Crisis education and service program designs : a guide for administrators, educators, and clinical trainers

Crisis Education and Service Program Designs, is a guide for educators, administrators, and clinical trainers who may otherwise feel ill-prepared for the complex tasks of teaching, program development, supervision, and consultation in the crisis-care arena. The book provides a framework for more systematic inclusion of crisis content in health and human-service programs. Readers will find that this book fills the current gaps in knowledge and training, and fosters a more holistic practice by all human-service professionals. It shows how effective leadership, training, and timely support contribute to crisis workers' effective practice with people in crisis.

Author Notes

Miracle R. Hoff, MS, is a licensed mental health and substance-abuse counselor with experience in administration, training, and crisis care.
Lee Ann Hoff, PhD, is a nurse and anthropologist specializing in crisis and violence issues. More information about her work is available at www.crisisprograms.org.

C. Everett KoopRichard RamsayLeonal L. Eggert

List of Figures	p. xv
List of Tables	p. xvii
Foreword	p. xix
Foreword	p. xxi
Foreword	p. xxv
Preface	p. xxix
Special Appreciation	p. xxxiii
Section I Background and Overview of The Crisis Field
1 The Significance and Urgency of Crisis and Psychosocial Care	p. 3
Chapter Outline	p. 3
A Biopsychosocial Approach to Human Services	p. 4
The Crisis Model in Human Services	p. 4
Example: David Jones	p. 5
Example: Jane Warren	p. 6
Key Issues and Events Affecting Crisis and Psychosocial Care	p. 9
The U.S. Joint Commission, Evidence-Based Practice, and Recovery	p. 9
Primary Care and Prevention	p. 13
International Attention to Violence Prevention and Victim-Survivor Care	p. 16
The Role of Crisis Care in Suicide Prevention	p. 18
Integrating Crisis Protocols Into Routine Health Care	p. 19
Example: Kevin Barnes	p. 20
Collaborative Versus Hierarchical Service Delivery Models	p. 20
Crisis Intervention, Psychiatric Emergency Stabilization, and Brief Treatment	p. 22
Example: Debriefing Following Suicide	p. 26
Research and Theory Development	p. 27
Crisis Service Delivery: Differential Approaches	p. 28
Evaluating the Content and Context of Training, Education, and Service Programs	p. 31
References	p. 32
2 Illustrations of Education, Training, and Comprehensive Service Needs in Crisis and Psychosocial Care	p. 41
Chapter Outline	p. 41
A Suicidal Woman Using Several Resources	p. 42
Example 1: Alice Smith	p. 42
Key Concepts and Training Issues	p. 43
Comprehensive Service Needs	p. 44
Abuse of Caregiver and Risk of Older Adults in Home Care	p. 46
Example 2: The Cabots	p. 46
Key Concepts and Training Issues	p. 46
Comprehensive Service Needs	p. 47
An Immigrant Woman's System Struggles	p. 48
Example 3: Fatimah Okoro	p. 48
Key Concepts and Training Issues	p. 49
Comprehensive Service Needs	p. 50
Violence in Learning and Work Environments	p. 52
Example 4: Juan Lopez	p. 52
Key Concepts and Training Issues	p. 53
Comprehensive Service Needs	p. 55
A Young Woman Unable to Escape Bullying	p. 56
Example 5: Ashley Johnson	p. 56
Key Concepts and Training Issues	p. 57
Comprehensive Service Needs	p. 58
A Psychosociocultural Crisis Paradigm	p. 60
References	p. 64
Section II Education and Training Program Development and Implementation
3 Essentials of Educational and Clinical Training Programs	p. 71
Chapter Outline	p. 71
Standards for Crisis Training Programs	p. 72
Core Content for Education and Training in Crisis Theory and Practice	p. 74
Example: Anxious Student	p. 75
Knowledge	p. 76
Attitudes	p. 78
Skills	p. 80
Qualifications of Educators and Trainers in Crisis and Psychosocial Care	p. 82
Continuing Education for Educators and Trainers	p. 84
Certification of Individual Crisis Practitioners	p. 86
References	p. 88
4 Implementing Core Crisis Content	p. 91
Chapter Outline	p. 91
The Diversity of Training Goals	p. 91
Example: Medical and Psychosocial Care	p. 92
Defining Objectives in Behavioral Terms	p. 95
Creating a Climate for Training	p. 97
Implementing the Course Content: Methodologies	p. 101
Lecture	p. 101
Readings	p. 101
Modeled Role-Play	p. 102
Role-Play	p. 103
Clinical Practice for Crisis Trainees	p. 103
Evaluating the Training Process and Outcomes	p. 106
References	p. 107
5 Differential Application of Core Crisis Content	p. 109
Chapter Outline	p. 109
The Diversity of Training Recipients	p. 110
Community and Cultural Context of Crisis Training	p. 111
Example: The Haven Program	p. 112
Example: Rural Stress Resource	p. 113
Assessing Attitudes, Background, and Needs of Trainees and Students	p. 114
Tailoring a Training Program in Interaction With Trainees	p. 117
In-Service Training and Continuing Education Programs	p. 118
