
Flow
Charts……………………
.

EMERGENCY SITUATION #1
A PATIENT YOU HAVE BEEN SEEING WHO IS PRESENT AT YOUR FACILITY
Assess: Is the patient a danger to self or others?

Yes, but not severe
or immediate

Consider alternatives
to emergency mental
health facility

Yes, severe and/or
immediate

Recommend emergency
mental health facility

Client refuses to
go to facility

Client agrees to go
to facility

Are you a licensed psychologist
or is a supervisor available?
CALL police and ask for
transportation
YES

Psychologist or Supervisor signs
for “Involuntary” evaluation

NO

CALL police; they
take responsibility

Call Police to request transportation for
“Involuntary” evaluation

Plan to go to facility with patient and police. Have patient sign a release form so
you can get information from her/him

Tell your supervisor about the emergency ASAP.
Record emergency situation in Progress Notes in the client’s file ASAP.

A PATIENT YOU ARE SEEING WHO IS NOT PRESENT AT YOUR FACILITY
Assess: Is the patient a danger to self or others?

Try to get the patient to come to your facility!!
Before the patient hangs up, find out where the
patient is located and her/his phone number

NO
Patient refuses to come
to the facility OR
patient agrees but you
doubt s/he will show

YES
Patient agrees to
come to the clinic

GIVE Patient A TIME
LIMIT!!!!
“I am expecting you to
be at the clinic within
an hour. If you are not
here, I will send
someone to your
house.”

CALL POLICE
GO BACK TO
EMERGENCY SITUATION
#1 AND FOLLOW
PROCEDURES

Tell your supervisor about the emergency ASAP
Record emergency situation in the Progress Notes in the patient’s file ASAP

The Role of Chronicity and Time





Risk periods are not consistently defined in the
literature, usually very long periods of time
What predicts acute risk is not well defined
Chronic suicidality, suicidal careers, complicates
estimates of risk
Distinguish between acute risk and those at
chronic risk (multiple attempters) with or without
acute exacerbation

Working with Challenging
Suicidal Clients: Some
Management Issues and
Strategies

The Problem and Controversy
of No-Suicide Contracts
 Have limited value and meaning
 No empirical support
 Pose a potential liability
 More a reflection of clinician anxiety and

lack of control
 Not actually a therapeutic intervention
 Hidden messages


blame, control, open communication

The Importance of Language: Do We
Mean What We Say and Say What We
Mean?
 Informed Consent
 Capacity
 Compliance
 Competence
 Commitment
 Contract
 Responsibility

Simple Acts, Complex Meaning
What are we saying when we make an
agreement with an acutely or chronically
suicidal patient?
In short…………….a lot… about the patient,
about treatment and about ourselves!

A Few Definitions to Consider
 Informed Consent

Agreement to a therapeutic procedure on the
basis of the patient’s understanding of its
nature and possible risks
(Longman Dictionary of Psychiatry and
Psychology)


 Capacity


The maximum ability of an individual to
function in mental or physical tasks

 Competence


Being adequately or well qualified, a specific
range of skill, knowledge or ability; being
legally qualified to perform an act.

 Compliance


Submission to the wishes or suggestions of
others

 Commitment


An agreement or pledge to do something in
the future

 Collaborate


To work jointly

 Responsibility


Moral, legal, or mental accountability,
reliability or trustworthiness

 Contract


An explicit agreement…usually in writing that
states what the patient and the therapist are
to do (patient and therapist obligations)…….



