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COUNSELING PSYCHOLOGY PROJECT Crisis Counseling Project by- Jaspreet Kaur Roll Number-19/ Ba(Hons)Psychology,6th^ Sem Words : 5746 A crisis is when a person perceives or experiences an incident or circumstance as an unbearable difficulty that outweighs their present resources and coping strategies (James & Gilliland,2013). A trauma is an exposure to an event in which a person is confronted with actual or threatened death or serious injury, or a threat to self or others’ physical well-being (American Psychiatric Association, 2013). According to me, the loss of a loved one is an unavoidable aspect of life. Healthy individuals grow and move on in their development and situations, leaving certain things behind, whether consciously, by mistake, or as a result of progress. There may be grief as a result of leaving, which is a natural reaction to loss. The worth of what has been lost and how much sadness (emotional sorrow and/or anguish over the personal and interpersonal experience of loss) are linked. Because the individual was not committed to or involved or because the person had enough time to prepare, the anguish may be minor in some circumstances. In other circumstances, an individual may feel overwhelmed as a result of the person's, possession's, or
COUNSELING PSYCHOLOGY PROJECT position's importance in his or her life, or as a result of the loss's unexpected and/or severe nature. There is a crisis in such situations. Counselling, according to the American Counseling Association, helps people cope and find assistance after a catastrophic crisis. The purpose of crisis counselling is to achieve stability, increase an internal sense of empowerment and safety, and locate relevant resources in a short and time-limited manner. This sort of counselling usually lasts between 15 and 2 hours and is spread out across 1-3 sessions. While crisis counselling is not a replacement for long-term therapy or psychiatric care, it can provide a secure avenue for temporary relief. The way I see it , the discipline of psychology is increasingly recognising crisis counselling as a speciality area. History of Crisis Counseling Erich Lindemann Gerald Caplan Only in the last 60 years has crisis intervention developed into a distinct discipline with its own theories and practises. Much of the groundwork for crisis intervention is laid by Erich Lindemann's groundbreaking work with survivors of the Boston Cocoanut Grove fire in 1942, as well as Gerald Caplan's development of that work. The genesis and evolution of crisis intervention as a therapeutic speciality may be traced back to two historical events in the 1970s. Two of the most renowned pioneers in the area of crisis counselling are Erich Lindemann (1944,
- and Gerald Caplan (1964). Lindemann assisted experts in recognising natural sadness as a result of loss, as well as the phases that people go through when grieving. Caplan took Lindemann's ideas and applied them to the entire realm of traumatic experiences. He saw crisis as a state emerging from situational and developmental barriers to life's aims. The first was the
COUNSELING PSYCHOLOGY PROJECT make it possible to replace huge, residential state mental institutions with less restricted community mental health clinics and halfway houses. Regrettably, this has not occurred. The chronically mentally ill have been induced to stop taking their medicine due to the unpleasant side effects of antipsychotic medication and a lack of proper monitoring. Psychotic symptoms reappear fast and are exacerbated by the use of alcohol or illegal street substances. These "dual diagnosis" clients may experience severe and violent psychotic breakdowns. They may also become a significant portion of the homeless population. As a result, as they strive to contain these mentally ill persons, police agencies have become unwilling partners in the community mental health business. Specially trained police officers that work on Crisis Intervention Teams are one of the largest groups of professionally trained crisis interventionists. Types of crises People can experience a wide range of crises. The following are four of the most typical forms of crises:
- Developmental Crisis A developmental crisis occurs when a regular life event (such as graduation) causes an individual worry and pressure. (2008, James) While developmental crises are common, they may need constant supervision to ensure that a client returns to normal function. Consider the notion of grieving and loss as one way of conceiving a developmental crisis. Because all changes in a person's life result in loss, and loss necessitates grieving work, a person must take the time to process their life changes.
- Situational Crisis When it comes to crisis intervention, the most typical type of incident is a situational crisis. This is an occurrence that is so overpowering and unexpected, that conventional coping mechanisms are overwhelmed. Sexual assault, a car accident, or a sudden loss or bereavement are all examples of situational crises. Emergency responders and other crisis intervention personnel (hotline workers, social workers) are more likely to face this type of situation.
