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Effective Suicide Risk Assessment Strategies for Clinical and School Settings

This article emphasizes the importance of conducting suicide risk assessments in clinical and school settings. The risk of suicide can fluctuate and is influenced by various factors, necessitating a personalized approach. It discusses the need to prioritize risk factors, differentiate between chronic and acute factors, and weigh them against protective factors. The text emphasizes that assigning a risk level requires clinical judgment and is a tool to guide treatment decisions. Schools are advised to implement standardized procedures, maintain communication with mental health providers, offer a range of services, train staff, and establish clear re-entry and safety protocols.

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Effective Suicide Risk Assessment Strategies for Clinical and School Settings

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  1. Conducting suicide risk assessment in clinical and school settings Max Banilivy, PhD mbanilivy@pedersonkrag.org

  2. No current SI does not mean no imminent risk • Risk fluctuates. • There are other risk factors to consider.

  3. There are many risk factors for suicide • It helps to prioritize • Distinguish distal/chronic factors and Proximal/acute factors • Weigh risk factors against protective factors

  4. Assigning a risk level is not a formula • It takes clinical judgment to effectively apply general risk factors to create an individualized risk profile. • Assigning a risk level is a tool to inform treatment decisions.

  5. To effectively help students with suicide risk, schools need: • Standardized referral and risk assessment procedures • Relationships/communication with MH providers • A continuum of services/alternatives to hospital referral • Training of school mental health professionals • Coordination of discharge planning • Clear procedures for school re-entry and safety planning

  6. Thank you. Conducting suicide risk assessment in clinical and school settings

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