No-suicide contract







No-harm contracts
Safety agreements
Suicide prevention contract
Means of gaining a patient’s commitment to not act on
suicidal or self-destructive urges and to inform
clinicians of the status of those urges (Miller, 1999)
Agreement between the patient and clinician in which
the patient agrees not to harm herself and/or seek
help when in a suicidal state and she believes she is
unable to honor the commitment

Problem with the word
“contract”
 Medico-legal overtones
 May limit open and honest communication





Attempts to free clinician from blame
“Binding agreement”, bind is to confine,
restrain, or restrict
Patient’s recognize this implicitly

An Empirical Foundation?
A Review of the Literature
 A total of 21 articles identified



Frequency of use
Opinions (favorable, non-favorable)
• Patients
• Clinicians




Perceived utility
Potential problems, liability concerns



Three useful empirical studies


Drew (2001)
• Patients with no-suicide contracts more likely to engage in
self-harm (retrospective chart review)



Kroll (2000)
• 41% of clinicians using no-suicide contracts had patients die
by suicide or make serious attempts while under an
agreement



Kelly & Knudson (2000)
• No empirical evidence supports the effectiveness of no-harm
contracts in preventing suicide.

General Conclusions from the
Literature

Agreements routinely used
 No empirical evidence of effectiveness


Reducing targeted behaviors?
• Direct and indirect markers of suicidality




Increasing use of emergency services?
Facilitating improved therapeutic relationship
or general treatment outcomes?

 Not theoretically driven or related

Some Troubling Trends and
Questions?
 Evidence of lack of formal training and

theoretical models for use with suicidal
patients
 Evidence of increasing use with those at
higher risk


Despite a lack of data on effectiveness

 Evidence of high-rates of

attempts/suicides while in use


41% made an attempt, completed suicide

Areas of Identified Need


Theoretical models driving use of
contracts/agreements with patients








When is it used?
Why?
Updated?
Eliminated?

What are the essential elements of an
agreement?
Differential impact across patient type?

 Outcome data re:


Impact on target behaviors
• Suicidal
• Use of crisis/emergency services
• Other treatment targets?




Therapeutic alliance
Overall treatment process

The Central Role of Competence
 Fundamental Assumptions






There is an inverse relationship between
impairment and competence
There is an inverse relationship between risk
level and competence
Risk level and impairment are fluid constructs



Chronic risk carries some limitations in
competence
•
•
•

In crisis management
Daily living
Therapy

P a t i e n t F a c t o r s i n A g r e e m e n t s w it h S u ic i d a l P a t i e n t s
C o m p e te n c e

C o m m it m e n t

C o l la b o r a t i o n

Competence is a complex
construct……..

C o m p e te n c e
I n fo r m e d C o n s e n t
M e n ta l S ta tu s

R is k L e v e l
A c u te

O b s e r v e d S k ills
C h r o n ic

C r is is M a n a g e m e n t
T h e ra p y

Commitment to……..

Commitment
Crisis Management
Self-Regulatory Skills
Internal
External

Therapy

Ability to collaborate……
C o lla b o r a tio n
T r e a tm e n t H is to r y

C r is is

O n g o in g T r e a tm e n t

Competent
Committed
Collaborative

Incompetent
Uncommitted
Lack of Collaboration

Impaired…..by Definition?
 Brad, a 20 year old Caucasian male……

died of a gunshot wound to the head.


I don’t want to be a burden on my parents anymore.
My life has always been full of depression. I’ve never
lived up to my potential. I’ve decided to end all of this
pain. I am at peace. Goodbye.

Robert, a 21 year old African-American

male………..died of a gunshot wound to the
head.
Well, I’ve come down to the fact that the people I care

about, depend on, and have supported in their time of
need, don’t give a crap about me. Thoughts of murder and
suicide constantly go through my head. What I’m I to do? I
don’t trust anyone. I’m not going to expose myself again to
the backstabbing, two-faced reality that is friendship. I want
to blow my brains out plain and simple. I’m not taking it
anymore.