- Existential Crisis Existential crises are driven by greater ideas about a person's purpose and actualization, a profound feeling of personal satisfaction. Existential crises are frequently linked to feelings of regret or the idea that life has passed them by (Price, 2011), as well as the awareness that one will not achieve the objectives they set for themselves at a given age (James, 2008). Existential crises are more likely during life transition periods such as 30, 40, and 50, when people are "taking stock" of their lives. Suicide can be predisposed by a substantial existential
COUNSELING PSYCHOLOGY PROJECT crisis, which may be connected to the disproportionately high suicide rate among men and women aged 45 to 54. 2015 (MacDonald)
- Ecosystemic Crisis Some natural or human-caused disaster overtakes a person or a group of people who find themselves overwhelmed in the aftermath of an occurrence that may adversely affect virtually every member of the ecosystem in which they live, despite no fault or action of their own (James, & Gilliland, 2013). Responses to Crisis Response to crisis is very individual, and people’s reaction to crisis can be influenced by many factors, including:
- The type and severity of the crisis
- Previous experience in personal crisis
- Availability of emotional support
- Ability to do self-care activities. A person's reaction to a crisis can take many forms. Typical responses can include:
COUNSELING PSYCHOLOGY PROJECT cognitive distortions caused by traumatic experiences. This service is distinct from quick counselling techniques that aim to assist persons in resolving longer-term issues. Long-term adjustment and health may require considerable follow-up on the part of the crisis counselor or another helping specialist. Role of the Crisis Counselor Counselors who work in crises need to be mature individuals with a variety of life experiences with which they have successfully dealt. They also need to have a good command of basic helping skills, high energy, and quick mental reflexes, and yet be poised, calm, creative, and flexible in the midst of highly charged situations. Counselors are often direct and active in crisis situations. The role is quite different from that of ordinary counseling. Crisis counseling has three stages that those who participate in it must realize and be ready for: pre-crisis preparation, in-crisis action, and post-crisis recovery. Crisis Counselor’s skills To deal with both crisis and trans-crisis states calls for a variety of skills from the counselor that do not fit neatly into what might be expected of a more traditional therapist. Unlike traditional, long-term therapy, the creation of a cure or the movement of a client to more self-actualized behavior is not an end goal. The immediate and overriding objective of the crisis worker is to contain the situation, stabilize the client, stop the escalation of emotional disequilibrium and disorganization, and, it is hoped, return the client to as close to pre-crisis functioning as possible. Such intervention will typically be on a very time-limited basis that may be measured in minutes, hours, or days, rather than weeks, months, or years. After stabilization, the client may be referred, if needed, to long-term therapy where systemic change and increased functioning are the goals. The ability to use accurate listening and responding skills; assess, synthesize, diagnose, explore alternatives; and plan and solve problems are all as important in crisis intervention as they would be in traditional therapy. However, the crisis worker will typically have little time, support, or resources to do these activities. Because of rapidly changing conditions and the volatile atmosphere that surrounds a crisis, the worker will have to be exceedingly adaptive. At times, when clients are clearly out of control, crisis intervention is much more directive and closed ended than traditional therapy. It is likely that owning or “I” statements that use assertion, positive reinforcement, limit setting, and here-and-now responses are used much more than in typical counseling. The same may be said of closed questions that ask clients for “Yes” or “No” responses to determine their degree of physical mobility, psychological equilibrium, personal safety, and potential lethality towards themselves or others.
