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SOCW 6090 Walden University Assessing Suicide Risk Discussions Replies

SOCW 6090 Walden University Assessing Suicide Risk Discussions Replies.

Respond to at least two colleagues in the following ways: Provide suggestions to manage the emotional responses your colleague identified. Explain why consideration of culture is important when working with diverse clients. DB 1 Shirley DISCUSSION: Assessing Suicide Risk Suicide can occur anytime, with little warning, impacts people of all ages, creeds, colors, genders, racial groups, and throughout the human lifespan.According to(Osteen et al., 2014), suicide is the eleven-leading cause of death in the United States, as reported by the CDC ( Centers for Disease Control).Social workers play a pivotal role in identifying appropriate risk assessments and implementing safety plans. In the video, Dr. Sommers-Flanagan’s suicide risk assessment consisted of the following: risk factors, depression assessment, exploration of suicidal ideations(client’s thoughts about suicide), exploration of a safety suicide plan, determination of suicide or intent, and developing a collaborate safety plan ( Clinical Interviewing: Intake, assessment and therapeutic alliance {Video file}. In the video clip, Tommi presents as an AmericanIndian/Alaska Native female ( early twenties), with a history of two suicide attempts, substance abuse addiction, family history of physical abuse, and the suicidal death of her close friend.Tommi maintains strong tribal ties to her Indian heritage yet may be feeling disconnected from her immediate family.From an empathic stance, Tommi desperately wants a loving connection with her family but cannot surrender the pain and hurt she feels inside.The use of drugs and alcohol may be her way to escape from reality.However, Tommi reflected on engaging in singing, writing poetry, and exercising to help her feel better.Moreover, Tommi felt emotional when leaving messages on the wall for her family before hanging herself.It was ribboning to hear because she would not be there to see their reactions. In the AI/AN ( American Indians/Alaska Natives culture, suicide rates have increased since 2003 ( Leavitt et al., 2018).In fact, (Leavitt et al., 2018) states theNational Violent Death Reporting System asserts AI/AN deaths was 21.5 per 100,000, more than 3,5 times higher than those among racial/ethnic groups with the lowest rate ( p. 237). Suicide is a difficult situation, and social workers should view it as an imminent matter.In Tommi’s situation, the social worker must consider her cultural background.It is also essential to reflect on cultural differences when conducting risk assessment ( Chu et al., 2013). In the case of Tommi, she has made two attempts to commit suicide.Therefore, during the first week, my safety plan would consist of the following: identifying warning signs, coping methods to address suicidal thoughts, two persons to notify when her mood changes, and removing any weapons. During the first month, the following things would be added: collaborating with Tommi to include a list of places to call ( including 911) and significant people to contact, identify reasons to live, list mental health providers to contact during a crisis, and steps taken to remove any access to harming self. In Tommi’s case, after conducting a depression assessment, it may be prudent to the following risk assessment tool: Beck Depression Inventory or Beck Scale for Suicidal Ideation ( Cochran-Brink et al., 2000).The Beck Depression Inventory consists of twenty items addressing the severity of depression ( p. 446).Furthermore, the Beck scale addressing suicidal ideations consists of nineteen items ( p. 447).My preference would be to use the Beck suicidal ideation scale because when asked by Dr. Sommers-Flanagan, Tommi confirmed thoughts of taking her life and the steps she would take.This tool is useful for assessing her thoughts, plans, and intent to commit suicide ( p. 447). Given Tommi’s AJ/AN heritage background, the social worker should be aware of cultural competence when developing a Tommi safety plan.According to(Leavitt et al.,2018),Tommi’s culture decedents are more likely to have a friend’s or family member’s suicide contribute to their death; in this case, Tommi’s friend committed suicide.The social worker should also recognize Tommi’s drug addiction as a risk factor for suicidal behavior ( p. 241). References: Cochrane-Brink, K. A., Oxon, D. P., Lofchy, J. S., & Sakinofsky, I. ( 2000). Clinical rating scales in suicide risk assessment. General Hospital Psychiatry, 22, 445-451. Chu, J., Floyd, R., Diep, H., Pardo, S., Goldblum, P., & Bongar, B. ( 2013). A tool for the culturally competent suicide assessment:The Cultural Assessment of Risk for Suicide (CARS) measure.Psychological Assessment, 25(2), 424-434.Doi:10.1037/a00312664. Leavitt, R. A., Ertl, A., Sheats, K., Petrosky, E., Ivey-Stephenson, A., & Fowler, K. A. ( 2018).Suicides among American Indian/American Alaska Natives-National Violent Death Reporting System, Morbidity and Mortality Weekly Report, 67(8), March, pp. 237-242. Osteen, P. J., Jacobson, J. M., & Sharpe, T. L. ( 2014).Suicide prevention in social work education: How prepared are social work students? Journal of Social Work Education, 50(20, 340-364. Sommers-Flanagan, J., & Sommers-Flanagan, R. (Producers).