Intervention Plan For Allison Based On Information About An Individual Essay

Suicide does not generally come without warning. Almost always, persons considering it show symptoms or provide clues to their intent. It is important, however, for crisis workers to know how to read these and be able to distinguish between myth and reality. (Kanel, 2003, p. 76)

Crisis intervention is a process by which the human services worker is to identify, assess, and then intervene with the individual(s) so that they can return to some form of normalcy. Crisis intervention requires the individual(s) to receive timely support and resources in order to cope with the situation and before future emotional distress occurs. Appropriate use of crisis intervention methods can be used to effectively treat individual(s) from distressing situations. Crisis intervention is no longer considered a developing discipline. The purpose of this paper is to review the history of crisis intervention, the current status of crisis intervention, policies that govern crisis intervention, and how I would like crisis intervention to move forward in order to positively change a

Lauren Smith is a five year old Caucasian girl who is demonstrating anxiety when separated from her mother. The family was referred to this service by their pediatrician. Over the past few months, Mr. and Mrs. Smith report Lauren has become increasingly troubled when being separated from her mother. She cries while clinging to her each morning before school and her father describes having to “pry her off” and carry her to the car. Lauren’s parents are also concerned with regressive behavior; she is speaking more often in third person when referring to herself, and she has also begun wetting the bed nearly every night. Mr. and Mrs. Smith had a conference with Lauren’s teacher two weeks ago at which time she told them Lauren was having difficulty concentrating and completing her work. The teacher also voiced concerns about her lack of interest in participating in group activities; she appears to prefer to play by herself. The parents report that Lauren is otherwise healthy and has been meeting age appropriate developmental milestones.

The Suicide Risk Assessment Tool has been designed for use of the Registered Nurse to gather information regarding the presenting patients experience of a “suicidal state”, in order to identify the suicide risk posed on that patient due to their mental capacity at the time and what interventions would be appropriate to implement in order to minimise the risk (psychology org). The framework is divided up into three sections. The first section is based on information the health professional requires if it was a crisis risk situation. This section addresses any suicidal thoughts and if yes - how often, any plans or intent - how often and any previous attempts - on however many occasions, the presenting patient may

In Dr. H. Norman Wrights book “The Complete Guide to Crisis & Trauma Counseling: What to Do and Say when it Matters Most”, which was published in 2011 focuses on how to counsel those in a crisis situation. The book begins by Dr. Wright discussing his personal life story of dealing with loss, crisis, and trauma. His story is the foundation of the subject in how to counsel someone and knowing when to refer a person to someone with more experience. The book aims at helping those who are experiencing life’s daily struggles with biblical principles and to encourage the individual to persevere through the hard times.

After working in the mental health field for several years, part of my job as an intensive case manager is facilitating crisis assessments on individuals who present in the emergency room (ER) and endorse suicidal ideation. Virtually all people who I have assessed and are genuinely suicidal with high risk mainly report major depressive disorder as their primary mental health disorder. Many of these individuals also have a previous history oftrauma as well, whether physical, sexual, or emotional abuse.

The first thing the therapist needs to do in this situation, beyond the obvious need to form a therapeutic alliance, is determine the lethality Allison’s suicidal intent. This could perhaps be accomplished by administering the Children’s Global Assessment Scale, or CGAS. This is an assessment tool that rates the general mental functioning of minor children, on a scale from 1-100 (Shaffer, 1983). This would have to be the first step, as it poses risk to the client and carries an obvious urgency prohibit lengthy therapeutic visits, depending on the severity of the crisis situation. On the surface, it appears that Allison’s score is within the 40-31 range, due to the history of suicidal attempts and self-cutting. However, a determination is made that Allison did not have “clear lethal intent” (Shaffer, 1983), placing her in the 50-41 range. Because there is no immediate risk of harm, therapy can commence.

