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Evaluation ViewAttendees 2

Traditional Workshop - Ticketed

Suicide and Self-Injury

Workshop 1 - Implementing the Collaborative Assessment and Management of Suicidality in Schools

Friday, November 17, 2023
8:30 AM – 11:30 AM PST
Location: 403 (Cispus), Level 4
Earn 3 Credit
Ticketed Session
Keywords: Suicide, Adolescents, Evidence-Based Practice
Level of Familiarity: Basic to Moderate
Recommended Readings: O’Connor, S. S., Brausch, A. M., Ridge Anderson, A., & Jobes, D. (2014). Applying the Collaborative Assessment and Management of Suicidality (CAMS) to suicidal adolescents. The International Journal of Behavioral Consultation & Therapy, 9, 53-58.,   Brausch, A. M., O’Connor, S. S., Powers, J. T., McClay, M. M., Gregory, J. A., & Jobes, D. A. (2020). Validating the Suicide Status Form for the Collaborative Assessment and Management of Suicidality in a psychiatric adolescent sample. Suicide and Life-Threatening Behavior, 50, 263-276. DOI: 10.1111/sltb.12587,   Adrian, M., Blossom, J. B., Chu, P. V., Jobes, D., & McCauley, E. (2022). Collaborative Assessment and Management of Suicidality for teens: A promising frontline intervention for addressing adolescent suicidality. Practice Innovations, 7, 154-167.,   Swift, J. K., Trusty, W. T., & Penix, E. A. (2021). The effectiveness of the Collaborative Assessment and Management of Suicidality (CAMS) compared to alternative treatment conditions: A meta-analysis. Suicide and Life-Threatening Behavior, 51, 882-896.,   Schorr, M., Van Sant, W., & Jameson, J. P. (2017). Preventing suicide among students in rural schools. In Eds. (K. D. Michael & J. P. Jameson), Handbook of Rural School Mental Health, pp. 129-145. Springer International Publishing.
Rates of suicide ideation and attempts for youth remain high in the United States and there is a lack of evidence-based treatment for suicide risk for adolescents. Many youth only have access to mental health resources and services through their school, and suicide-specific assessment and treatment frameworks are needed within this setting. The Collaborative Assessment and Management of Suicidality (CAMS) treatment framework aims to help suicidal patients manage suicide thoughts and behaviors on an outpatient basis as much as possible, while also addressing individualized drivers of suicide as a focus of treatment and learning alternate ways of coping. The Suicide Status Form (SSF), which guides the treatment process through assessment, treatment planning, and stabilization planning, has been validated for adolescents ages 12-17 (Brausch et al., 2021). An NIMH-funded randomized clinical trial is currently underway to evaluate the effectiveness of CAMS-4Teens. School mental health providers have successfully implemented CAMS in schools, and the initial data show that it is an acceptable and feasible approach in secondary educational settings, especially in schools that have an established capacity to serve students onsite via university-school partnerships (e.g., Capps et al., 2019; Kirk et al., 2019).
Providing comprehensive suicide-specific treatments in a context where the youth spend most of their day is an important innovation to consider, especially given some of the access barriers and mental healthcare disparities impacting minoritized youth disproportionately still in the shadow of a global pandemic. The workshop presenters will discuss both the successes and challenges of implementing CAMS in schools, including a detailed review of a yet-to-be published open trial which assessed the utility and effectiveness of using CAMS in rural K-12 settings. In summary, this workshop will provide an overview of the CAMS Framework®, its evidence base for decreasing suicide ideation and increasing hope in both adults and adolescents, and specific strategies for implementing CAMS in high school settings.

Outline:
• Adolescent Suicide
o Review of Epidemiology
o Suicide ideation, attempts, and deaths; for whom is risk increasing?
• CAMS
o Review CAMS treatment framework
 Therapeutic assessment using the Suicide Status Form (SSF)
 Suicide-specific treatment framework that focuses on suicide risk first
 Treatment plan includes stabilization plan and interventions tailored to “drivers” of suicide, individualized for each client
 Focus on collaboration, honesty, and empathy
o Review of CAMS-4 Teens
 Psychometric and clinical trial research
 Structure of first session with parents/caregivers
 Review of the Stabilization Support Plan (SSP)
 Tips and considerations for involving parents/caregivers
o Implementing CAMS-4Teens in K-12 schools
 Review of different models
 Ideas for adaptations
 Ideas for schools in rural areas
 Review of successful implementation
 Strategies for navigating challenges and barriers
 Review of research on CAMS in schools

Learning Objectives:

At the end of the session, the learner will be able to:
  • Describe the research to date on using CAMS with teens.
  • Differentiate how the CAMS treatment framework is utilized with adolescents ages 12 and up.
  • Evaluate readiness and capacity to implement CAMS in a school environment.
  • Implement specific strategies to incorporate CAMS into existing K-12 service delivery models with fidelity.
  • Assess and use strategies for managing challenges with CAMS implementation that arise in K-12 settings.
  • Long-term Goal: Implement CAMS-4Teens into K-12 school settings to increase youths’ access to a suicide-focused treatment framework.