COUNSELING PSYCHOLOGY PROJECT A Specific Need for Counselor Self-Care According to me, counselors also face a lot challenges while working as crisis counselor. Counselors risk experiencing secondary trauma or compassion fatigue when working with acute crisis populations. This refers to experiencing the client’s sense of depression, anxiety, and trauma symptoms To prevent secondary trauma or burnout, counselors may wish to consider implementing self- care strategies. This includes taking care of physical health: eating a nutritious diet, exercising regularly, and maintaining an appropriate sleep schedule. It also means taking care of one’s own mental health: carving out time for leisure activities, reflection and journaling, spirituality, and spending time with loved ones. Theories of Crisis Counseling Basic and Expanded Crisis Theories In our diurnal engagements, challenges, and issues that initiate heads are common. Importantly, heads develop when people witness situations that are beyond their control. Situational events similar as accidents, experimental issues like growth and changes in fleshly structure, as well as empirical challenges that comprise the fulfillment of particular pretensions are among the issues that initiate a extremity. To address heads effectively, introductory and distended crisis propositions come into play. James and Gilliland (2016), state that introductory crisis proposition is a proposition that revolves around the challenges, which affect an individual in a substantiated manner. The proposition looks into areas that are likely to spark a crisis in a person’s life. Besides looking into the substantiated situations that lead to heads, the proposition also examines the colorful stages that a person goes through during a moment of a extremity. On the other hand, the expanded proposition looks beyond the normal aspects that can spark a extremity. The proposition examines how environmental factors complicate or reduce the magnitude of a extremity. Psychodynamic Theory In Puritanical times, grief was associated with the physical pain of a broken heart. Freud and others considered grief from a psychodynamic frame. Grief was believed to beget distress as survivors let go of their attachment to the departed to move beyond their anguish (Neimeyer,
- and return to a new normal Lindemann (1944) and latterly others (Bowlby, 1980; Kübler- Ross, 1969, 1975; Parkes, 2006) examined the nature and pattern of responses to grief, anticipated (uncomplicated) and unanticipated ( complicated or pathological), as well as the processes stages, phases, and course. Lindemann, linked five symptoms of grief and affiliated tasks endured by mourners. Symptoms ranged from physical/ physical distress, obsession with the departed, guilt, and hostility, to loss of routine. To achieve symptom relief, mourners were to free themselves from their attachment to the departed, acclimate to life without the departed, and establish new connections. For
COUNSELING PSYCHOLOGY PROJECT gests — a substantially intra-individual experience. Further, psychoanalytic proponents posit that early nonage prepossessions, formerly explored, explain an existent’s response to events. Vulnerability to specific stressors is believed to be associated with factors similar as pride association, obsession, unconscious drive, and managing mechanisms. From this theoretical perspective, relief comes when the client recognizes and modifies ineffective protective patterns through active engagement in suggestion, abreaction, explanation, and dynamic interpretation. Due to the dynamic nature of a extremity, clients are believed to be in a further regressed state signaling increased attention to and operation of transference and counter-transference issues. Adaptational Theory In her 1981 composition, Schlossberg described adult adaption to transitions and conceded the connection between her proposed model and Lindemann’s 1965 study on Cocoanut Grove survivors. Schlossberg designedly rejects the term crisis due to the “negative connotations” ,concluding for the term transitions. For her and others, transitions represented a further fluid process in which earnings as well as losses are educated and events — both dramatic and those less observable — result in “ psychological growth” or “ deterioration”. Adaptational propositions applied to crisis counselling suggest that clients sustain the experience of a crisis through nonproductive actions, negative studies, denial, and vindication. Adaption is substantiated when clients demonstrate a good enough balance between the experience of extremity, mileage-suitable interpersonal and palpable coffers, and reduced passions of anxiety. Therefore, nonproductive actions replace adaptive bones. Schlossberg identifies three elements that are thought to help in transition adaptability. The first defines the transition's features, including gains/losses, positive/negative impact, source/event, length, timing, and stress level. The second looks at the pre- and post-transition environment and assistance. The third component is an individual's demographics, values, and past experience with a similar sort of change. Interpersonal Theory Interpersonal theory has its roots in Rogers’s person- centered humanistic theory (1959). Unnaturally, persons passing a crisis experience incongruence and lowered positive regard and tone- worth. Interpersonal proposition applied to crisis counselling assumes individualities can not sustain a particular state of crisis if they believe in themselves and others. This belief is an antecedent to the necessary confidence that helps them work toward a sense of tone- fruition, make com-munity with others, and ultimately return to equilibrium. Clinicians exercising this theoretical approach understand the significance of sharing, unconditional positive regard, accurate empathy, clients’ locus of control, particular agency, and problem disquisition and interpersonal support. This remedial approach enhances clients’ self-confidence and self- esteem.