Although no previous suicide attempts are reported, she has not sought mental health services when depression sets in, but it exacerbates current stressors (i.e. financial circumstances and the relationship problem) negatively affecting situations. She finds handling her children emotionally draining and difficult since the abuse originated, over a year ago. The client has not been treated for being emotionally and physically abused by her husband nor have the children, but she expressed that her husband has a history of violence and has always been quick to anger, her son is currently experiencing behavioural issues. Johnathon has been subject to abusive treatment too and is displaying violent tendencies and intimidation towards his younger sibling, which she become progressively timider and reserved as a result. Since leaving high school, the client has limited support systems and a distant relationship with her parents, but has begun the process of reaching back out, although still fears being ‘found’ prior to securing stability and independence from her

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

This paper will discuss the case of Ariadne; it will summarize the diagnostic skills and techniques used to screen for addiction, aggression, and danger to self and others, as well as co-occurring mental disorders during a crisis, disaster, or other trauma-causing event. It will evaluate the key elements of the crisis, disaster, or trauma-causing event to include the nature of the crisis and associated risks, including client and counselor safety. This paper will differentiate the

Caplan viewed crisis as, “a state resulting from impediments to life goals that cannot be overcome through customary behaviors” (cite). According to the authors, these “impediments” can come from both situational and developmental events. Both Caplan and Lindemann dealt with crisis intervention following the trauma using an equilibrium/disequilibrium paradigm (cite). The stages in Lindemann’s paradigm are 1) disturbed equilibrium, 2) brief therapy or grief work, 3) client’s working through the problem or grief, and 4) restoration of equilibrium (Janosik, 1984 pp. 10 – 12). Together, Lindemann and Caplan gave motivation to use the crisis intervention strategies in counseling and brief therapy with people and their reactions to trauma (cite). According to the authors, the basic crisis theory focuses on, “helping people in crisis recognize and correct temporary affective, behavioral, and cognitive distortions brought on by traumatic

The Postvention Protocol is mainly developed for elderlies impacted with crisis in later life which has the purpose of providing planned intervention, support and other forms of assistance as well as prevention to the occurrence or aggravation of crisis’ outcomes. Its programs or strategies are aligned with the specific needs of the elderly community which will be implemented by the Senior Citizens Association in collaboration with local government and organizations supporting and protecting the rights of elderlies. Rationale for Developing and Implementing Postvention Protocol The Postvention Protocol contains planned interventions or strategies for individuals ages 60 and above which has the intention to provide immediate strategies to crisis, facilitate emotional stability and reduce the risk for negative behaviors associated with the crisis. It is the provision of intervention, prevention, psychological support and other forms of assistance to individuals impacted by crisis in later life.

The seven phases of crisis are: the precipitating event, perception, disorganized response, seeking new and unusual resources, a chain of events (which may cause another crisis), previous crises linking to current crisis, and mobilization of new resources/adaptation. Crises usually last from four to six weeks. During that time, early intervention and problem solving is very important to prevent a breakdown in relationships and the ability to function normally (Gentry, 1994, p. 5). When crisis intervention begins, it is important for the crisis worker to be sensitive to the cultural diversity of the individual. The counselor should be sensitive to cultural backgrounds, alternative lifestyles, people with disabilities, and religious differences (Kanel, 2007, p. 38). Equally important, the crisis worker needs to be familiar with the various norms and traditions specific to the individual so that they are able to help without the client feeling disrespected or offended. The counselor should be able to help the individual without revealing any bias or judgment toward the person or his or her lifestyle. It is important for the counselor and the individual in crisis to make a connection so that they will be able to work cohesively towards resolving the crisis. Many models of crisis intervention exist. Three models were chosen as catalyst for the P.R.O.V.E. Model for intimate-partner abuse which will be used in crisis intervention for women who are victims of domestic

In the case of Kiara, we learn what a professional therapist should never do and actions to avoid. Her actions towards her client were negligent and forceful. Her failure to follow up with her client who showed suicidal ideation is unethical, unprofessional, and illegal. It is important for therapists to provide informed consent forms at the very beginning of their sessions with their clients and make sure that their clients fully comprehend what they will be signing. We must never ask our clients to sign consent forms weeks after initial intake. This can be very dangerous to the professional and could potentially ruin our client’s lives. In the following essay, we will review Kiara’s case and the steps she could have taken to conduct a professional

There is an ethical duty to report a client of any age when there are reports of suicidal attempts or ideation. Confidentiality is a consideration, but the safety of Angela is the first priority. There is a legal and ethical duty to report if there is a foreseeable harm (Remley, T. P., & Herlihy, B., 2010). A counselor must be knowledgeable of the proper assessments and tools, and should consult other