A 3,500 word critical reflection on a case from your area of work where you were tasked with undertaking an assessment of an individual’s risk of suicide and\or self-harm, identifying how you are working at an advanced level (assessing all LO's)

Additional Assessment Details (include formative feedback / assessment):
Formative Assessment / Feedback:
On-line activities providing formative feedback via Backboard

Approaches to suicide and self-harm assessment - utilising different models, tools and considering evidence based practice
Understand the differences and relationships between suicidality and self-harm and provide appropriate responses
Models and theories of suicide and self-harm will be introduced
Assessment as a therapeutic intervention including Cognitive Behaviour Approaches to assessment, formulation and interventions
Multi professional, multi-agency working
Personal and professional philosophy, including ethical and legal standing
The principles and process of the mental health assessment in the identification of suicide and self-harm, including the importance of interviewing and history taking
User and carer involvement, negotiation, consent and issues of choice
Pathways to appropriate mental health referrals
Mental health promotion and education
Use of Information technology and record keeping

The module requires participation from students to relate and utilise elements of suicide and self-harm assessment relevant to the students' own area of work. The module is divided into independent learning and contact time. A range of strategies will be used during the contact time including:

The Guided Independent Study Hours will be supported through on-line activities on Blackboard which will be appropriate to Level 7 Students

Scheduled Learning and Teaching Activities: (21 hours)
5 hours Group work and discussion
14 hours Lectures
2 hours group tutorials

Guided Independent Study: (129 hours)
20 hours Work based investigation
69 hours Reading and Study
40 hours Assignment preparation

Library
IT resources
Blackboard

DOYLE, L. KEOGH, B. AND MORRISSEY, J. (2015) Working with Self-harm and Suicidal Behaviour. London. Palgrave, MacMillan Education

GRAYLING A. C. (2004) What is Good? The search for the best way to live. London. Phoenix.

MORGAN, A FELTON, A. BILL, K. FULFORD, B. KALATHIL, J. AND STACEY, G. (2016) Values and Ethics in Mental Health: An Exploration for Practice. London. Palgrave, MacMillan Education

SEGAL, S. (2010) A Heideggerian Approach to Practice-based Reflexivity Management Learning
41 (4) pp. 379-389.

Work in an environment where you come into contact with individuals who may be at risk of suicide and self-harm and will be tasked with making an assessment of their mental health.

Demonstrate your ability to study at Level Seven. This will be determined by an Application Panel and if necessary the student will be invited for interview.

1. Demonstrate the ability to critically evaluate current research and advanced scholarship of a range of suicide and self-harm assessment approaches and propose new hypotheses in the selection of those appropriate to own area of work (Analysis, Enquiry)

2. Demonstrate a comprehensive knowledge and understanding of the factors that impact on an individual’s risk of suicide and\or self-harm to develop new skills to undertake a risk assessment in order to advance your role and responsibilities making an appropriate onward referral if required
(Knowledge and understanding, Learning)

3. Demonstrate originality and reflexivity in the evaluation of the complex nature of a risk assessment and employ appropriate decsion-making and take personal responsibility in undertaking an assessment of risk of suicide and\or self-harm (Application, Problem Solving, Reflection)