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“I woke up this morning and decided I didn’t have anything to live for. I told my dad that he would find me dead when he came home,” said Michelle, a 13-year-old girl sitting in a hospital bed. Her father reacted to his daughter’s declaration by bringing her to the hospital. I was asked to assess Michelle.

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“I woke up this morning and decided I didn’t have anything to live for. I told my dad that he would find me dead when he came home,” said Michelle, a 13-year-old girl sitting in a hospital bed. Her father reacted to his daughter’s declaration by bringing her to the hospital. I was asked to assess Michelle.

Purchase Suicide Assessment and Intervention: Today’s Top Challenges for Mental Health Professionals *Pre-Order* – Paul Brasler courses at here with PRICE $109.99 $48


This digital seminar is currently on pre-order meaning that the video will not be ready until 2-3 weeks after the program has taken place.

What would you do?

“I woke up this morning and decided I didn’t have anything to live for. I told my dad that he would find me dead when he came home,” said Michelle, a 13-year-old girl sitting in a hospital bed. Her father reacted to his daughter’s declaration by bringing her to the hospital. I was asked to assess Michelle.

After some introductions and an explanation as to why I was there, Michelle agreed to speak with me by herself.

“So, was today the first time you’d had thoughts of killing yourself?” I asked.

“Yes,” she replied, “I woke up tired of feeling this way, you know, depressed.”

“Have you thought about how you might try to kill yourself?”

” Not really; I figured I’d look around the house to see what I could use,” she stated.

What would you do next? Is this a person who needs to be hospitalized? How would you handle this situation differently if you were seeing Michelle in your office instead of a hospital?

Suicidal behaviors and suicidal ideation represent some of the most challenging things we deal with as clinicians.

Watch this recording to learn how to help your most vulnerable clients with the real-life skills and knowledge they don’t teach in graduate school.


  1. Conduct a thorough suicide assessment that includes both risk and protective factors.
  2. Implement clinical techniques to support clients’ ability to self-regulate, problem solve, and communicate their needs.
  3. Develop and monitor realistic safety plans that clients will participate in.
  4. Create accurate and comprehensive documentation of clinical crises to protect all parties involved and minimize liability risks.

Assessment: Your Comprehensive Guide to Identify Suicidal Risk

  • Suicide, ideation, plan, means and intent
  • Why do people kill themselves?
  • Risk and protective factors
  • How to identify implicit suicidal intent
  • Strategies for asking direct questions (even when it’s uncomfortable)
  • How to engage shut down, withdrawn or resistant clients

Suicide Intervention Strategies: Supporting Clients From “Passive” Ideation to Full-Blown Crisis

  • Psychological interventions
  • Problem solving
  • Emotional regulation
  • Communication
  • Pharmacology: Short and long term interventions
  • Why “no harm” contracts are a dangerous idea (and what to do instead)
  • When to break client confidentiality
  • How and when to involve loved ones/caregivers
  • Hospitalization: Why, when, how
    • Clinicians inside the ER: When to admit/planning for home
    • After the ER: Limiting the risk
  • Documentation: Protect your client, protect your license

Other Clinical Considerations

  • Non-suicidal self-injury (NSSI)
  • Relationship between suicide, mental illness and trauma
  • Tips for managing clinician anxiety around suicidality

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Purchase Suicide Assessment and Intervention: Today’s Top Challenges for Mental Health Professionals *Pre-Order* – Paul Brasler courses at here with PRICE $109.99 $48

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