Applying behavioural activation (BA) and simulation-based learning (SBL) approaches to enhance MSW students’ competence in suicide risk assessment, prevention, and intervention (SRAPI)

ABSTRACT

Providing adequate training on suicide assessment and intervention for students is of utmost importance in social work education. Given students’ anxiety around working with clients who have potential risk of suicide, scholars underline the benefits of experiential learning to enhance competence in MSW students in suicide risk assessment, prevention, and intervention (SRAPI). This paper illustrates how a required advanced mental health practice course has utilized simulation-based learning (SBL) and behavioural activation (BA) to foster specific skill building in SRAPI. Using a flipped classroom approach permitted students to increase knowledge related to suicide and BA using a self-guided online format. They also had opportunities to apply the online learning to classroom learning through practice activities. SBL was an innovative pedagogical approach that was critical for SRAPI training as it provides students with opportunities to engage in simulated practice with no harm to real clients. Using BA, students learned to conduct detailed functional analysis of suicide risks with corresponding graded tasks to mitigate suicidal risk. This paper discusses lessons learned from the SRAPI training and makes suggestions for future research and educational policies in social work education.

KEYWORDS:

• Suicide risk assessment
• prevention & intervention (SRAPI)
• simulation-based learning (SBL)
• functional analysis (FA)
• and a flipped classroom

Additional information

Notes on contributors

Eunjung Lee

Eunjung Lee, PhD, MSW, RSW is an Associate Professor and Endowed Chair in Mental Health and Health at the Factor-Inwentash Faculty of Social Work, University of Toronto in Canada. She is a psychotherapy process researcher focusing on cross-cultural clinical practice in community mental health. Using critical theories in language, discourse and power, her research focuses on everyday interactions in clinical practice and simulation-based learning in social work education, as well as immigration, transnationalism, and politics of multiculturalism and welfare state.

Toula Kourgiantakis

Toula Kourgiantakis, PhD, RSW, CCFT is an Assistant Professor, Teaching Stream with the Factor-Inwentash Faculty of Social Work at the University of Toronto. Her research interests include family-centred practices in addictions and mental health, social work education, building competencies in social work practice, and simulation-based learning.  Dr. Kourgiantakis is a Registered Social Worker and Certified Couple and Family Therapist with over 25 years of clinical experience that informs her teaching and research.