(2014). Clinical Interviewing: Intake, assessment, and therapeutic alliance [Video file]. DB 2 Julia Identify elements of Dr. Sommers-Flanagan’s suicide risk assessment. Dr. Sommers-Flanagan’s suicide risk assessment consisted of 11 elements. Dr. Sommers-Flanagan began the assessment by discussing Tommi’s mood and exploring any depressive symptoms (Sommers-Flanagan & Sommers-Flanagan, 2014). The next element was a cultural check-in followed by a cognitive triad assessment to address Tommi’s Native Alaskan culture and explore Tommi’s thoughts of herself, the world and the future (Sommers-Flanagan & Sommers-Flanagan, 2014). The assessment continued by assessing for physical symptoms and assessing social relationships; Tommi shared she had difficulty sleeping, had some friends but they called her a zombie (Sommers-Flanagan & Sommers-Flanagan, 2014). Dr. Sommers-Flanagan continued by asking Tommi directly about thoughts of suicide, asking about exceptions when she was not having suicidal ideations and asked Tommi if she had a plan on how she would kill herself (Sommers-Flanagan & Sommers-Flanagan, 2014). Dr. Sommers-Flanagan then explored previous attempts, explored intent in the present to see if Tommi was still actively thinking about suicide and then collaboratively discussed a safety plan (Sommers-Flanagan & Sommers-Flanagan, 2014). Throughout the assessment, Dr. Sommers-Flanagan would begin each question by stating that sometimes people have such and such symptoms when they are upset and then asked Tommi about her symptoms; I believe this allowed Tommi to feel a bit more at ease when answering since she knows that she is not the only one who has faced similar challenging symptoms. Describe any personal emotional responses you would have to Tommi’s revelations and reflect on reasons you might experience these emotions. A personal emotional response I would probably have to Tommi’s revelations of depressive symptoms, active thoughts of suicide as well as past attempts would be that unfortunately it’s common now a days. I believe I would have this response because when I began working with the adolescent population, I was shocked to find out how many children have suicidal ideations and also attempt suicide. I try not to let it get to me anymore because it’s common within my work, but when I first began hearing about young children/adolescents with these same symptoms and attempts, it made me really sad and confused as to why so many young individuals are experiencing these thoughts and feelings. Describe the elements of safety planning that you would put in place as Tommi’s social worker in the first week and in the first months. As Tommi’s social worker I would create a safety plan with her within the first day/week of meeting with her, just as Dr. Sommers-Flanagan did. I would work with Tommi to identify what some of her triggers were and some of her coping skills/activities she enjoys to do, which may assist her when she is upset and down. Each week that I would meet with Tommi, I would ask her to rate her depression and thoughts of suicide on a scale of 1-10. I would also implement journaling with Tommi, so she can write down each day a little on how she feels, whether it is happy or sad and to describe why. I would work with Tommi to identify someone at Job Corp who she feels comfortable with, so that person can be a support to her and check in with her throughout the week. Identify a suicide risk assessment tool you would use at future sessions to identify changes in her risk level. Explain why you would use this tool. To assess changes in Tommi’s suicide risk level I would utilize The Columbia-Suicide Severity Rating Scale (C-SSRS). I would use the C-SSRS because it is an assessment tool that assists to gather information on the full range of suicidal ideation and suicidal behavior and is also suitable to use on individuals of all ages (Greville, 2017). Additionally, the C-SSRS is a screening tool that can easily be administered by nonmental health professionals, which would assist myself as her social worker, since the adults around her at Job Corp (teachers, guidance counselor, residential staff etc.) can also administer it if they have concerns (Greville, 2017). If the adults in Tommi’s life administer the same assessment and report back to me the concerns, it would be easier to understand what red flags were shown since I would know they would be asking and assessing the same items I would have. Explain any adjustments or enhancements that might be helpful given Tommi’s cultural background. Support your ideas with scholarly resources. “Current mortality statistics reveal that suicide is the second leading cause of death for American Indian/Alaska Native populations aged 15 to 24 years of age, the third leading cause of death for ages 5 to 14 and 25 to 44 years of age, and the eighth leading cause of death for decedents of all ages” (Alcántara & Gone, 2007, p. 461). Given Tommi’s Native Alaskan culture and the rising suicide statistics, I would enhance the questions regarding her culture to get a better understanding of the life she lived when she was home and not at Job Corp. Having more information from Tommi’s cultural background would assist in trying to figure out the underlining cause of her suicidal ideations and attempts, since she mentioned family troubles and wanting to “send a message to her parents”, so they could know everything that ever hurt her (Sommers-Flanagan & Sommers-Flanagan, 2014). “The leading method of suicide among the American Indian and Alaskan Native youth was death by firearms followed by hanging” (Alcántara & Gone, 2007, p. 461). Tommi mentioned her plan for suicide was shooting herself in the head, but not having a gun available and her second plan was to hang herself in her room (Sommers-Flanagan & Sommers-Flanagan, 2014). There seems to be commonalities among the Alaskan Native youth and as a social worker who is unfamiliar with the culture, it is important to ask more questions about the culture. Learning more about the Native Alaskan culture may help identify different risk factors than other cultures. “… racism and general stress have been previously referenced as risk factors in suicidal behaviors for American Indian and Alaskan Native’s” (Alcántara & Gone, 2007, p. 468). Although racism and stress can be a common risk factor, it is important to explore what does racism look like for Tommi since she is Native Alaskan and how she may have experienced stress. References: Alcántara C, & Gone JP. (2007). Reviewing Suicide in Native American Communities: Situating Risk and Protective Factors within a Transactional-Ecological Framework. Death Studies, 31(5), 457–477. Greville, L. (2017). Children and families forum: Suicide prevention for children and adolescents. Social Work Today. Retrieved from html Sommers-Flanagan, J., & Sommers-Flanagan, R. (Producers). (2014). Clinical interviewing: Intake, assessment and therapeutic alliance [Video file].
SOCW 6090 Walden University Assessing Suicide Risk Discussions Replies

