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Searching... | 32050000000748 | RC480.6 H64 2012 | Open Access Book | Book | Searching... |
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Summary
Summary
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.
Table of Contents
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 |