Elements of Crisis Intervention Crises and How to Respond to Them

, by Greenstone, James L.; Leviton, Sharon C.

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ISBN: 9780534366391 | 0534366392
Cover: Paperback
Copyright: 6/6/2001

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With its practical, hands-on approach, this text is perfect for counselors, human service workers, law enforcement, nurses, psychologists, social workers or other professionals who encounter crisis situations. This book is designed to aid in practical, day-to-day, on-the-scene crisis intervention.

Preface

xiv

Approach to Crisis Intervention

(6)

Know what a crisis is

Use the crisis cube to plot the course of a crisis

Differentiate between the need for Crisis Intervention and the need for counseling

Determine whether the sufferer fits the profile of a crisis-prone person

Isolate the events that precipitated the crisis

Determine whether the sufferer is in crisis

Know the emotional, cognitive, and behavioral signs and symptoms of psychological reactions to crisis

Procedures for Effective Crisis Intervention

(16)

Act immediately

Take control

Be clear about what and whom you are attempting to control

Enter the crisis scene cautiously

Appear stable, supportive, and able to establish structure

Be clear in your introductory statements

Do not promise things that might not happen

Direct and arrange the pattern of standing or sitting

Guide victims with your eyes and voice rather than through physical force

Use physical force only as a last resort, and only if you are trained and authorized to use it

Remove the victim from the crisis situation if possible. Be creative in taking control

Be creative in taking control

Break eye contact between disputants

Separate the victims if necessary

Assess the situation

Evaluate on the spot

Make the evaluation quick, accurate, and comprehensive

Do not take a lengthy life history. Focus on the present crisis and the events that precipitated it

Ask short, direct questions

Ask questions one at a time

Allow the victim time to answer

Do not bombard victims with questions

Be comfortable with silence

Avoid interrupting the victim

Clarify the crisis

Allow the crisis to be the victim's crisis

Assess both the actual and the symbolic meaning of the crisis event

Use the sufferer's body language and nonverbal cues as a source of additional information

Listen for what is not being said

Recognize that personal attributes can contribute to your effectiveness

Allow the sufferer to speak freely

Encourage the sufferer to ventilate feelings

Establish ground rules in a multiple victim situation

Return control to the victim as soon as possible

Decide how to handle the situation after you have assessed it

Help victims identify and mobilize their own resources

Mobilize social resources

Hold out hope that a solution is possible

Develop options

Help parties to the crisis make an agreement

Refer as needed

Have prepared referral information available

Keep your list of referral sourecs up to date

Make appropriate referrals

Follow up as agreed

Use the American Academy of Crisis Interveners Lethality Scale and the Life change index Scale if needed

Recognize that these are tools to aid in assessment

They might be used before, during, or after an intervention

The intervener might decide not to use them

Communicating Effectively with Those in Crisis

(12)

Determine what the crisis is

Which problem is of most immediate concern?

Which problem would prove most damaging if not treated immediately?

Which problem can be most quickly resolved?

Which problem must be dealt with first before others may be handled?

What resources for handling problems are available?

What barriers and obstacles will hinder problem solving?

Be aware that every communication contains three messages:

A content message

A feeling message

A meaning message

Be alert to the potential for distortion within a communication

What the other person means to say

What the other person actually says

What you, as intervener believe you hear

Do not assume that you understand

Use clarification techniques for understanding: Repetition of key words used by victim

Restatement

Direct request for clarification

Use of questions

Recognize the importance of empathy

Learn to listen effectively

Learn to respond effectively

Remember that effective intervention can only occur if the intervener and the victim are talking about the same crisis

Be alert to nonverbal communication

Identify feelings

Team Intervention

(12)

Understand the appropriate use of team intervention:

For maximizing the safety for all involved

For efficient information gathering

For division of responsibility among team members

For emotional and physical support for team members

Understand the designation and role of lead teams and lead interveners

Clarify the division of responsibility of team members.

Be familiar with the positioning of team members

Be prepared to accept personal responsibility as a team member

As a team, apply the procedure for effective Crisis Intervention

Some Mistaken Assumptions:

``If you can't help them, at least don't hurt them.''

``I know exactly how you feel.''

``If I ask about suicide, the person might do it.''

``I can relax after the parties are seated.''

``Listening to and acknowledging feelings implies agreement.''

``My degree, badge, or profession will automatically make me an effective intervener.''

Special Issues

(10)

Take safety seriously

Approach the crisis slowly

Don't park infront of the building where the crisis is occurring

Approach doors carefully

Expect the unexpected

Listen for clues

Maintain control

Visually first the people involved

Remain observant

Separate disputants if necessary

Seat the victims

Sit attentively

Do not turn your back

Bring disputants back together

Maintain eye contact with your partner

Break eye contact between disputants

Plan your office with safety in mind

Intervene with a partner

Play the ``what if'' game

Make contingeney plans

Be sensitive to gender, racial, and ethnic issues

Become aware of your own cultural biases

Ask for clarification as needed

Do not impose your personal values

Be willing to test, adapt, and change your perceptions to fit your new experience with people from another culture

Be able to identify students at risk for violent behavior

Be able to identify adults at risk for violent behavior

Intervener Survival

(10)

Recognize the signs and symptoms of stress and burnout

Take care of yourself:

Eat nutritiously:

Get enough rest

Exercise regularly

Set realistic goals for yourself

Plan for fun and relaxation

Be responsible for self-direction

Be concerned about personal safety

Become aware of your own personal issues

Be aware of Critical Incident Stress Management

Children's Reactions to Crisis

(13)

Teachers: Take care of yourself and each other

Learn the ``typical'' reactions of normal children in each age group

Refer the family for professional help as needed.

Create age- and grade-appropriate activities for children in crisis

Preschool

Elementary School

Junior and Senior High School

Journalism

Science

English Composition

Literature

Psychology

Peer Counseling

Health

Art

Speech and Drama

Mathematics

Civics and Government

History

Hot-Line Workers

(4)

Learn the Do's to effective hot-line interactions

Avoid the Don'ts that can lead to ineffective hot-line interactions

Learn to handle the difficult caller

Family Crisis

(6)

Follow the 30 steps for handling family crisis

Learn how parents can help their children cope with crisis-related feelings

In preparing for holidays, follow the 20 steps for avoiding holiday crisis

Grief

(9)

Look for the grief component in the crisis

Recognize what grief victims might experience

Teach the sufferer to use self-intervention

Help the sufferer cope with separation or loss

Recognize the recurring reactions of sufferers of tragic events

Legal Implications of Crisis Intervention

(6)

Know the laws that govern what you do

Treat victims as human beings rather than as cases

Intervene within the limits of your background, training, and experience

If you begin an intervention, stay with it unless you are relieved by someone with greater skill.

If possible, obtain consent before intervening

Maintain confidentiality of all information you obtain

Document all your actions in an intervention

Maintain your professional competency

Respect the victim's right to privacy

Think before you act

Appendix

105

(2)

Bibliography

107

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Elements of Crisis Intervention Crises and How to Respond to Them

Summary

Table of Contents

Supplemental Materials