CSU Global Campus Conditional Probability Discussion

CSU Global Campus Conditional Probability Discussion.

Read Example 1 and explain your take away. Add additional information. Your document should include minimum 150 words plus credible references. Example1:Conditional probability means that the probability that event A will occur given that event B has already occurred (Holmes, Illowsky, Dean, & Hadley, 2017). A real life example would be my commute to work. Knowing my commute time, I know if I leave my house by 8:25 (event B), I can get to my job by 9:00 (event A). If I leave later than 8:25, I will not get to my job on time. So if event B does not occur at a certain time, event A will not occur and I won’t be on time for work.This example is dependent, neither independent or mutually exclusive, meaning the events can’t happen if the other one doesn’t occur. If I leave for work by 8:25, I will arrive to work by 9. If I leave any later than 8:25, I will arrive to work after 9.The multiplication rule could be used for this example. To find the probability of me making it to work on time I would need to figure out what the probability would be if I left any later than 8:25 and still arriving to work on time. The probability of me arriving by 9 will decrease the later I leave. For example, if I left 20 minutes late, the probability of me arriving on time would be low. Because this is a dependent event, the formula used is P (A and B) = P (A) x (B|A) (Multiplication Rule in Probability, n.d.).References: Holmes, A., Illowsky, B., Dean, S., & Hadley, K. (2017, Nov. 30). Introductory business statistics. Houston, TX: OpenStax. Retrieved from… CC BY v4.0Multiplication Rule in Probability. (n.d.). Retrieved August 26, 2020, from…
CSU Global Campus Conditional Probability Discussion

