Safety Planning Jeopardy!

Safety Plan

100

Mental health issues result from bad parenting.

Myth!!

Even the best parents are imperfect and sometimes yell or act out like their kids do. Healthy communication and problem-solving strategies are key to helping families work out disagreements.

 

200

Case scenarios

• Youth aged 5, identifies as an African American female and is observed to have high energy evident by running away from you and telling you "Your boring" when prompting safety planning questions during a scheduled intake. Youth has a history of running into the street and making statements such as "I wanting to go to sleep forever" when given a limit set or told "no". Client is currently struggling to engage in safety planning and is asking to play tag with staff. 

Describe 2 interventions to support youth in completing a safety plan.

Any Questions, comments, reflections, or feedback?

• Bonus points + 150 Describe a 3rd intervention that could have supported youth in completing a safety plan.

300

Lights, Cameras, Action (5 minutes max)

• Pick a partner on your team to participate in this exercise with you.  
• This exercise will provide the opportunity to show your skills during the safety planning process while supporting youth/caregivers. This exercise will also demonstrate how YOU would explain a safety plan/mandated reporters to youth/caregiver who are new to mental health services. 

** Whoever chose this question will get to pick if they would like to play as person 1 or person 2.

Person 1: Youth/Caregiver

•  Decide if you will be acting as youth or caregiver.
• Explore options of acting as a receptive or nonreceptive youth or caregiver.

Person 2: SFMRT Staff

• Will be SFMRT staff and provide a brief introduction of self and review what it means to be mandated reporters.
• Will explain what a safety plan is to youth/caregiver.

Great Job! 

Questions, comments, reflections, and or feedback?? 

Emotional Triggers

100

Adolescents are driven by emotion, and it is hard to talk sense into them. 

MYTH!!

Teens can be as rational and thoughtful as adults. To take advantage of this capability, we need to talk to them calmly, in a manner that acknowledges their intelligence and recognizes that they are the experts in their own lives. 

200

 Case scenarios

• Youth aged 10, identifies as a Caucasian male and is engaged with all staff prompts during the safety planning process. Youth has just identified a family friend to be an emotional trigger following a recent sexual assault. Youth identified an increase of engagement in self-harm via superficial cutting of his wrists when feeling overwhelmed and unsafe. Youth reported that guardians are unaware of the recent sexual assault and he does not know how to engage guardians in this conversation.

Describe at least 3 interventions needed to support safety planning for youth and family. 

Any Questions, comments, reflections, or feedback?

• Bonus points + 160
• Describe an additional intervention that could have supported youth/caregiver in completing a safety plan.

300

Lights, Cameras, Action (5 minutes max)

• Pick a partner on your team to participate in this exercise with you.
• This exercise will provide the opportunity to show your skills during the safety planning process while supporting youth/caregivers. This exercise will also demonstrate how YOU would explain what an emotional trigger is to youth/caregiver who are new to mental health services.

 

** Whoever chose this question will get to pick if they would like to play as person 1 or person 2. 

 

Person 1: Youth/Caregiver

• Decide if you will be acting as youth or caregiver.
• Explore options of acting as a receptive or nonreceptive youth or caregiver. 

 

Person 2: SFMRT Staff

• Will be SFMRT staff and provide a brief introduction of self.
• Will explain what an emotional trigger is to youth/caregiver and support youth/caregiver     identify at least 1. 

Great Job! 

Any Questions, comments, reflections, or feedback?

Target Behaviors/Warning signs

100

Teens are rebelling without cause.

Myth!!

Teen rebellion is a natural part of growing up, and teens tend to test boundaries and restrictions to assert independence. It’s not just rebellion for rebellion’s sake, but a critical step in their journey toward young adulthood. While teens may challenge boundaries and engage in risky behavior, it’s a natural part of seeking autonomy.

200

 Case scenarios

• Youth aged 17, identifies as an Asian American transgender in transitioning from male to female and utilizes they/them pronouns. They identified target behaviors to include physical aggression towards others and engagement in property destruction when others utilize their incorrect pronouns. Youth expressed not wanting to replace aggressive behaviors towards others as they believe this behavior is ensuring others utilize their preferred pronouns. Youth is willing to identify some potential warning signs when feeling frustrated.

• Describe 2 interventions to support youth in completing a safety plan.

Any Questions, comments, reflections, or feedback?

• Bonus points + 150  
  • Describe a 3rd intervention that could have supported youth in completing a safety plan.