Rethinking the Purpose of an
Agreement
 No-suicide contracts


Too narrow in focus, single target behavior
• Opportunity to integrate broader treatment issues





Implied meaning of contract
Compliance versus responsibility
The problem of competence

Theoretical Rationale for
Agreements
 Fundamental Assumptions





Required as a part of informed consent
Required as a part of the standard of care
with suicidal patients
Clarifies patient competence







Related to risk level
Clarifies collaborative nature of treatment
Identifies treatment targets
Addresses need for crisis management
Theoretical/therapeutic paradigms have
implications for issues of patient responsibility
and competence
Implicit versus explicit
Role of unconscious process

When Agreements are NOT
Appropriate
 High (imminent) risk patients


Acute and chronic distinctions

 Severely compromised competence


Symptom type and severity

 Lack of commitment


Objective and subjective evidence

 Inability or unwillingness to engage in

collaborative care

What’s a Commitment to
Treatment Agreement
 An explicit agreement that identifies

patient and clinician responsibilities in
ongoing care. Such an agreement always
includes a crisis response plan and
incorporates behaviors consistent with the
patient’s identified level of competence
and unique to his or her presentation.

Making Reasonable
Agreements
 Commitment to treatment






statement

Individualized
Concrete and specific
Enhanced individual responsibility
Commitment to living
Does not imply giving up control or right to
suicide

 Crisis response plan

Elements of a Good
Agreement?
 Defined as a commitment to



Living
Treatment and care

 Incorporates a crisis management or

response plan
 Specifically identifies responsibilities



Patient
Clinician

 Includes behaviors for which the patient

has demonstrated competence
 Is modified routinely



At request of patient or clinician
When indicated by clinical markers

 Is individualized

Commitment to Treatment
Statement





I agree to make a commitment to the treatment
process. I understand that this means I have
agreed to be actively involved in all aspects of
treatment including:
attending sessions (or letting you know when I
can’t make it)
voicing my opinions, thoughts, and feeling
honestly and openly, whether negative or
positive

CTS (continued)
 being actively involved

during sessions
 completing homework assignments
 experimenting with new behaviors and
new ways of doing things
 taking medication as prescribed
 implementing my crisis response plan.

CTS (continued)
 I also understand that, to a large degree,

my progress depends on the amount of
energy and effort I make. It it’s not
working, I’ll discuss it with my therapist. In
short, I agree to make a commitment to
living

Crisis Response Plan (CRP)
Components






Define crisis
Identify trigger(s) and associated thoughts,
feelings (suicidal belief system)
Specific goal is to reduce escalation of suicidal
crisis and reduce manifest intent
Moves from self-management to external
intervention
If not successful, access emergency care and
assistance in manner that facilitates skill
development

Crisis Response Plan









When thinking about suicide, I agree to do the following:
When I find myself making plans to suicide, I agree to do the
following:
1. Use my hope box.
2. Review my treatment journal
4. Do things that help me feel better for about 30 minutes, including
taking a bath, listening to music, and going for a walk
5. Repeat all of the above
6. If the thoughts continue,get specific, and I find myself preparing to
do something, I call the emergency number XXX-XXXX
7. If I’m still feeling suicidal and don’t feel like I can control my
behavior, I go to the emergency room

Crisis Response Plan Pointers


Be specific






Be concrete
Ensure safety, remove access, availability
Make it accessible






when to use, steps to take, where to go, what
numbers to call

put on a card, can be carried in a wallet or purse

Practice, role play
Periodically review and update
Use of STR

Crisis Response Plan (CRP)
Components
 Define crisis
 Identify trigger(s) and associated thoughts,

feelings (suicidal belief system)
 Productive response to deactivate suicidal
mode
 If not successful, access emergency care
and assistance in manner that facilitates
skill development

Crisis Response Plan










When thinking about suicide, I agree to do the following:
When I find myself making plans to suicide
1. Complete a STR and try to identify specifically what’s upsetting
me
2.Write out and review more reasonable responses to my suicidal
thoughts, including thoughts about myself, others, and the future
3. Review all the conclusions I’ve come to in my treatment log
4. Do things that help me feel better for about 30 minutes, including
taking a bath, listening to music, and going for a walk
5. Repeat all of the above
6. If the thoughts continue,get specific, and I find myself preparing to
do something, I call the emergency number XXX-XXXX
7. If I’m still feeling suicidal and don’t feel like I can control my
behavior, I go to the emergency room

