Term
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Definition
| Unusual stress temporarily renders an individual unable to direct life effectively and the usual coping mechanisms provide neither relief nor remedy. |
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Term
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Definition
| The perception a person has of the precipitating events that led to subjective distress. This perception needs to be identified to help the client change. |
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Term
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Definition
| The ability to understand and share the feelings of another |
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Term
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Definition
| Observing client verbal and nonverbal behaviors as one way of understanding what clients are experiencing, and displaying effective nonverbal behaviors to clients |
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Term
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Definition
| using different words, to achieve greater clarity |
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Term
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Definition
| A statement that is used to attempt to normalize the siutation |
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Term
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Definition
| A statment used to vadiate the emption and experience that was discussed |
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Term
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Definition
| Therapeutic comments that help clients feel more in control and see choices they have |
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Term
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Definition
| Types of therapeutic comments in whicj facts, statistics and theories are presented to clients in an attempt to normalise their experiences and change their misconceptions. |
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Term
| Characteristics of person who may be crisis prone |
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Definition
| Bewilderment, Danger, Confusion, Impasse, Desperation, Apthy |
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Term
| Ethical Checks in Crisis Work |
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Definition
| Are you a danger to yourself or others |
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Term
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Definition
| Affective, Behavioral, Cognitive - Developing and maintaining contact, identifying the problem, and coping |
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Term
| Characteristics of person who may be crisis prone |
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Definition
| Alienation from lasting and manful personal realtionships , Inability to use life support systems such as family friends and social groups, lack of regular fulfliing work |
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Term
| Indicators of violence (in youth/adult) |
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Definition
| Express self-destructive or homicidal ideation, Have a history of self destruction behaviour, Articulate specific plans to harm self or others, Engage in bullying other children |
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Term
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Definition
| Listen, Understand and Validate |
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Term
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Definition
| 1.Intake and Assessing the person who is in Crisis/Suffering from the aftereffects of Crisis, 2. Exploring the Crisis Situation of the person, 3.Understanding the Coping Style employed by the person, 4.Confronting Feelings, Exploring Emotions and Challenging the Maladaptive Coping Style, 5.Exploring Solutions and Educating the client in best practices of Coping, 6. Developing a concrete treatment plan/structure of activities and Reassuring the clients newly gained healthy perspective, 7.Follow-Up |
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Term
| What is precipitating event and why important |
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Definition
| An event in a persons life that triggers a crisis state that can be either situational or developmental. |
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Term
| Major components of crisis work |
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Definition
| Immediacy, Discostino, Control, Referal, Assessment and follow-up |
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Term
| Safety precautions in home visits/office |
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Definition
1. If possible always intervene with a partner
2. Approach the crisis or potential crisis slowly and carefully.
3. If you are in a car do not park directly in front of the area where the crisis is occurring.
4. Approach all doors or openings with caution. Do not stand directly in front of doors or windows. Stand to one side and only then knock on the door.
5. Before knocking or ringing the door bell listen for 5-10 seconds for |
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Term
| Common reactions of children and youth in crisis |
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Definition
| Thumb-sucking, bedwetting, fear of the dark, clinging to parents, nightmares, not sleeping or broken sleep, loss of bladder or bowel control, speech or feeding problems, fear of being left alone, irritable, fretful,Aggression, confusion, withdrawing, competing for attention, avoiding school, nightmares, poor concentration, tummy aches, headaches, fear of the dark, fear of being hurt or left alone |
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Term
| Ways to be helpful with children and youth in crisis |
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Definition
Try not to over-react. If you panic, your children will be more afraid.
Take charge if you need to. It will make your children feel safer. Let them know they will be looked after.
Talk with your children about what's happening, even if it is hard.
Calm down before explaining the situation to them and reassure them that you will work through this.
Say enough for them to understand what has happened or what the problem is. Ask them what else they want to know but don’t give them details they don’t need.
Keep it simple and use words they understand. Saying that someone 'died' is better than 'passed away'. Depending on their age you may have to repeat things many times, even simple things.
Take charge if you need to. It will make your children feel safer. Let them know they will be looked after. |
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Term
| Steps/phases in solution/strengths based crisis approach from the reading assigned |
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Definition
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