300

 Lights, Cameras, Action (5 minutes max)

• Pick a partner on your team to participate in this exercise with you.
• This exercise will provide the opportunity to show your skills during the safety planning process while supporting youth/caregivers. This exercise will also demonstrate how YOU would explain what a target behavior is/warning signs are to youth/caregiver who are new to mental health services.

** Whoever chose this question will get to pick if they would like to play as person 1 or person 2.

Person 1: Youth/Caregiver

• Decide if you will be acting as youth or caregiver.
• Explore options of acting as a receptive or nonreceptive youth or caregiver.

Person 2: SFMRT Staff

• Will be SFMRT staff and provide a brief introduction of self. 
• Will be SFMRT staff and explain what a target behavior is to youth/caregiver and support youth/caregiver identify at least 1.
• Will be SFMRT staff and explain what warning signs are to youth/caregiver and support youth/caregiver identify at least 1.

Great Job! 

 Any Questions, comments, reflections, or feedback?

Coping skills/Supportive strategies

100

Teens are unmotivated. 

Myth!!

Teens often have diverse interests. If they are lucky, they are learning about what they love in school or work, but many teens have interests that they unfortunately have little time. What might be perceived as a lack of motivation is sometimes just a lack of interest in traditional academic or extracurricular activities. They may be deeply motivated about things that adults might not recognize, value, or have access to. Teens are often balancing school, extracurricular activities, social lives and part-time work, which can be exhausting.

200

Case scenarios

• Youth aged 12, identifies as a Vietnamese female who is currently adjusting to moving to the United States. Youth advocated to utilize an interpreter over the phone to complete the safety plan process with staff. Youth was observed to be engaged with all staff safety planning prompts and identified coping skills to include singing, drawing, going for walks and sometimes engaging in self-harm via superficial cutting on her legs when experiencing feelings of overwhelm. Youth expressed that her engagement in self-harm supports herself in coping with big emotions by providing instant relief and reassures a feeling of being grounded. 

 

• Describe 2 interventions to support youth in completing a safety plan. 

Any Questions, comments, reflections, or feedback?

• Bonus points + 150  
  • Describe a 3rd intervention that could have supported youth in completing a safety plan.

300

Lights, Cameras, Action (5 minutes max)

• Pick a partner on your team to participate in this exercise with you.
• This exercise will provide the opportunity to show your skills during the safety planning process while supporting youth/caregivers. This exercise will also demonstrate how YOU would explain what a coping skill is/supportive strategies are to youth/caregiver who are new to mental health services.

** Whoever chose this question will get to pick if they would like to play as person 1 or person 2.

Person 1: Youth/Caregiver

•  Decide if you will be acting as youth or caregiver.
• Explore options of acting as a receptive or nonreceptive youth or caregiver.

Person 2: SFMRT Staff

• Will be SFMRT staff and provide a brief introduction of self. 
• Will be SFMRT staff and explain what a coping skill is to youth/caregiver and support youth/caregiver identify at least 1.
• Will be SFMRT staff and explain what supportive strategies are to youth/caregiver and support youth/caregiver identify at least 1.

Great Job! 

 Any Questions, comments, reflections, or feedback?

Environmental Factors

100

Adolescents are super learners, and they will learn more during this period of their life than any other time that follows. 

TRUTH!!

200

 Case scenarios

• Youth aged 15, identifies as a Mexican American male and is engaged with all staff prompts during the safety planning process. Youth identifies an increase in anxiety and lack of trust towards other due to environmental factors of witnessing community gun violence. Youth identified an increase in self-harming behaviors via picking and pinching at his skin when being prompted to leave the home.

Describe 2 interventions to support youth in completing a safety plan. 

Any Questions, comments, reflections, or feedback?

• Bonus points + 140  
  • Describe a 3rd intervention that could have supported youth in completing a safety plan.

300

Lights, Cameras, Action (5 minutes max)

• Pick a partner on your team to participate in this exercise with you.
• This exercise will provide the opportunity to show your skills during the safety planning process while supporting youth/caregivers. This exercise will also demonstrate how YOU would explain what an environmental factor is to youth/caregiver who are new to mental health services.

** Whoever chose this question will get to pick if they would like to play as person 1 or person 2.

Person 1: Youth/Caregiver

• Decide if you will be acting as youth or caregiver.
• Explore options of acting as a receptive or nonreceptive youth or caregiver.

Person 2: SFMRT Staff

• Will be SFMRT staff and provide a brief introduction of self. 
• Will be SFMRT staff and explain what an environmental factor is to youth/caregiver and support youth/caregiver identify at least 1.

Great Job!  

Any Questions, comments, reflections, or feedback?