Feminist Analysis Of The Glass Menagerie English Literature Essay

online homework help Feminism theory is a diverse collection of several other theories such as social, political movements and moral philosophies. The feminism theory usual revolves around gender and sexuality. Of particular interest here is the gender equality as pertaining to women rights and sexuality particular in areas of political, social, economic and law rights. The theory aims to understand the nature of inequality and pay close interest on how to enhance the same. The advocates of new feminism include Mercedes Gutierrez, Janne H. Matlary and Mary Anne Glendon (p……). Playwrights such as Shakespeare, Tennessee Williams among others have captured some aspects of gender related issues in their works. Most of the universal themes they explore include patriarchy, stereotyping, objectification, sexual objectification, and oppression. In this essay, the focus is on The Glass Menagerie by Tennessee Williams. This play demonstrates some gender sensitive issues particular in choice and use of characters, symbols and their hidden meanings, figurative language use among other literary devices. Feminism theory will focus on how female characters are impacted by male characters, or how their interaction helps us understand women’s position; any sign of a patriarchal society; look for symbols, imagery or other literary elements related to the gender issues. In the play The Glass Menagerie, Tennessee Williams use both male and female characters which exhibit some forms of gender related issues particular in feminism perspective. Three main characters used in this essay which will help us understand the play from feminism point of view are Amanda Wingfield, Laura Wingfield and Tom Wingfield. Other characters are equally important in development of feminism theory in the play, but will focus on the above. Amanda Wingfield is the mother of Tom and Mary. A single mother raising her kids through the help of Tom. She is a woman who is stark in past memory of her childhood and upbringing and unable to adapt to the modern world. She is financially unstable unlike in the past and must rely on the support of her son, Tom to support them having been abandoned by the husband. This demonstrates female relying too much on the male in the society to provide for them and the family. Amanda also shows that women are weak and unable to move on and adapt to modern realities, rather they live in world of fantasies and illusion clinging to the good past. Tennessee also portrays women as nagging. This shown when Amanda constantly nags Tom to bring a suitor for Laura (p…….). Amanda believes that only a man can take them out of their painful reality. She nags Tom to bring callers to marry Laura. She believes that a man’s role is to support a woman. This will guarantee her daughter’s future. In patriarch society, women believe that it’s the male who dominate, and therefore it is their responsibility to take them out of it. When this fails to happen, women will withdraw to fantasy and illusion. Laura Wingfield is the daughter of Amanda and a sister to Tom. She is the center of the play and very important for feminist approach to this play. She has a pure compassion to everyone. Amanda describes her has not selfish and grudging. She is selflessness (p……..). Several symbols in the play allude to Laura. She is better placed to bringing out the elements of feminism in the play. She is portrayed has delicate and fragile just like the glass. To this, Tennessee shows that women are delicate just like objects and can easily break more so where their emotional feelings are involved. Jim calls Laura the “Blue Roses”, to show her unusualness and attractiveness. Roses are attractive yet very delicate flowers. Men refer to women as attractive things and highly delicate (p……). The glass unicorn is Laura’s valuable collection. This shows her unusualness. Jim tells Laura that unicorns are long extinct. Laura too is unfit to live in her present world. The unicorn is short-lived during the dance. Jim kisses Laura and the unicorn breaks and remains without horns. She gives it Jim (scene 7 p…..). This scene demonstrates the dependency of women especially when their hopes are shattered by their potential suitors. It like Jim destroyed Laura’s life emotionally. Men are capable of shattering women’s dreams. Laura’s glass menagerie is the most important symbol used in the play. Her collections are delicate, strange and almost out of fashion just like her personality. The glass displays different colors when light is subjected to it. This depends on how you choose to look at it. This portray of women in different views shows that women mean different things to different people depending on how you look at them. The menagerie is colorful which serves as escape route to fantasy. Both Tom and Jim think that Laura is more unusual to the world. To them, Laura can be anything they want her to be. This is how men view women (p….scene five). Tom Wingfield is the most important male figure in the play. Tom is a brother to Laura. Tom will be used to demonstrate the male patriarchal society views on their female counterparts. Tom is a poet and a very difficult character to understand. He is the character whose play is told from his recollections. He sometimes engages the audience directly. Amanda says that he is not a budding businessman. He normally escapes to movies at night. He is the male figure of Wingfield household and responsible for their welfare. He wants to escape this role and eventually does it, but this action haunts him because of the love he has for Laura, Amanda and his job. Women burden men with the roles of taking their care. Tom departure from his home causes emotional turmoil to Amanda and Laura, whom some critiques argue that he could be in love with them creating moral implications. When Amanda discovers that Jim has a girlfriend, he accuses Tom of playing a joke on them. This shatters her hopes of ever getting a suitor for her daughter. Tennessee Williams shows that women are really concerned about snagging things and the society is male dominated. Women have to depend on men for their social, economical and emotional well being. The play reveals that women tend to escape their predicaments by resorting to nostalgia of childhood memories or escapism through collection of delicates things which they consider very much valuable. The feminist struggle has still much to achieve in their quest for gender equality. This play can also reveal that women are not always actively oppressed, and for the most part women are part of a lot of the actual oppression. The unequal treatment of women in society originates not in men, but from underneath the obvious surface, where social structure dwells.

