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Theories and Principles of Crisis Intervention Programs

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That occurs with blocking of his purposeful life ability with external factors, in relation to his personality (frustration) or internal causes, due to the growth, personal development and its transition to another life-cycle stage of development. According to such interpretation, the crisis is experienced by every person. Nowadays the range of conditions related to crisis and requiring psychotherapeutic assistance is quite wide

They primarily include crises, accompanied by pathological or non-pathological situational reaction, psychogenic, including neurotic reactions, neurotic depression, and psychopathic reaction.

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Crisis intervention is emergency first aid for mental health. What is crisis intervention? Crisis intervention involves three components: 1) the crisis, the perception of an unmanageable situation; 2) the individual or group in crisis; and 3) the helper, or mental health worker who provides aid. Crisis intervention requires that the person experiencing crisis receive timely and skillful support to help cope with his/her situation before future physical or emotional deterioration occurs. These workers can assist an individual or group in crisis by providing direct intervention, by identifying alternative coping skills, or by consulting with others. A helper's primary goals in a crisis are to identify, assess, and intervene; to return the individual to his/her prior level of functioning as quickly as possible; and to lessen any negative impact on future mental health. Sometimes during this process, new skills and coping mechanisms are acquired, resulting in change. What is school psychology? School Psychology is a general practice and health service provider specialty of professional psychology that is deals with the practice of psychology with children, youth, families; learners of all ages; and the schooling process

The basic education and training of school psychologists prepares them to provide a large range of diagnosis, assessment, intervention, prevention, health promotion, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families, and other systems. School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs.

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Thus, Dr. Lee has to delicately balance between his action and inaction strategies of saving the life of Julie and other girls. Moreover, it is ethical for Dr. Lee to keep Julie’s information regarding suicide and revenge confidentially to avoid unnecessary commotion in the school. The case study also has legal perspective because Dr. Lee is dealing with a medical issue as well as a crime issue. In medical aspect, Dr. Lee is responsible for counseling Julie by taking her through the appropriate psychotherapy procedures to enable her cope with the depression and alleviate suicidal feelings in her. In legal aspect, Dr

Lee is struggling to ensure that Julie certifies by signing that she will not avenge or commit suicide lest he is accused for negligence when Julie decides to go ahead with her mission. Holzgrefe and Keohane (2003) argue that, legal intervention of issues is comprehensive and effective because it leaves both the perpetrator and the victim satisfied no matter the outcome of resolutions since justice prevails (p.56). In this instance, Dr. Lee is in dilemma whether to undertake legal intervention or not, because Julie has declined to sign a contract to demonstrate that she is no longer going to avenge and commit suicide. Given that overweight and obesity coupled with bullying experiences predispose Julie to depression and subsequent suicidal feelings, it is imperative that interventions strategies target school environment. With this information, as a crisis worker, I would recommend students to receive counseling concerning bullying and stress management so that they can cope with distressing circumstances.

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Ultimately, the therapist's selection of specific intervention techniques is based on the nature of the crisis, the therapist's theoretical orientation and professional background, and the client's resources. Commonly-used techniques include affective interventions (e.g., helping the client express feelings generated by the crisis), cognitive interventions (e.g., helping the client eliminate negative beliefs that contributed to the crisis), behavioral tasks (e.g., requiring the client to spend more time with other people), and environmental manipulation (e.g., referring the client to an agency that can help alleviate financial problems).

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Bernard, C. (2009). Strategies for Crisis Intervention and Prevention. Crisis Intervention Programs, 1-33.

Brown, G. (2005). Intervention Strategies for Preventing Suicide. Journal of the American Medical Association, 4(9), 1-13.

Holzgrefe, J., & Keohane, R. (2003). Humanitarian Intervention: Ethical, Legal and Political Dilemmas. United Kingdom: Cambridge University Press.

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