COUNSELING PSYCHOLOGY PROJECT Chaos Theory Chaos proposition has been used to describe everything from the order of the universe, rainfall patterns, and problems in mathematics. Principally, chaos proposition countries there's order in chaos and from this chaos an open and ever- changing system of tone- association emerges. This proposition is rested on elaboration, where order comes from chaos under the conditions of naturalness, creativity, and cooperation. With respect to crisis counselling, clients in crisis experience a host of violent feelings sweat, disturbance, anxiety, and dislocation. Clinicians aid clients in viewing the order or adaptive patterns that crop from the chaos of the crisis event. Clinicians encourage and support clients’ trial with trial and error. Through trial and error, clients essay to inseminate order and admit the applicability of false thresholds. Because clients continue to experiment, they come to fete dead ends and learn to follow a course of action despite the outgrowth. Clients laboriously engage to make particular sense of and manage with a extremity. The dis-association yields association and, in the case of crisis intervention, recovery. Whether in counselling or on their own, individualities use a process of trial and error to reestablish a sense of equilibrium and, ultimately, homoeostasis. Achieving a sense of homeostasis doesn't mean the existent is inescapably in a better position than they were previous to the extremity. It means they're less overwhelmed by their circumstances. Crisis Intervention Models The Equilibrium Model Erich Lindemann (1944) and Gerald Caplan (1964) were the engineers of the equilibrium model. Lindemann’s proposition argued crisis intervention should be employed when one gests loss. Gerald Caplan expanded on Lindemann’s proposition with the premise that one’s current state becomes disabled when they witness a crisis and can not use acceptable or traditional managing mechanisms to restore a sense of psychological equilibrium. However, also one falls into a state of temporary emotional distress. The equilibrium/ disequilibrium paradigm attends to individualities whose normal managing strategies fail during the midst and in after- calculation of an extremity. The model addresses disturbed equilibrium, brief remedy, clients working through the grief, and restoration of equilibrium. The ABC-X Model Reuben Hill (1949, 1958) applied crisis theory to families. The ABC-X Model of Crisis came into consummation because of Hill’s exploration on families passing separation and reunion during World War II. The main thrust of Hill’s ABC-X Model of Crisis focuses on the pre-crisis variables in families. The ABC-X model implies an commerce between (A) the crisis provoking stressful event (s) and (B) the family’s coffers and (C) the meanings/ comprehensions the family attaches to (A). The crisis(X) represents an acute state of disequilibrium and immobilization of the family system (Boss & Sheppard, 1988) and is an outgrowth of the commerce of ABC. The double ABC-X model displays the double A as the provoking stressor plus the buildup of other
COUNSELING PSYCHOLOGY PROJECT Cognitive Model While Albert Ellis’s Rational Emotive Behavior Therapy (REBT) and Aaron Beck’s Cognitive Therapy (CT) are the foundation for the cognitive approach to counselling, neither specifically addressed extremity- situations. Roberts and Ottens (2005) are credited with the first cognitive model of crisis counselling, intervention, and operation detailed in their 2005 composition. Robert’s Seven-Stage Crisis Intervention Model (R-SSCIM) integrates brief cognitive therapy and crisis responding. The seven stages are plan and con-conduit a thorough biopsychosocial and lethality/ imminent peril assessment; make psychological contact and fleetly establish the cooperative relationship; identify the major problems, including crisis-precipitants; encourage disquisition of passions and feelings; induce and explore druthers and new managing strategies; restore performing through perpetration of an action plan; and plan follow-up sessions. Interventions employed within Robert’s Seven Stage Crisis Intervention Model are organized around the seven stages. Within the first stage, Psychosocial and Lethality Assessment, clinicians conduct a biopsychosocial assessment; assess client’s environmental supports and stressors; address medical requirements and specifics; assess current use of medicines and alcohol; explore client ’s internal and external managing styles and coffers, suicidal studies, and lethality; ascertain whether the client has initiated a self-murder attempt; and interrogate about client eventuality for tone-detriment. In the second stage, Rapidly Establish Rapport, the clinician establishes an effective and time-sensitive remedial alliance through culturally responsive respect, acceptance, nonjudgmental stations, verbal actions