Reference no: EM131132676

Introduction to Crisis

An ancient Chinese proverb offers an intriguing definition of the first of two major topics in this course, crisis: "A crisis is an opportunity riding the dangerous wind." In fact, if you look closely at your course text, Crisis Intervention Strategies, you will notice a pair of Chinese characters adorning the cover. One means danger and the other opportunity. For many people, this may constitute an unusual way to conceptualize the idea of crisis, as it is often associated exclusively with painful, distressing, or disastrous events-the danger element. Yet, as the saying suggests, crisis also represents a turning point, and thus, anopportunity. It does not come in the form that most people would choose, but it is there nonetheless, waiting to be seized.

But how does this happen? How does an individual stuck in a crisis find the resolve to move on in his or her life? This is where the second major topic in this course, intervention, comes in. The process of crisis intervention can play a significant role in facilitating the recovery of those in crisis. This week, you develop an understanding of the wide array of experiences that comprise crisis from a definitional standpoint. You explore the scope of crisis and crisis work, including the role of multicultural awareness within the field, as well as examine skills required for effective crisis intervention.

Learning Outcomes - By the end of this week, you should be able to:

• Analyze the features and scope of crises
• Apply crisis intervention skills and the principles of culturally effective helping
• Understand and apply concepts and techniques related to crisis and intervention

Learning Resources - Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.

Readings

• Course Introduction (located in the left-hand navigation bar)
• Course Text: James, R. K. & Gilliland, B.E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.
• Chapter 1, "Approaching Crisis Intervention"
• Chapter 2, "Culturally Effective Helping"
• Chapter 3, "The Intervention and Assessment Models"
• Chapter 4, "The Tools of the Trade"
• Article: Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women. Journal of Community Psychology, 33(4), 461-477.

This article proposes 10 principles for trauma-informed care of women recovering from crises related to interpersonal violence. The characteristics and context of interpersonal trauma, as well as specific strategies for service delivery are discussed.

Discussion 1 - The Features and Scope of Crises

You likely have some preconceived notions about what a crisis entails. Perhaps the word crisis immediately evokes the idea of a natural disaster, such as a hurricane or a tsunami, which results in the catastrophic loss of human life and property throughout a geographic region. Or, maybe you think first of the personal circumstances of individuals and families: domestic violence, substance abuse, or sexual assault. Bereavement, terrorist attacks, hostage situations, grave illness, school shootings, and serious accidents-these all are events, among many others, that are frequently associated with crisis.

Whatever your initial conception of crisis involves-whether it is global or local in scale, whether it is concerned with large communities or individuals, whether it is the result of extraordinary events or daily problems in living-it is likely accurate (although not necessarily comprehensive), as the term crisis encompasses a vast spectrum of situations and experiences, each with its own unique circumstances and features. Nevertheless, as disparate as many crisis situations may seem, they all share qualities that categorize them as a crisis. In this Discussion, you consider different ways of conceptualizing and classifying crises, as well as examine both the unique and shared features of crises within these classifications.

To prepare for this Discussion:

• Review Chapter 1 in your course text, Crisis Intervention Strategies, paying particular attention to the definitions and characteristics of crisis, as well as to applied crisis theory and its associated crisis domains.
• Review the article, "Trauma-Informed or Trauma-Denied: Principles and Implementation of Trauma-Informed Services for Women." Think about which domain the crises described in this article would be classified in and why.
• Reflect on specific crisis situations with which you are familiar. Select three situations, each one representative of a different crisis domain, as described on pages 19-20 in your course text, Crisis Intervention Strategies: developmental, situational, existential, and/or ecosystemic.
• Consider the differences between the situations you selected. Then think about how and why each one occupies a different place within the various crisis domains.
• Consider what features these three situations have in common and why, despite their differences, they are all classified as crises. Note the characteristics they share.

With these thoughts in mind:

Post a brief description of each of the three crisis situations you selected, including how and why they are classified within the different domains of applied crisis theory. Then explain what features they all have in common and why they are all considered crises. Be specific.

Be sure to support your postings and responses with specific references to the Learning Resources

Discussion 2 - Crisis Intervention Skills

The idea of helping an individual effectively cope with a crisis situation may seem daunting. Where do you begin? What should you say? What challenges might you encounter? How do you introduce order and safety into a chaotic and dangerous situation? Human services professionals must possess a number of key skills to effectively handle these many unknowns and assist clients in crisis. One of these key skills is listening. Human services professionals must be careful, compassionate listeners, able to earn the trust of their clients and accurately interpret both what these clients directly say and what they choose to omit. Human services professionals also must be skilled communicators, knowing what questions to ask, and when to ask them, as well as how to lend support and encouragement to a person in severe distress. Moreover, effective crisis intervention involves action-meaning human services professionals must be adept at facilitating decision making and developing a plan of action with their client(s). Throughout the entire process of crisis intervention, human services professionals must continuously assess the situation and tailor their skills to the specific characteristics of the client and his or her environment.

One important factor to consider is culture-the beliefs, attitudes, values, and behaviors of a particular society. Every culture has unique customs, norms, and expectations. Human services professionals must work within the cultural context of the individuals with whom they are working, adjusting their crisis intervention strategy accordingly. Examining culturally biased assumptions and being careful to avoid them, as well as analyzing the potential for cultural factors to influence care, are paramount to what textbook author Richard K. James refers to as "culturally effective helping."

In this Discussion, you revisit the crisis situations you explored in Discussion 1. You consider how you might use the intervention skills introduced this week when assisting individuals coping with these crises. In addition, you reflect on the multicultural implications of these situations.

To prepare for this Discussion:

• Review Chapter 2 in your course text, Crisis Intervention Strategies, focusing on the importance of multicultural sensitivity in crisis intervention.
• Review the article, "Trauma-Informed or Trauma-Denied: Principles and Implementation of Trauma-Informed Services for Women," focusing on the specific principles that should be employed during trauma-informed intervention.
• Review Chapter 3 and 4 in your course text, Crisis Intervention Strategies. Think about some of the practical applications of each of the crisis intervention skills that are described. Bring to mind the three crisis situations you selected for Discussion 1. Then consider how you might approach the intervention for each situation:
• The specific skills you might use when aiding an individual experiencing each crisis, how you would use these skills, and why their use would be beneficial to the client
• The multicultural issues you might need to take into account when implementing and applying these skills
• How you might ensure that the intervention for each crisis is culturally appropriate and effective

With these thoughts in mind:

Post a brief description of one specific intervention skill you might use to treat an individual involved in each of the three crisis situations you identified in Discussion 1. Then explain how you would use the skill in each situation, and why it would benefit the client. For at least one of the three situations, describe a multicultural issue you might consider in order to ensure culturally effective helping and explain how you would address the issue so as to be culturally appropriate and effective. Be specific and use examples.