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Full Course Description

Suicide and Self-Harm in Adolescents: Effective Assessment and Intervention Strategies for Young People in Crisis

Helping young people heal is your greatest reward.

But when treating adolescents with depression, anxiety, and trauma the full extent of their suffering is not always obvious.  Many in distress wear a mask of strength while secretly harming themselves or hiding their struggle with thoughts of suicide. You worry that you could be missing critical signs.

This seminar will provide you with the assessment tools you need to unmask self-harming and suicidal thoughts, adapt interventions from DBT and CBT to work with the distinct challenges of treating suicidal and self-harming adolescents, and manage the specific confidentiality and liability issues that accompany working with minors.

There’s too much at stake to be unprepared!

Purchase today and leave this critical program confident and capable in using these vital assessment tools and treatment techniques to bring hope and healing to vulnerable young clients!

Program Information

Objectives

  1. Employ clinical screening and assessment tools to help you determine which clients present the highest rick for suicide.
  2. Apply motivational techniques that engage resistant suicidal and self-harming teens in the therapeutic process.
  3. Develop strategies for incorporating schools and peer groups into your treatment plans for suicidal and self-harming clients, and communicate how this multi-systemic approach can improve treatment outcomes.
  4. Articulate how alternative coping strategies can be introduced in-session to help self-injuring clients manage triggering situations without engaging in self-harm.
  5. Communicate how clinicians can foster support among family members with techniques that promote problem solving and communication, and help young people feel in control and part of the therapeutic process.
  6. Utilize therapeutic interventions from Dialectical Behavior Therapy to improve your client’s coping skills and interpersonal effectiveness.

Outline

Suicide and NSSI

  • The relationship between suicide and self-injurious behavior
  • When clients present with depression, anxiety, trauma
  • Confidentiality, documentation, and legal considerations
Assessment Tools for Adolescents
  • Formal assessment tools for NSSI
    • Recency and frequency
    • Severity
    • Triggers
    • Who’s aware
  • Suicide risk assessment
    • SAFE-T
    • C-SSRS
    • Ideation, plan, means, intent
    • Level of risk, intervention and when to hospitalize
Motivational Interviewing Techniques That Engage Young People in Treatment
  • Tips to quickly establish rapport
  • Using the Stages to Change/Motivational Interviewing Model in Treatment
  • Overcome therapy interfering behaviors
  • When parents are ready for change NOW!
Adapt DBT for Use with Adolescents
  • Track suicidal and self-harming urges with diary cards
  • Reduce emotional reactivity and improve distress tolerance
  • Identifying emotions and triggers
  • Mindfulness practices and relaxation techniques
  • Reproducible handouts and checklists
CBT Interventions to Build Coping Skills and Manage Crisis
  • ”Thought flipping” to maintain positive focus
  • Address body image issues
  • Create opportunities to build resilience, self-efficacy and self-control
  • Handle suicidal crisis – self-soothing and distraction techniques
Effectively Work with Parents, Peers and Schools
  • Interpersonal effectiveness skills for adolescents
  • Training exercises to convey feelings/read the feelings of others
  • Integrate parents into treatment
    • Parental behaviors that can do more harm than good
    • Means restriction strategies for safe home environments
  • Involve schools and peers
    • Learn to build “Trusted Adult” support networks
    • Peer education approaches that create support
    • Minimize the impact of bullying

Target Audience

  • Social Workers
  • Psychologists
  • Counselors
  • Teachers
  • School Administrators
  • Case Managers
  • Marriage and Family Therapists
  • Addiction Counselors
  • Therapists
  • Nurses
  • School Counselors
  • School Social Workers
  • School Psychologists
  • Other Mental Health Professionals

Copyright : 11/10/2022

Awareness is Not Enough: A New Look at the Staggering Statistics of Adolescent Mental Health

The American youth of today are in crisis. While rates of adolescent depression and suicide in the U.S. have hit unprecedented highs, mainstream psychiatry persists in its adherence to a century-old model of treatment and prevention. . . a reactionary symptom-drug polypharmacy model that has, despite widespread and longstanding implementation, failed to reverse current mental health trends. 