PART 1 Begin by writing a paragraph telling us about a person you know well. What kind of music

PART 1 Begin by writing a paragraph telling us about a person you know well. What kind of music does he/she like? What sort of clothing does he/she wear? What sort of interests does this person have? What sports? What does he/she look like? Your descriptions in this section should be fairly subjective (filled with your opinions about what sort of person he/she is). This paragraph should be written in prose form. Next, get access to this person’s bedroom or office—someplace where there will be lots of personal objects. Now, write a paragraph showing—in close detail—what you see. Begin with the bedside table, or the objects on the dresser or desk, and work your way around the room. Be sure to write enough detail that we can visualize what the objects are. This paragraph should not contain any subjective descriptions, but rather a series of objective details describing objects. This paragraph, too, should be written in prose form (in other words, don’t worry about poetic lines right now). Your finished product should be roughly one typed page (double-spaced) consisting of two lengthy paragraphs. PART 2 Now take some of the descriptions of objects from the person’s room you’ve selected and break these descriptions into lines for a poem that will offer the reader a description poem about the person. Don’t worry about development breaks such as stanza breaks (if you find this too intimidating—but please use them if you want to). DO, however, make use of sound devices (assonance/consonance/alliteration) and line breaks (try enjambment if you wish). This will keep your poem from sounding like a mere list of closely described objects. Your finished product, when read aloud, will conjure up clear, precise images of a lived-in space which, in turn, will give us an excellent glimpse into the person who inhabits that space.

GED120 California Coast University Humanities Dadaism and Duchampism Paper

GED120 California Coast University Humanities Dadaism and Duchampism Paper.

I’m working on a writing project and need support to help me study.

Looking to have a paper written for GED120 – Introduction to Humanities class, needs to be 350-500 words (1-2 pages) in length. Times New Roman size 12. All responses must be typed double spaced. Question is:1.Explain the origins of Dadaism. What did it aim to achieve? What distinctions are made between Dadaism and Duchampism? Why are these “isms” categorized as idea art? Need 3 references, including textbook:The Humanities Through the Arts Lee A. Jacobus & F. David Martin, 2018 McGraw-Hill Education ISBN.13: 978-1-260-15418-4
GED120 California Coast University Humanities Dadaism and Duchampism Paper

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