The types of biases addressed are those that primarily stem from cognitive psychol-ogy, as well as social and cultural sources of bias. This paper addresses the need for a revised training model in SRA and SRF, and proposes a model of training that incorporates the acquisition of skills, relying heavily on case application exercises.Ĭoncerns about bias which may arise in the child custody evaluation process have recently attracted critical attention. Based on data collected via an SRA, an SRF is a process whereby the psychiatrist forms a judgment about a patient's foreseeable risk of suicidal behavior in order to inform triage decisions, safety and treatment plans, and interventions to reduce risk. An SRA gathers data about observable and reported symptoms, behaviors, and historical factors that are associated with suicide risk and protection, ascertained by way of psychiatric interview collateral information from family, friends, and medical records and psychometric scales and/or screening tools. Moreover, the standard of care requires psychiatrists to foresee the possibility that a patient might engage in suicidal behavior, hence to conduct a suicide risk formulation (SRF) sufficient to guide triage and treatment planning. Although a suicide risk assessment (SRA) is a core competency requirement, many lack the requisite training and skills to appropriately assess for suicide risk. Psychiatrists have significant opportunities to identify at-risk individuals and offer treatment to reduce that risk. Suicide and suicidal behaviors are highly associated with psychiatric disorders. The development of innovative psychological and psychosocial treatments needs urgent attention. Some evidence suggests that different forms of cognitive and behavioural therapies can reduce the risk of suicide reattempt, but hardly any evidence about factors that protect against suicide is available. Most people struggling with suicidal thoughts and behaviours do not receive treatment. Personality and individual differences, cognitive factors, social aspects, and negative life events are key contributors to suicidal behaviour. In this Review, we describe key recent developments in theoretical, clinical, and empirical psychological science about the emergence of suicidal thoughts and behaviours, and emphasise the central importance of psychological factors. Although many risk factors have been identified, they mostly do not account for why people try to end their lives.
The causes of suicidal behaviour are not fully understood however, this behaviour clearly results from the complex interaction of many factors.
Ideally, future research in this area would focus more heavily on assessment of student competencies and how well students are prepared to respond to suicide. Additionally, these training practices should include attention to the CACREP standards and should be theoretically grounded in pedagogical frameworks. Results indicated that more research is necessary to determine best practices for teaching suicide response to counselors in training. These 26 articles were coded using quantitative content analysis procedures. From an initial pool of 71 potentially applicable articles found in Counseling, Psychiatry, general mental health, Psychology, and Social Work journals, 26 articles were found to meet inclusion criteria by specifically exploring the impact or efficacy of different pedagogical practices relevant to suicide response in counselor training.
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The authors used a quantitative content analysis methodology to explore the available literature on pedagogical practices for teaching counselors how to work with suicidal clients.
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