In every forensic treatment setting, the forensic psychology professional must be aware of the role that suicide prevention plays in the larger system inside and outside forensic institutions. Both incarcerated offenders and individuals awaiting sentencing pose potential suicide risks. In addition, offenders on probation or parole may exhibit an increased risk of self-harm. Often, suicide risk is increased in the forensic setting because of factors ranging from shame and guilt to mental illness or fear. Suicide prevention is one of the most critical functions that a forensic treatment practitioner has in any forensic treatment setting.

Even though staff members in jails and prisons work hard at reducing suicides, people still choose to end their lives when they are in forensic treatment settings. Although some of these individuals suffer from pre-existing mental health conditions, many do not. Forensic treatment practitioners should be leaders and advocates for suicide prevention efforts in their forensic settings. In addition to basic policy knowledge, the savvy forensic psychology professional needs to be aware of local, state, and national efforts to reduce the instances of attempted and completed suicides in forensic treatment settings.

To prepare for this Discussion:

· Think about the components of suicide prevention and intervention approaches and programs. Consider the efficacy of these approaches and programs. Reflect on which of these components are important in forensic treatment settings.

· Select two components of suicide prevention and intervention approaches and programs that you think are important in forensic treatment settings, and consider why.

With these thoughts in mind:

By Day 3

Post a brief description of two components of suicide prevention and intervention approaches and programs that you think are important in forensic treatment settings, and explain why you think they are important.

Choi, N. G., DiNitto, D. M., & Marti, C. N. (2019). Suicide decedents in correctional settings: Mental health treatment for suicidal ideation, plans, and/or attempts. Journal of Correctional Health Care, 25(1), 70-83. 

Gottfried, E. D., & Christopher, S. C. (2017). Mental disorders among criminal offenders: a review of the literature. Journal of Correctional Health Care, 23(3), 336-346.

Johnson, M. E. (2017). Childhood trauma and risk for suicidal distress in justice-involved children. Children and Youth Services Review, 83, 80-84.

Lamberti, J. S. (2016). Preventing criminal recidivism through mental health and criminal justice collaboration. Psychiatric Services, 67(11), 1206-1212.

Mulay, A. L., Vayshenker, B., West, M. L., & Kelly, E. (2016). Crisis intervention training and implicit stigma toward mental illness: Reducing bias among criminal justice personnel. International Journal of Forensic Mental Health, 15(4), 369-381.

Vandevelde, S., Vander Laenen, F., Van Damme, L., Vanderplasschen, W., Audenaert, K., Broekaert, E., & Vander Beken, T. (2017). Dilemmas in applying strengths-based approaches in working with offenders with mental illness: A critical multidisciplinary review. Aggression and violent behavior, 32, 71-79.

Mental Health Counselor Scatterdesk

Case description document

A community mental health center includes a licensed clinical social worker, a psychologist who provides testing and other assessments, a child therapist and a staff of five counselors. The center also has a relationship with a psychiatrist at a nearby Free Clinic. A 31-year-old single mother of three children (ages 9, 5 and 3), has been seeing her counselor for four months and has become increasingly anxious over the past weeks. In the last few sessions she has disclosed that she feels frightened all of the time, is unable to sleep through the night, and worries that “something horrible is going to happen.” She admits to having a “couple of drinks” during the evening several times a week. She’s met with the social worker on two occasions to help her secure food stamps and get her children appointments at the local dental clinic. The children are now meeting for play therapy sessions with the child therapist during the time the mother is seeing her own counselor. She had met with the psychologist for an initial visit, but has not returned to complete any of the testing. At the end of the last appointment, the client disclosed that was very worried that she’s a horrible mother and is afraid that her children will be taken away and placed in foster care.

Memo from Child Therapist

I wanted you to know that I’ve been working with this client’s children for three sessions and the mother has granted permission for you to see the notes of the last session. Let me know if you want to talk about it.

Notes from child therapist’s session

Jane, age 9, Johnny, age 5, and Emma, age 3, met with me for their third counseling session. All children were dressed in clean clothing but Johnny was missing his socks and Emma’s shoes were falling apart. We spent the first half of the session working in the sand tray; the children then wanted to draw pictures. Themes that emerged for Jane centered on control and order; she appears to feel overly responsible for her siblings and very protective of her mother. Johnny’s play included themes of “secrets” and “hiding” – he is wary in the room and reluctant to engage in spontaneous play. Emma is very shy and has not spoken more than a few words in each of the sessions. During this session she was very tearful, which I have not previously observed. I believe it would be useful to consult with Jane’s and Johnny’s teachers.

Note from another counselor at the clinic

Hi – I wanted to let you know that your client showed up during the week thinking she had an appointment with you. I spoke with her for about 20 minutes – she was very anxious about some things a neighbor had said to her – but calmed down during our meeting. She appeared to have been drinking. I told her that I’d let you know she had been here.

Note from Psychologist

The client has still not returned to complete the assessment battery. I’d like to rule out Bipolar Disorder and further evaluate what I believe to be either paranoid or delusional thinking. There may be some Axis II features. Do you want me to write up a report now based on my meeting with her or should I wait until the full battery is complete?

Voicemail

This is Jane, the social worker. Your client called to ask if I could get her 3-year old girl enrolled in a day care program. She sounded very disoriented during the call. I’m considering asking Child Protective Services to evaluate the home. What do you think?

 

***USE THE ABOVE SCENARIO!!***

 

1. Describe how each of the professionals working in the counseling setting presented might collaborate in order to respond to any legal or ethical issues described in the scenario.
2. List the role of each professional in the counseling setting.
3. What function would each professional serve in terms of assessing or responding to any of the legal or ethical issues that may arise when working with this client?
4. Imagine that you are the counselor working with this student or client, and you will be serving as the lead person to coordinate efforts among the team of professionals at this setting.
5. Describe the strategies you would use to identify and implement effective collaboration between the professionals who may be working to provide assistance for this client. Include specific examples to illustrate some of the actions you would take.
6. Develop an effective communication to one of the professionals assisting your client:

For the student in the school counselor scenario: Compose a letter that you would send, with the student’s and his or her parents’ permission, to the school psychologist who will be seeing the student for an evaluation. In the letter, describe the reason for your referral, the relevant information you would like the psychologist to have about the student, and the information you’d like to receive after the evaluation is completed. (You may need to make up some of the details about the student and your work with him.)

 

Think carefully about information that would be useful for this professional to have about your client and any areas in which you want to respect the client’s privacy and confidentiality. Your letter should be approximately one page long and should be presented in the actual format you would use if you were sending it to the professional.

 

For the client in the mental health counselor scenario: You and the client agree she will meet with a psychiatrist for an evaluation. Compose a letter that you would send, with the client’s permission, to the psychiatrist. In the letter, describe the reason for your referral, the relevant information you would like the doctor to have about the client, and the information you’d like to receive after the evaluation is completed. (You may need to make up some of the details about the client and your work with her.)

 

Think carefully about information that would be useful for this professional to have about your client, and any areas in which you want to respect the client’s privacy and confidentiality. Your letter should be approximately one page long and should be presented in the actual format you would use if you were sending it to the professional.