Crisis Services and Availability
 Clear crisis management plan



integrated into informed consent statement
use of crisis cards

 Accessible referral sources




clarity of identifying those requiring long-term
care
out of center referrals following crisis
stabilization

 A Role-Play: Discussing Commitment to

Treatment

Countertransference Issues in
Suicidality
 Critical influence of attitudes towards

suicide
 Consequences:





Cognitive (this is just talk, I don’t have time for
this, I can’t handle this, I’ll be held responsible
Affective (guilt, anxiety, fear, shame)
Behavioral (withdrawal, avoidance, nondirective)

Countertransference Hate
 Transference hate manifested by

projection and provocation:
 You hate me so my hate for you is justified

The Problem of
Countertransference Hate
 A normal reaction
 Monitor and address in consultation,

supervision
 Unacknowledged feelings of anger,
anxiety, frustration, pose greater threat---will surface in other ways

Client Emotional Abuse
 A pattern of hostile, undercontrolled or

otherwise emotionally provocative verbal
behavior and boundary infringements that
are directed at the therapist

Provocation

 Something that provokes, arouses, or

stimulates

Classification of Provocatoins
Direct

Indirect

Ver bal devaluat ion: You really
don’t know what you’re doing;
How’d you get a license, I might
as well kill myself now
Direct act ions/ behavior s:
tantrums, repeated phone calls,
missed appointments, letter
writing,
I ndir ect act ions/ behavior s:
silence, refusal to talk,
noncompliance, arguing over trivial
issues, forgetting things,

Invalidating Environments
 Extreme, inappropriate responses







dismissed
trivialized
punished
attributed to unacceptable characteristics
(e.g., over-reactive, paranoid, manipulative)
even normal reactions pathologized

Therapist’s Disruptive Behaviors
 Being late, rescheduling appointments
 Ending appointments early
 Taking phone calls during sessions
 Forgetting critical information
 Not returning phone calls
 Daydreaming, distractibility

Responding to Provocation


Step 1: Explore client’s feelings





Attend to, label, and reflect the client’s feelings
Illicit additional thoughts or feelings about the current
situation, define the context for the provocation
Reinforce appropriate expression of negative affect,
or if inappropriate, place the problem within the
context of treatment

 Step 2: Help the client understand the

patterns of provocative communication





Summarize the client’s general pattern of
expression of negative affect
Link to recurrent suicidal crises
Identify purpose of negative affect

 Step 3: Introduce alternative ways to solve

interpersonal problems






Identify the mechanism for resolving the
problem/conflict in the future
Develop a specific plan for managing the
provocation in the future
Don’t reinforce maladaptive behavior

Treatment Resistance







What’s the function of the resistance?
Does it fit the developmental pattern?
What is the client afraid of if he/she complies?
Does the client agree with or misunderstand the
interventions?
Are the client’s skills inadequate?
What situational factors prevent change?

Treatment Resistance
 Is change inconsistent with the client’s

self-image?

Termination
 Clarify expectations, obligations, goals

from the beginning, document agreement
 Address financial issue from outset, plan
for non-payment
 Provide referrals, assist in transition
 Follow-up on withdrawals if continued care
indicated, document

Follow-up Procedures
 Monitoring of implementation of follow-up

plan, compliance-----specific
appointments, use of reminder
letters/calls, coordination with family

Additional Treatment,
Management
Strategies……..

Symptom Remission
Hierarchies
Symptom

Impairment Rating

5. Shame

10, I’ve had a lot of trouble
sleeping, I’m really run down
8, My panic attacks have returned,
I’ve missed work
6, I feel guilty for ending my
marriage
6, My depression is pretty bad and
it’s getting worse
5, I still feel ashamed of the abuse

6. Worry

4, I still worry all the time

1. Insomnia
2. Panic
3. Guilt
4. Depression

Cognitive Restructuring
 Use of ICARE model (along with the STR)






I: Identify the specific AT and core belief
C: Connect the AT to the distortion
A: Assess (evaluate) the thought/belief
R: Restructure the belief
E: Execute, act as though the belief were true

Suicidal Thought Record
Fi gure 9.3. Expanded Suicidal Thought Record/Self-Moni toring Sheet for Cogniti ve Restructuri ng
Trig gering Event(s)A

Had and a rgume nt
with my wi fe. S he
left and I was at
home alon e.