This tragic status quo is one to which we are not bound, however. We HAVE tools with which we could prevent suicide, treat depression, improve patient outcomes, and turn the trend lines around. 

This lecture introduces a novel Functional Psychiatry model of treatment and prevention spanning both psychosocial and biological factors - biomarkers linked to an increased risk of depression and suicide. It explores research supporting the utility of biomarkers such as genetic mutations and essential nutrient deficiencies, as well as lab screenings to illuminate chronic underlying conditions robustly associated with neuropsychiatric dysfunction.  

Bridging research, concept, and application, this presentation seeks to redefine modern treatment and prevention efforts, and reshape systems meant to provide a lifeline to those in urgent need of our attention, care, and support. Through biomarker testing in accordance with a Functional Psychiatry model, today’s providers are equipped with evidence-based tools capable of improving patient outcomes, and turning the tides of the youth mental health crisis. 

Program Information

Objectives

  1. Elucidate the limitations of the traditional psychiatry symptom-drug polypharmacy model of treatment and prevention. 
  2. Identify two or more biologic factors associated with an increased risk of psychiatric dysfunction, and evidence-based strategies for the objective identification and/or assessment of those factors. 
  3. Discuss the physical and mental health implications of undetected Celiac disease. 
  4. Identify one or more micronutrient cofactors influencing the rate-limiting step in serotonin synthesis.  
  5. Discuss the relevance of sleep (quality/quantity) to mental health, and identify two or more evidence-based strategies for correcting sleep dysfunction. 

Outline

The American Youth in Crisis 

  • An overview of recent trends and statistics 
  • How is the popular media framing this crisis? How is scientific research literature? 
    • Psychosocial and environmental contributors 
  • The established treatment and prevention paradigm: a closer look 
    • Strengths and limitations of the traditional symptom-drug polypharmacy model 
    • The widening gap between research innovation and clinical practice: opportunities for change 

Functional Psychiatry: Expanding & Enhancing the Paradigm 

  • Traditional models dismiss biology / biologic contributors to mental health: why this is a critical omission 
  • An evidence-based, dimensional model of psychiatric etiology 
    • Genetics x environment x epigenetics x metabolism x neurochemistry = health 
  • Functional Medicine: an evidence based, comprehensive model for diagnosis, treatment, and prevention 

Genetics 

  • Single-nucleotide polymorphisms (SNPs) and their relevance to psychiatric etiology 
  • SNP testing as a means to guide clinical decisions, predict individual responses to treatments 
  • Strengths and limitations of the research 

Low-Dose Lithium 

  • Overview of the research corroborating lithium’s nutritional essentiality 
  • Overview of the research illuminating lithium’s anti-suicide properties 
  • Biologic mechanisms underlying lithium’s neuroprotective, mood-stabilizing, anti-suicide effects 
  • Elucidating the dose-response curve: pharmaceutical vs. nutritional/low-dose lithium 
  • Strategies for testing and assessment 
  • Clinical indicators of deficiency 
  • Strengths and limitations of the research; risks and benefits of supplementation 

PANS/PANDAS 

  • Introduction, review of common symptoms, etiology, and pathogenesis 
  • Neuropsychiatric signs and symptoms 
  • Implications of misdiagnosis, relevance to pediatric psychiatry 
  • Testing 
  • Strengths and limitations of the research 

Celiac Disease 

  • Introduction, review of common symptoms, etiology, and pathogenesis 
  • Implications of misdiagnosis and lack of treatment 
  • Testing 

Ultra-Processed Food 

  • Rate of consumption in American youth 
  • Exploring research showing robust correlations with adverse mental health outcomes 
  • Strength and limitations of the research 
  • Implications for clinical practice 

Nutrition 

  • Fundamentals of human biology; commonly ignored by mainstream models 
  • The laws of human nutrition: you are what you eat / you are what you don’t eat 
  • Neurobiologic and neuropsychiatric implications of chronic malnutrition 
  • Where does nutrition “fit” into a modern, evidence-based Functional treatment model? 

