LivingWorks ASIST v.11

Counselor / Addiction

12.00 - CE credit hours training

$78.00 - Cost of course

This page contains important information about the course, including training details, a comprehensive course description, learning objectives, and source references. We encourage you to review each section to gain a clear understanding of the course content, educational goals, and supporting materials before beginning your training and taking the POST TEST below.

Target audience and instructional level of this course: foundational
There is no known conflict of interest or commercial support related to this CE program.

Course Training

Post Test

50 Questions

1. Turning points contain life connections; there are four basic types of turning points. Which of the following is not one of them?

a. Outright rejection of acting on suicide now. b. Some hope that things could be better. c. Altering the suicide plan. d. Recognition of uncertainty about suicide. e. Acceptance that working on safety is better than not deciding on anything.

2. What percent of the population have thoughts of suicide each year?

a. 20% or 1 in 5 b. 5% or 1 in 20 c. 1% of 1 in 100 d. 10% 1 in 10

3. In the ASIST PAL model, interventions are the main prevention focus.

a. True b. False

4. Which of the following statements is a core PAL belief?

a. Suicide is a family issue. b. Suicide can ALWAYS be prevented. c. Suicide is a community health problem. d. PAL can eradicate suicide.

5. Almost anyone might think about suicide at some point in their lives

a. True b. False

6. What is the estimate of unreported suicides?

a. 50-75% b. 5-25% c. 2-8% d. 10-15%

7. The potential to turn toward life is what makes PAL (Pathway for Assisting Life) work.

a. True b. False

8. Which of the following is NOT one of the ways to prevent suicide according to ASIST

a. Prevention b. Intervention c. Police involvement d. Postvention

9. In the three phases of PAL, which is the second phase?

a. Understanding Choices b. Assisting Life c. Addressing Needs d. Connecting with Suicide

10. Persons with thoughts of suicide almost always communicate, in some way or another, that they are having troubles or are unhappy or in pain. What do we call these messages?

a. Concerns b. Invitations c. Complaints d. All of the above

11. Should the caregiver ask a person with invitations directly about suicide?

a. Yes b. No c. It depends

12. If one is thinking about suicide, they can choose to suicide or choose to live. In ASIST, we help by offering a third choice called --------?

a. Shifting perspective b. Uncertainty c. Keep Safe-For-Now d. Choosing to Choose

13. Who does the turning point come from?

a. The caregiver b. The person with thoughts of suicide

14. Which of the following is something a caregiver n might do to encourage a person with thoughts of suicide to tell their story about suicide?

a. Dismiss their reasons as silly. b. Be anxious and move on to safety. c. Ask open-ended questions like, "Tell me how suicide has become a thought for you today?" d. Tell them what they are or should be feeling or thinking.

15. In helping a person with thoughts of suicide turn to safety, what are they agreeing to?

a. Not thinking about suicide b. To start the work on safety-for-now c. To keeping safe d. None of the above

16. The thing that connects a person with thoughts of suicide to life and supports a focus on safety-for-now has to be a big, life-changing event.

a. True b. False

17. Which of the following are reasons for turning to safety?

a. Now is hopeful about something and may want to focus on safety. b. Cannot find any life connections but may be willing to focus on safety to see what happens. c. Now rejects suicide and is ready to focus on safety. d. Is now unsure and may understand the need to focus on safety. e. All of the above.

18. The Safety Framework consists of three main areas: Safety First, Safety Guards and:

a. Safety Aids b. Safety Society c. Safety in the Moment d. None of the above

19. What does the Safety Guard area of the Safety Framework cover?

a. Emergencies b. Changes c. The big picture d. Known potential threats to safety e. All of the above

20. Which of the following is a Safety Guard hint from the workbook, in a situation where the person with thoughts of suicide has prior suicide behavior?

a. Make an appointment with doctor, sooner if possible. b. Perhaps reconnect with safety supports. c. Build on anything positive for safety, but be realistic. d. All of the above

21. In the Safety Guard area of the Framework, what question should be asked of the person with thoughts of suicide if a suicide is planned?

a. Can I leave to get help? b. How can the suicide plan be disabled safely? c. Are you sure you want to do this? d. None of the above

22. In the Safety Guard area of the Framework, what question should be asked of the person with thoughts of suicide if there is prior suicide behavior?

a. Do you want to end up in the hospital? b. Aren't you better off today than you were last time you had suicidal thoughts? c. What have you learned that might keep you safe for now? d. None of the above

23. In the Assisting Life Phase, what is the one thing to remember if you cannot remember anything else?

a. Call 9-1-1 b. Focus upon keeping the person safe-for-now c. Focus on getting the person with thoughts to promise not to suicide d. Understanding the suicide plan of the person with thoughts

24. In the Safety First area of the Safety Framework, if harm to self and/or others is occurring or about to occur, what is the action to confirm?

a. Ignore the person with thoughts as to not draw their attention b. Activate emergency response c. Discuss their prior suicide behavior d. Allow them to act as they wish

25. Which of the following is not one of the three focuses of aiding safety?

a. Changing a situation b. Finding strengths c. Understanding the suicide plan d. Using supports

26. In working through the Safety Guard area of the Safety Framework, should the caregiver ask if the person with thoughts of suicide has had any prior suicide behavior?

a. Yes b. No

27. Prior suicide behavior:

a. May sometimes have positive, safety-related benefits b. Is associated with increased risk c. Should be addressed in the form of asking if the person has acted upon thoughts of suicide before d. All of the above

28. What is the focus of the Confirming Actions step?

a. When and How things will be done b. What and Who will get things done c. Getting the person with thoughts to the hospital d. Writing a plan

29. If there is a situational change that involves others, should the caregiver and the person with thoughts of suicide practice what will be said and how to say it?