Example: Emergency Department Training	p. 119
Community Gatekeeper Training	p. 120
Example: Community Gatekeeper Training	p. 121
References	p. 121
Section III Crisis Service Organization, Management, and Delivery
6 Service Program Planning and Development	p. 125
Chapter Outline	p. 125
Diversity of Service Needs	p. 126
Governing Body	p. 127
Example: Stepping Stones Resource Center (SSRC)	p. 129
Institutional and System-Related Barriers	p. 130
Funding	p. 131
Example: United Way	p. 132
Example: Shelter for Homeless Women	p. 134
Assessment of Needs and Resources	p. 135
Political Considerations	p. 138
Community Visibility and Public Relations	p. 139
Example: Media Outreach	p. 140
References	p. 141
7 Essential Program Elements and Organizational Structure	p. 143
Chapter Outline	p. 143
Overview of Essential Elements	p. 144
Telephone Service	p. 145
Example: Rural Telephone Services	p. 148
Example: 2-1-1 Resource Line	p. 148
Online Crisis Service	p. 149
Example: National Sexual Assault Online Hotline	p. 149
Face-to-Face Service: Walk-In and Outreach	p. 149
Example: Akron Police Department	p. 151
Emergency Medical and Psychiatric Service	p. 152
Example: Prevention and Life-Saving Collaboration	p. 153
Example: Emergency and Crisis Care in a Metropolitan Trauma Center	p. 153
Special Populations	p. 155
People Who Are Homeless	p. 155
Example: Shelter and Mental Health Services in Boston	p. 156
Example: The Social Enterprise Intervention (SEI) for Youth	p. 158
Older Adults	p. 158
Veterans and Their Families	p. 159
Example: Traditional Roles Redefined	p. 159
Community Linkage and Coordination Network	p. 161
Example: The Need for Networking	p. 161
Example: Contracts and Managed Care	p. 162
Example: The Support Network	p. 163
Example: First Link	p. 163
References	p. 164
8 Program Management and Evaluation	p. 167
Chapter Outline	p. 167
Staff Screening and Selection	p. 168
Staffing Patterns	p. 169
Team Relationships in Crisis Work	p. 170
Role of Volunteers	p. 171
Qualifications of Clinical Supervisors	p. 173
Differentiating Supervision From Related Functions	p. 175
Maintaining a Program	p. 177
Addressing Staff Burnout and Vicarious Traumatization	p. 177
Special Issue: Chronicity	p. 180
Data Collection and Utilization	p. 183
Example: Identifying Victims of Domestic Violence	p. 183
Evaluation	p. 185
The Centrality of Program Evaluation	p. 185
Accreditation of Crisis Programs	p. 186
References	p. 187
Section IV Closing the Gap Between Essential Knowledge, Attitudes, and Service Delivery Skills
9 From Classroom to Interdisciplinary Service Models: Diversity Perspectives	p. 191
Chapter Outline	p. 191
Distinct and Complementary Missions of Education and Service Providers	p. 192
Listening to Students About Educational Goals and Career Mission	p. 193
Example: Teaching Undergraduate Nursing Students About Incest	p. 194
Curriculum Issues: Generalists, Undergraduate, and Graduate Education	p. 194
Example: Evidence-Based Essential Content	p. 197
Undergraduate Education as Foundation	p. 198
Professional Education, Accreditation, and Licensure Requirements	p. 198
Interdisciplinary Graduate Certificate Program: Violence, Crisis, and Human Rights	p. 199
Unique Challenges of Online Learning on Value-Laden Topics	p. 199
Program Description	p. 201
Purpose and Significance	p. 201
Background and Sources of Development	p. 202
Theoretical Assumptions Underpinning the Program	p. 203
Course (or Module) Requirements for Certificate(s) on Violence, Crisis and Human Rights	p. 203
Diversity of Learning Goals	p. 204
Crisis Program Models	p. 206
Boston Center for Refugee Health and Human Rights	p. 206
Emerge: Counseling and Group Education to Stop Domestic Violence	p. 208
Psychiatry and Mental Health: Oporto, Portugal	p. 209
Child Witness to Violence Project (CWVP)	p. 210
Boston Area Rape Crisis Center (BARCC)	p. 211
Casa Myrna Vazquez: Metropolitan Service for Abused Women	p. 212
Workplace Violence Prevention for Nurses	p. 213
References	p. 215
10 Crisis Consultation and Community Education	p. 217
Chapter Outline	p. 217
Consultation: Nature and Purposes	p. 218
The Consultative Relationship	p. 219
Criteria and Procedures for Crisis Consultation	p. 220
Client Consultation Illustrations	p. 221
Example: Acute Psychiatric Disturbance	p. 221
Example: Diabetic Patient Paranoid About Insulin	p. 221
Example: Government Administrator	p. 222
Example: Depressed Student Abusing Alcohol	p. 222
Example: Student, Teacher, and Themes of Violence Toward Self and Others	p. 222
Example: Abusive Student	p. 223
Program Consultation	p. 223
Example: Human Resources Department and Job Loss	p. 224
Community Education	p. 225
References	p. 229
Glossary	p. 231
About the Authors	p. 237
Index	p. 239

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