Vitamin D 

  • Overview of roles, biologic essentiality 
  • Spotlight: serotonin synthesis 
  • Common causes of deficiency  
  • Research illuminating robust correlations between Vitamin D deficiency and psychopathology 
  • Testing 
  • Strengths and limitations of the research; risks and benefits of supplementation 

Zinc 

  • Overview of roles, biologic essentiality 
  • Spotlight: neurotransmitter synthesis, digestion 
  • Common causes of deficiency  
  • Testing 
  • Strengths and limitations of the research; risks and benefits of supplementation 

Magnesium 

  • Overview of roles, biologic essentiality 
  • Spotlight: neurotransmitter synthesis, HPA Axis modulation 
  • Common causes of deficiency 
  • Clinical indicators of deficiency 
  • Strengths and limitations of the research; risks and benefits of supplementation 

Biochemical Individuality 

  • Limitations of “one size fits all” models  
  • How biochemical individuality can inform a novel paradigm for treatment and prevention 

“Vitamin S”: Sleep 

  • What does sleep accomplish, physiologically? 
  • How much sleep do we need? Are kids today getting enough? 
  • Physical, neuropsychiatric ramifications of inadequate sleep, sleep dysfunction 
    • Research examining links between sleep and suicide. 
    • Limitations of the research 
  • Evidence-based sleep solutions 

Conclusion 

Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Nurses
  • Physicians
  • Physicians Assistants

Copyright : 11/03/2023

Suicidal Risk Among Youth: Challenges and Keys to Moving Forward Post-Pandemic

The latest evidence shows youth’s suicidality has increased.  

Youth have been disproportionately affected by COVID-19 due to greater social isolation, anxiety, depression, and other mental health concerns. As helping clinicians, we must stay abreast of the most effective suicide prevention programs our young clients so desperately need.  

David A. Jobes, Ph.D., ABPP,. the creator and developer of Collaborative Assessment and Management of Suicidality (CAMS), is an internationally renowned expert in suicidology and treating suicidal risk.   

In this session, Dr. Jobes will guide you through:  

  • Integrated and applied explanation of current research on the impact of COVID-19 on contemporary youth mental health and suicide risk 
  • Evidence-based assessments, interventions, and treatments for managing suicidal risk and helping young clients grow  
  • The future of youth suicide prevention and exploration of mental health nuances in a post-pandemic world  

This session will leave you feeling confident and capable in your ability to move young clients toward hope and healing! 

Program Information

Objectives

  1. Describe the impact of COVID-19 on contemporary youth mental health and suicide risk in youth.
  2. Utilize specific evidence-based tools for screening and assessing suicidal risk among youth.
  3. Implement effective management of acute risk and treatments of suicidal risk in youth.

Outline

  • Youth Mental Health and Suicide Risk: An Overview
  • The Impact of the COVID-19 Pandemic – Know What’s Different!
  • More Efficient and Streamlined Screening/Assessing Suicidal Risk
  • Step-By-step Guidance For Managing Suicidal Crises
  • Nuances To Treating Suicide Risk Among Youth
  • How to Decrease Suicidal Risk by Improving Mental Health

Target Audience

  • Psychologists
  • Social Workers
  • Counselors
  • Marriage & Family Therapists
  • Speech-Language Pathologists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • School Administrators
  • Teachers/School-Based Personnel

Copyright : 08/05/2021

New Insights and Strategies: Crisis Safety Planning with Youth and Teens

Suicide is a leading cause of death among young people. Assessment, management and treatment is particularly important with those youth who struggle with behavioral health challenges. This recording will offer insights and specific strategies for the practicing clinician.

Program Information

Objectives

  1. Assess suicidal behavior and manage suicide risk in youth.
  2. Construct interventions for youth in building healthy relationships.
  3. Develop skills and interventions to support healthy self-regulation in young clients.

Outline

  • Learn effective management of suicidality in youth
  • Employ evidenced-based management of suicide risk in youth
  • Gain insight into relational strengths that help youth
  • Feel more connected develop strategies for developing self-regulation capacities in youth

Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Psychotherapists
  • Therapists
  • Marriage & Family Therapists
  • Addiction Counselors
  • Case Managers
  • Physicians
  • Nurses
  • Other Mental Health Professionals

Copyright : 09/10/2021

Self-Harm, Suicide and Depression in the Schools

The school years are fraught with turmoil and strife for kids. In addition to the usual unrest, many of your students will be affected by emotional and/or mental health issues. They may present with dropping grades, decreased class participation and negative acting-out behavior. For some students, these issues escalate into more severe and complex behaviors that cause harm to both themselves and others.