a. Yes b. No

30. The purpose of the Confirming Actions step is:

a. To finalize a plan which cannot be altered. b. To increase confidence in the SafePlan for both the caregiver and the person with thoughts of suicide c. To give the caregiver peace of mind d. None of the above

31. Instead of using a "just in case" plan, what should be used instead?

a. Hospitalization b. Signed contract c. Safety contact d. Argue against suicide

32. How can a caregiver do a final check on the person with thoughts of suicide's commitment to the SafePlan?

a. Ask the person with thoughts of suicide to repeat the SafePlan in their own words. b. Ask the person with thoughts of suicide to read the SafePlan from a written document created together. c. None of the above d. Either A or B

33. What determines a good SafePlan?

a. One that is written and signed b. One that is short c. One that keeps the person with thoughts of suicide safe-for-now d. One that guarantees the person with thoughts of suicide will not suicide

34. The vast majority of people with thoughts of suicide want to die.

a. True b. False

35. There are four kinds of life connections or reasons for turning to safety that may be involved in a turning point: reject suicide, hopeful about something, uncertainty about choices and: (a, WB p 9 p. 141)

a. Willing to give it a try b. Calling a parent c. Changed mind d. All of the above

36. What is the word used in ASIST to describe the emotion of person with thoughts of suicide when their life side first starts to speak? ?

a. Persistence b. Normalcy c. Turmoil d. Perseverance

37. People with thoughts of suicide who let someone know about their thoughts of suicide have some part of themself that wants to live.

a. True b. False

38. The transition from death to life usually requires that the person with thoughts of suicide to:

a. Signs a safety contract b. Feels that their story about suicide has been heard c. Receives medical intervention d. None of the above

39. The transition from the past to the future usually requires that the person with thoughts of suicide

a. Rely on family and friends for guidance. b. Agrees to a safe-for-now plan c. Comes into the present and talks about the past. d. None of the above.

40. The transition from being alone to being supported usually requires that the person with thoughts

a. Engages with the caregiver. b. Moves in with family. c. Goes to counseling. d. All of the above.

41. Each phase of PAL has two caregiver tasks that meet the two needs of the person with thoughts of suicide. Which two needs and tasks are associated with the Understanding Choices phase?

a. Explore Invitations and Ask Suicide b. Develop SafePlan and Confirm Actions c. Hear Story and Support Turning d. Ask Invitations and Develop Actions

42. PAL's Safety Framework is designed to be usable by what type of caregivers?

a. Nurses b. Counselors c. All types d. Psychiatrists e. None of the above

43. A history of prior suicide behavior and a mental health concern present:

a. Threats to safety that need to be guarded against b. Possible strengths in the form of lessons learned from the past c. None of the above d. Both A & B

44. What is the reason for a caregiver to regard strengths broadly?

a. So the caregiver is better able to recognize the strengths that a person with thoughts of suicide may have and may need to be encouraged. b. To encourage caregivers to consider their own strengths c. To allow caregivers to use their own perspective on the need for strengths to better understand the needs of a person with thoughts of suicide to have their strengths supported. d. All of the above

45. What is the basic principle for agencies or institutions on how to respond to a person with thoughts of suicide?

a. Call the police b. Determining what will keep the person with thoughts of suicide safe-for-now by containing the danger and then planning for follow up. c. Refer the person with thoughts of suicide to a counselor d. All of the above

46. Which of the following is a reason PAL works?

a. It is an objective step-by-step process. b. It is the same for every person with thoughts of suicide . c. It is powered by meeting the needs of the person with thoughts of suicide . d. It doesn't usually work.

47. In comparing the path of the person with thoughts of suicide and the caregiver, whose path is longer and more difficult?

a. Person with thoughts b. Caregiver

48. At what point do the paths of the caregiver and the person with thoughts of suicide come closest?

a. In the beginning b. At the most intense part of the intervention during understanding choices phase c. When the caregiver recognizes there is a problem d. None of the above

49. According to PAL, what is the goal of the caregiver?

a. To create miracles b. To solve all of the problems that led to the person with thoughts of suicide feeling suicidal c. To get the person with thoughts of suicide into therapy d. To reduce the immediate risk of suicide

50. What does a turning point signal?

a. It is time for a change. b. Safety-for-now might be possible. c. The person with thoughts of suicide has agreed to be evaluated. d. All of the above.

Course Description

This exam should only be taken if you have personally attended and completed a LivingWorks ASIST workshop. If you have not attended a workshop, please visit https://www.livingworks.net/ for dates and locations.

The Applied Suicide Intervention Skills Training (ASIST) workshop is for caregivers who want to feel more comfortable, confident and competent in helping to prevent the immediate risk of suicide. . ASIST prepares caregivers of all backgrounds to provide suicide first aid to persons at risk of suicide. The course is designed to help caregivers learn how to intervene to prevent the immediate risk of suicide and provide safety-for-now.

This exam will cover intervention attitudes, knowledge, skills and supports that you learned in the workshop.

Learning Objectives

The goal of ASIST is to enhance a caregiver's abilities to assist a person at risk to keep-safe-for-now. By completing the workshop, you will be able to:

Recognize that caregivers and persons at risk are affected by personal and societal attitudes about suicide.
Provide life-assisting guidance to persons at risk in a flexible manner.
Identify what needs to be in a person at risk's plan for safety.
Demonstrate the skills required to provide suicide first-aid to a person at risk of suicide.
Describe the value of improving community resources including the way that they work together.
Recognize that suicide prevention is broader than suicide intervention and, includes life promotion and self-care for persons at risk and caregivers
Apply knowledge from this course to practice and/or other professional contexts.

Source

Counselor / Addiction