Suicidal Thoughts
BeliefsΒ

I t hough t I w as
wor thles s,
di dn’t deser ve
t o liv e.

S ve rit yC
e

DurationD

(1-10)

(1-10)

9

20
m inute s.

Fe elings E

Duration

(1-10)
Ange r,
fru strat io
n,
s adnes s.

Se ve rit y

A bout 15
m inute s.

New Belief

How m uch
I Believe
It G

I compl eted my ST R,
f inish ed th e ICA RE
re spons e.

I’m n ot
wo rthle ss
ju st
upse t.

10

(1-10)

9

Behavioral ResponseF

My most common distort ions:
Catastrophi zing, Emotional Reasoning, Magnifi cation/Minimizati on, Personalizat ion.

A
Β

P rov ide as muc h de tail as po ssible . Indi cate t he ful l c ont ext , wh at day , t ime , who was prese nt , what happened, and what di d you do?

Descri be t he spec ifi c thought(s) you h ad at the time . For example, “I thought of t ak ing an ov erdose, that I didn’t des erve to liv e, ev erybody would be be tt er of f if I was dead”.
C
De scri be t he i nt ensity or seve rit y of your t hou ghts on a sc ale of 1-10, 1 be ing mil d and 10 ov erwhe lming.
D
N ot e how long t he t hought s l ast ed, a f ew se conds, minut es, hours, or day s. Ple as e t ry t o be prec ise .
E
De scri be y our f ee lings such a s ange r, sad ness, gui lt, anx ie ty . Re membe r, you can fe el more than one thing at a time .
F
Comple te the IC ARE st eps.
G
Rat e the degree t o whic h you be li eve t he NE W B ELIEF (rati ng on a scale of 1-10).

Hierarchy of Beliefs
Belief s About Self

St rengt h of Belief ( 1- 10)

1. I’m worthless

10

2. I’m a terrible father

10

3. I can’t change

8

Belief s About Ot her s
1. Nobody cares about me

10

2. Everybody criticizes me

10

Philosophy of Living
Statement

 After careful review, much time and effort,

I’ve decided to make the following
changes in my rules for living:





Accept the fact that I’m not perfect and never
will be
Do the best job I can and feel good about it.
Work on accepting the things I can’t change

Skill Building
 Self-Monitoring, Crisis Management
 Problem

Solving
 Anger Management
 Interpersonal Skills
 Emotion Regulation
 Distress Tolerance

Use of a Skill Deficiency
Hierarchy
 Example:







Distress tolerance
Self-Monitoring
Emotion Regulation
Anger Management
Problem Solving
Interpersonal Skills

Self Monitoring
 Use of the STR on a regular basis
 Use of recurrent subjective ratings for

feelings and symptoms
 Repeated drawings and modifications of
the suicidal cycle
 Consistent use of the treatment log , daily
journal

Self Monitoring
 Use of mood graphs
 Use of audio/video taping for review and

analysis in session
 Use of a self-monitoring card

Self Monitoring Card




1. Label what you’re feeling: What are you
feeling? It can be more than one feeling. List all
the feelings you recognize.
2. Understand what you’re feeling:Recognize
and accept your feelings as normal. There is a
reason what you’re feeling even if it’s out or
proportion

Self Monitoring Card
 Letting your feelings go unchecked though

can create problems
 Respond to effectively regulate the
feeling: Use your emotion regulation skills
to facilitate recovery and reevaluate things
in a few minutes

Steps to Reducing Suicidal
Behavior






Commitment to treatment
Improved self-monitoring ability, understanding
of suicidal cycle
Improved ability to inhibit the cycle
Use of late cycle interventions---substitute
behaviors
Use of early cycle intervention---both cognitive
and behavioral (permanent) consistent with the
Philosophy of Living