These students often become emotionally withdrawn, exhibit extreme mood swings, become severely depressed and may even resort to self-harm and/or suicide. These issues pose a serious challenge to you and your school.

As an educator, you are in the unique position to identify, help and support these struggling students. This recording will examine the best strategies for identification, prevention and postvention among students with depression, self-harm and suicidal ideation. Emphasis will be placed on understanding how to detect and respond to at-risk students at the individual level, classroom level and school-wide level.

You will learn strategies, techniques and interventions to provide the appropriate support and effectively help students cope. Whether you are a classroom teacher, school counselor/psychologist/social worker, administrator or support staff, you will leave this seminar armed with tools you need to connect with and help students who most need your help.

Program Information

Objectives

  1. Integrate techniques to build students’ social/emotional skills, thus increasing the likelihood to establish positive relationships.
  2. Recommend effective methods to detect the hidden signs of depression, self-harm & suicide and put to practical use in the schools.
  3. Implement techniques that promote resiliency among all students thus improving their social and academic success.
  4. Explore a collaborative approach to integrate SEL into the curriculum.
  5. Ascertain the underlying reasons for self-harm & suicide in order to improve your connection with the student.
  6. Provide guidelines for notifying and engaging parents.
  7. Specify a suicide intervention team and delineate the role of each member.
  8. Establish best practices for postvention plans in the aftermath of a suicide.

Outline

Today’s Mental Health Issues in our Classrooms

  • Prevalence of depression, self-harm and suicide
  • The first line of defense: Role of teacher & school
  • Confidentiality & sharing of information
  • A collaborative approach
Depression: Identify and Reach At-Risk Students
  • Telltale and hidden warning signs
  • Key factors determining susceptibility, vulnerability and recovery
    • Emotional reserve
    • Emotional resiliency
  • Creative strategies to reach at-risk students
    • Sorry 7 & Super 7
    • Activities to enhance connection
    • Techniques to increase engagement
  • Classroom & school-wide accommodations
Self-Harm: Develop a Protocol for Handling the Silent School Epidemic
  • Modes of self-harm: Similarities and differences
  • Understanding the “why” of self-harm
  • Protective factors & risk factors
  • The interconnected role of addiction, self-harm & suicide
  • Approaching and connecting with the student
  • Strategies to support the at-risk student
    • Techniques to engage the disengaged
    • Methods to build coping skills
  • Notifying and engaging the parents
Create a Suicide Crisis Team: Guidelines to Recognize and Respond to Suicidal Behaviors
  • Recognizing the underlying reasons
  • Risk factors: Low/medium/high level of risk
  • Imminent warning signs – the strongest predictors
  • What to do when you suspect or hear of ideation
  • Approaching and connecting with the student
  • Strategies to:
    • Address and respond to ideation
    • Cope with a suicide attempt
    • Mobilize staff
  • Notifying and engaging the parents
  • Is suicide contagious?
Prevention Toolkit: A Guide to Help Prevent Depression, Self-Harm and Suicide
  • The role of Social/Emotional Learning (SEL) in preventing depression, self-harm and suicide
  • A collaborative, strategic approach to integrate SEL into the curriculum
    • Empower students
    • Promote connection
  • Case example: Effective K-12 SEL approach to prevention
After Suicide: Postvention Plans for Schools
  • Short-term strategies
  • Long-term, school-wide interventions
  • Minimizing risk of self-harm & suicide contagion
  • Case example: Successful postvention plans

Target Audience

  • Classroom Teachers
  • Special Education Personnel
  • Principals and Other Administrators
  • School Psychologists
  • School Counselors
  • Social Workers
  • School Nurses
  • School Safety Specialists
  • School Resource Officers
  • Other People working with Kids

Copyright : 12/11/2018