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Southern New Hampshire University Depression and Suicide Intervention Discussion
Discussion 2: Depression and Suicide Intervention
When working with adolescents you will likely be faced with issues of depression, anxiety, and suicidal ideation and even attempts. For youth between the ages of 10 and 24, suicide is the third leading cause of death in the United States (Centers for Disease Control and Prevention, 2012). It is essential to understand the risks associated with teen suicide and intervention strategies to address this issue.
By Day 4
Post a review of the literature on adolescent depression and suicide and identify an evidence-based intervention that addresses these issues. Then, apply that intervention to either the Brady or Tiffani case. Describe the possible risk factors the client presents that would make him or her at risk for depression and suicide. Then, plan an intervention for that client to address these issues.
Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
By Day 6
Respond to at least two colleagues who identified a different client and provide feedback and/or support.
Support your responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
Colleague 1:Rachel Ramsey
Challenges with adolescents are common during these years, though when left unaddressed many risk factors are cultivated. Conceptually, depression is a high-risk factor for suicidal behavior amongst youth (Devenish et al., 2018). Devenish et al., (2016) methodical review of psychological interventions to prevent and treat depression in adolescents. Moreover, the study determined that Cognitive Behavioral Therapy (CBT) interventions produce pre and post declines in suicidality with average consequential sizes and are least effective than pharmacotherapy in reducing suicidality (Devenish et al., 2016).
In the case study of Tiffani Bradley, there is demonstrated repetitive trauma endured. There is a multitude of factors that may correlate to Tiffani experiencing feelings of hopelessness. Risk factors consisting of depression and suicidality are evident with Tiffani. She experienced separation and loss of her family, thoughts of being unwanted, and being sexually abused and eventually pimped by Donald, as these experiences heighten the risk factors. An evidence-based practice (EBP) that would benefit Tiffani is implementing a course for Adolescents Coping with Depression (ACD). LeCroy and Williams (2013) suggest the overall approach of this intervention is to intercede in the dysfunctional cognitions and alter the adolescents’ interactions within their environment. ACD and CBT are comparatively similar in their strategies when working with youth (LeCroy & Williams, 2013).
ACD consists of six sessions in communication and problem solving in which adolescents discover active listening, problem-solving, and negotiation skills (LeCroy & William, 2013). Further, ACD will permit Tiffani to effectively increase enjoyable activities while developing self-change skills, establishing realistic goals, creating a plan for change, and self-reinforcement (LeCroy & Williams, 2013). Also, the last two sessions of the ACD course integrate the proficiencies to assess how to predict and plan for potential problems (LeCroy & Williams, 2013). Undoubtedly, Tiffani will encounter many relationships in her life, as she may feel distrust in others due to pre-existing factors of her past. Lastly, planning for impending challenges is critical with Tiffani, as this will allow her to develop solutions and apply them to future dilemmas.
References
Devenish, B., Berk, L., & Lewis, A. J. (2016). The treatment of suicidality in adolescents by psychosocial interventions for depression: A systematic literature review. Australian & New Zealand Journal of Psychiatry, 50(8), 726–740. https://doi[1]org.ezp.waldenulibrary.org/10.1177/0…
LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence[1]informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wile
Colleague 2: Kristine
In the article I found for this discussion titled, Anxiety and Depression in Children and Adolescents, written by the CDC, found on the website, the most important comment I read was that parents should first “reach out to the primary care physician or mental health specialist about having an evaluation done” (CDC, 2021).
The EB intervention that addresses the issues
Child therapy, family therapy, or both are known to help the child process the events causing the depression or suicidal ideation. The involvement of the school they attend is also included and can be helpful in some situations.
Applying therapy to the case of Brady
Brady, a 15-year-old Caucasian male, recently suffered the loss of his mother, presents as immature and below average intelligence and emotional functioning, according to Plummer (2014) in Social Work Case Studies: Concentration year. Steve, Brady’s father has become angrier and more alienated from his son not helping him through the grieving process since the passing of his mom, causing him to grieve the loss of both parents. After the initial assessment to see what stage of development Brady is, I would incorporate child therapy in the form of play therapy as this may be beneficial to help him relax and start making sense of his situation. Once rapport is built, bring into play the other techniques of drawing and creating a genogram as the social worker did in the case study, engaging Brady to think about who is the most important to him in his life, working down to who is the least important. This will help Brady organize his thoughts on each person and maybe share stories about why he placed them in the order he did for the genogram. This could lead to the sharing of fond memories, or the troublesome ones that surround his relationship with his father.
Possible risk factors for depression/suicidality
In the case of Brady, the biggest risk factor is the trauma of losing his parents at almost the same time. His mother passed away, gone for good, but his father checked out, not really seeing the trauma through his son’s eyes because his vision was clouded by only his loss. That trauma is enough to push Brady farther away and down that path of destructive thoughts and depression, unless someone notices the changes and gets him some help.
Intervention plan
My first goal would be to assess Brady for appropriate developmental stage appropriate intervention strategies. Then I would schedule sessions that are structured around that stage to help build him up from the low he is currently in. I would incorporate the use of many different tools to help teach him healthy coping skills, things like role play, puppets, or even empty chair therapy. After using the empty chair therapy to help him practice talking to his dad about his feelings, I would begin combined sessions, so that Steve can learn from his son how the loss has affected him and how he feels in that moment he lost his mother, he actually lost them both. I would continue to work with them until they have the balance that they need to be a constructive, beneficial family unit.
References
CDC (2021) Center for Disease Control. Anxiety and Depression in Children and Adolescents.
Plummer, S. -B., Makris, S., & Brocksen, S. M. (eds). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader]. Working with Families: The Case of Brady (pp. 26-28)