Reducing/Eliminating Suicidal
Behaviors
 If suicidal behavior continues:









Adequate rapport/therapeutic alliance have
not been established
Motivation for treatment is poor
Continued ambivalence about suicide as an
option
Skill deficits prevent necessary interpersonal
communication
Symptoms so severe as to impair cognitive
functioning



Significant, severe personality
psychopathology

Emotion Regulation
 1. Identify the feeling:

How do you feel,

not what do you think?
 2. Express what you feel: Express what
you feel in a constructive manner (use
your treatment log, draw a picture)
 3. Respond to facilitate recovery: Do
something to facilitate recovery (do a STR,
take a walk, talk to a friend, take a hot
bath, listen to music…..)

Problem Solving
 1. Define the problem
 2. Identify your goal
 3. Generate alternatives
 4. Evaluate the alternatives
 5. Implement one
 6. Evaluate initial efforts and modify

approach

Interpersonal Skills
 Assertiveness (voicing your thoughts,

feelings, and needs in an appropriate way )
 Attentiveness (listening to the thoughts,
feelings, and needs of others)
 Responsiveness (responding to the
requests of others)

Anger Management





Step 1: stop and recognize what you’re angry
about
Step 2: ask the following questions: is it worth
doing anything about right now? Does it really
matter? How important will it be in a few hours,
days?
Step 3: if it’s important and warrants a response,
use your problem solving card

Anger Management
 Step 4: If it isn’t important

and won’t
matter in a few hours or days, then take a
few minutes to recover. Leave the
situation if needed----relax and recover.

Ethics and Suicidality:
Something to Think About
“ Ethics is that branch of knowledge
concerned with how humans make choices on
the basis of their values and systems of belief. It
is always personal, but by that very fact, it is also
social.
How one person acts, or fails to act, affects
to some extent the whole of society. That insight
lay at the heart of the Athenian democracy.
Making the right choice is always related to
knowledge of the facts, a systems of values and
the use of reason.”
Reverend James T. Clemons

Elements of Ethical
Competence
Awareness/Sensitivity
Knowledge
Willingness to Act
Judgment
Insight
And documenting all of the above!

Patient’s “Right” to End Their Lives
Role of Professional Paternalism—Carefully consider issues of
civil liberty as well as moral, existential, and philosophical
issues pertaining to suicide
Establish in advance comfort level about negotiating safety and
developing viable (time-limited) outpatient treatment plans
with suicidal patients
Always work from central ethical position of practicing in
relation to what is in the patient’s best interest

Risk Management
and Malpractice Liability


Plaintiff attorneys file malpractice wrongful death suits against
clinicians listing various complaints (i.e., failures of practice)



Plaintiff will argue that acts of omission or commission were
direct proximate causes of injury or death



The defending clinician’s practice will then be evaluated as per
the “standard of care”



The standard of care is established on a case-by-case basis by
experts on both sides who testify as to whether there was or
was not a failure to meet the standard of care

Malpractice and Negligence
 Dereliction

of

 Duty
 Directly

causing
 Damages

Malpractice: Outpatient
 Failure to address possible need for

pharmacotherapy
 Failure to specify criteria and implement
hospitalization
 Failure to maintain appropriate clinicianclient relationship
 Failure to evaluate for suicide risk: intake,
transition points, termination

Malpractice: Outpatient







Failure to secure previous records, inadequate
history taking
Failure to monitor mental status, changes
Failure to diagnosis
Failure to establish formal treatment plan
Failure to safeguard environment
Failure to document judgment, rationale,
observations

Three Pillars of Malpractice Liability
(Jobes & Berman, 1993)

Foreseeability

Assessment and documentation of risk
Treatment Planning

Documentation of plan based on determined risk
Follow-up/Follow Through
Documentation of executing and following the plan

Bcpa workshop2006[1]

More Related Content

What's hot (19)

Similar to Bcpa workshop2006[1] (20)

More from David Houke (10)

Recently uploaded (20)

Bcpa workshop2006[1]

Editor's Notes