similar as eye contact, physical propinquity, clinical inflexibility, and a positive station to inseminate stopgap, support treatment earnings, and encourage resiliency. Identify the Major Problems or Crisis Precipitants is the third stage in which the clinician explores clients’ pouring event and prioritizes problems. The fourth stage, Dealing With Passions and Feelings has the clinician encourage the client to pass their passions and stories related to their extremity. Clinicians use counselling chops similar as active listening, rephrasing, reflections, and probing questions and may challenge some rudiments to help reveal unsupported hypotheticals and crimes in thinking. In the fifth stage, Generate and Explore Alternatives, the clinician and client explore indispensable actions, studies, and passions that worked for them in other heads. In stage six , Implement an Action Plan, client and clinician concoct a treatment plan with action way. Working together toward a positive outgrowth supports the client return to a sense of equilibrium. Incipiently, stage seven, Follow-Up, describes how clinicians exercise durability of care by following up with the client to cover the resolution of the crisis and assess the client’s postcrisis functioning. Techniques used in Crisis Counseling Techniques used in crisis counselling vary according to the type of extremity, and the eventuality for detriment. What crisis workers do and when they do it's dependent on assessing the individualities passing crisis in a nonstop and fluid manner. There are some essential listening conditioning that need to be enforced :
COUNSELING PSYCHOLOGY PROJECT
- defining the problem, especially from the client ’s standpoint
- icing client safety, which means minimizing physical and psychological peril to the client or others
- furnishing support, which means communicating to the client genuine and unconditional caring
- After, and sometimes during, the middle of listening skills come acting strategies, or in-crisis actions, which include: ▪ examining alternatives ▪ making plans, where clients feel a sense of control and autonomy in the process so they ▪ do not come dependent; and ▪ carrying commitment from the client to take conduct that have been planned. Where possible, counselors should follow up with clients to make sure they've been suitable to complete their plan and to further assess whether they've had delayed responses to the crisis, they've endured, similar as posttraumatic stress complaint. After a crisis has passed, the stress associated with it needs to be managed and counselors need to barrage. Three approaches to debriefing are Critical Incident Stress Debriefing (CISD), defusing, and one-on-one crisis counseling. As a treatment CISD is formal and largely structured. It was originally developed for use with military combat stagers and also mercenary people ( police, fire, ambulance, exigency workers, and disaster saviors). It has now been acclimated and used nearly anywhere there's a need to address trauma in people’s lives. Critical Incident Stress Debriefing (CISD), helps those involved in a critical incident to partake their gests, articulation feelings, and learn about stress responses and symptoms. While CISD isn't psychotherapy, those who admit it are given referral for farther help if needed. In CISD, a seven- stage group approach is used that helps individualities deal with their studies and passions in a controlled terrain using two counselors. This approach evolves through an emphasis on preface, data, studies, responses, symptoms, tutoring, and reentry. Frequently exercising a group approach, CISD treatment, also known as psychological first aid, ranges from 1 to 3 hours and is generally handed 1 to 10 days after an acute crisis and 3 to 4 weeks after the disaster in mass disasters. Defusing is an intervention that's a shorter and a less formal interpretation of CISD. It generally lasts from 30 to 60 twinkles and is stylish conducted within 1 to 4 hours after a critical incident. Like CISD, it provides an occasion to learn about stress, share responses to an incident and articulation feelings. The main purpose is to stabilize a person or individualities affected by an incident so that they can return to their normal routines without unusual stress. Where applicable, CISD may be conducted latterly.
COUNSELING PSYCHOLOGY PROJECT https://psychology.iresearchnet.com/counseling-psychology/counseling-therapy/crisis- counseling/ Crisis theory and types of crisis. (2018, November 25). Dustin K MacDonald. https://dustinkmacdonald.com/crisis-theory-types-crisis/ How crisis counseling can help you with traumatic events. (n.d.). Verywell Mind. https://www.verywellmind.com/what-is-crisis-counseling- 2795060 Intervention techniques. (n.d.). Virtual Knowledge Centre to End Violence against Women and Girls. https://www.endvawnow.org/en/articles/1418-intervention-techniques.html
