Reply Discussion QD1 Tati: Jacob is at risk for suicide since he has shared with me a suicide plan, which includes harming himself with a weapon. The fi

Reply Discussion QD1


Jacob is at risk for suicide since he has shared with me a suicide plan, which includes harming himself with a weapon. The first nursing intervention is to render Jacob close supervision by sustaining observation awareness of Jacob at all times. The rationale for this intervention is that suicide is an impulsive act, which has little warning; hence close supervision is necessary (World Health Organization, 2014).

Effective close supervision for Jacob will include various activities. For instance, few friends will be assigned to accompany him everywhere he goes and in everything he does. I would also make Jacob feel desired by the teachers, department of academic affairs, and the school management body. Including Jacob in the school’s activities and functions will play a significant role.

In addition, I would treat Jacob with respect to show that he is important, hence helping him feel needed. In this manner, Jacob’s risk for suicide or suicidal ideation will be prevented. It is important to note that leaving Jacob alone will quickly aggravate events. Besides, his suicidal situation could go from bad to worse since nobody will be available to stop him.


I will first encourage Jacob to communicate openly about his feelings and assist him in developing alternate strategies for dealing with disappointment, anger, and frustration to gain a degree of stability over his life. Knowing that people can’t think explicitly or reassess their options when they’re in a downturn, advise Jacob to postpone making decisions during his downturn, which is his biology exam failure until alternatives can be considered is appropriate (Aoun et al., 2018).

I will also make him comprehend that his biology exam failure problem is only temporary and available help. Reassurance will help Jacob gain clarity and optimism for the future. I will then contact Jacob’s family members and arrange for family and individual emergencies counselling.

If Jacob is carrying the gun, I will try to emulate subsystem guidelines for suicide intervention and create a relatively secure environment by taking and putting the weapon away far from him. If he keeps it far away, either his friends or relatives are to remove it to provide a safe environment, free of things that could harm him during this time when he is actively suicidal and indecisive.



The universal school-based suicide awareness and education program is an appropriate program that I would develop for the middle school to educate students about coping with stress and how to respond if a friend needs support. Besides, this program can deliver an effective curriculum-based approach to suicide prevention to all the students in school, especially Jacob, who is the most at risk of suicide. This program helps the students to learn how to recognize warning signs of suicide among themselves and others.

The universal school-based suicide awareness and education programs are based on the psychoeducational curriculum and involve multimedia lectures, presentations, interactive activities, classroom discussion, and role-play. The beneficial outcomes are reduced suicide, improved coping skills, increased knowledge about suicide, and increased help-seeking behavior. Hence, this program improves students’ coping mechanisms to address depression and suicidal thoughts.

Studies show that the students that participate in this program report less suicidal ideation and fewer suicide attempts. This program also advocates for events such as Good Behavior Game, which is a program that improves classroom behavior management for the students. It has been proven to enhance positive outcomes in peer relationships and leads to decreased events of later suicide attempts.


Stress is a significant issue of concern among students. Stress management skills are necessary for teachers to guarantee proper health and performance amongst students. Educating programs to deal with stress is an important awareness tool that teachers need to embrace. Studies by the American psychologist association gives more reasons for these steps as students and children demonstrate similar stress prevalence like adults.

A stress-coping education program will involve teaching the teachers and the students how to identify stress through a PHQ-9 questionnaire, elucidate the causes of stress, and the immediate psychological counseling technique before referral to a specialist. A stress management education program begins with the identification of stress. It is important to note that the children may not manifest the typical characteristics of adults. However, the tutors should be aware of the irritability unproportionate with gestation, social withdrawal, anhedonia, and deterioration in the performance as some of the critical manifestations (Sorenson & Richards, 2017).

The components of the PHQ-9 questionnaires should be well explained to pick out the maladaptive cases that warrant a depression-based management, prompting consultation from a psychologist or a psychiatrist.

The second phase of the program entails identifying the most vulnerable students. This includes those from poor socio-economic backgrounds, and the disabled are those with previous abuse. In sum, a stress-coping education program will involve teaching the teachers and the students how to identify stress through a PHQ-9 questionnaire.

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