1. Crisis intervention involves brief, active therapy aimed at returning an individual experiencing distress to their precrisis level of functioning.
2. A crisis can be developmental, situational, or adventitious and result in feelings of disequilibrium that challenge usual coping mechanisms.
3. The goals of crisis intervention are to reduce anxiety and distress, assist with problem solving, and promote growth and resolution so self-esteem is preserved.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational, or adventitious. Assessment involves understanding the precipitating event, support systems, and previous coping strategies.
3. The goal of crisis intervention is to reduce distress, help solve problems, and improve coping to resolve the crisis and return the individual to their pre-crisis level of functioning. Techniques include catharsis, clarification, and exploring solutions.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce distress, solve problems, and improve coping to resolve the crisis and prevent long term issues. This involves assessment, planning intervention, implementing techniques, and evaluating resolution.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational, or adventitious. Assessment involves understanding the precipitating event and the individual's usual coping strengths and support systems.
3. The goal of crisis intervention is to reduce distress, help solve problems, and improve coping to resolve the crisis and return the individual to their pre-crisis level of functioning. Techniques include catharsis, clarification, and exploring solutions.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce anxiety and distress, solve problems related to the crisis, and return to their pre-crisis level of functioning using problem solving skills. This involves assessment, planning intervention techniques, implementation, and evaluation.
1. Crisis intervention involves brief, active therapy aimed at returning an individual experiencing distress to their precrisis level of functioning.
2. A crisis can be developmental, situational, or adventitious and result in feelings of disequilibrium that challenge usual coping mechanisms.
3. The goals of crisis intervention are to reduce anxiety and distress, assist with problem solving, and promote growth and resolution so self-esteem is preserved.
This document provides an overview of trauma-informed care (TIC). It defines TIC as a strengths-based approach grounded in an understanding of trauma that prioritizes safety, empowerment and resilience. The document outlines key objectives of TIC such as recognizing the prevalence of trauma, understanding how it affects people, and responding with trauma-sensitive practices. It also discusses the impact of trauma, characteristics of resilient individuals and trauma-informed organizations, and the importance of a strengths-based approach to treatment.
Crisis intervention aims to help individuals experiencing acute distress or crisis. It focuses on the present situation and addressing immediate needs. Dr. Eric Lindemann pioneered crisis intervention through his research on grief responses. Crisis intervention draws from ego psychology and ecological systems theory. Key concepts include levels of crisis, stages of crisis, and models like the seven stage crisis intervention model and critical incident stress debriefing. While effective in many situations, crisis intervention could benefit from more research on cultural and demographic factors.
1. Crisis intervention involves brief, active therapy aimed at returning an individual experiencing distress to their precrisis level of functioning.
2. A crisis can be developmental, situational, or adventitious and result in feelings of disequilibrium that challenge usual coping mechanisms.
3. The goals of crisis intervention are to reduce anxiety and distress, assist with problem solving, and promote growth and resolution so self-esteem is preserved.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational, or adventitious. Assessment involves understanding the precipitating event, support systems, and previous coping strategies.
3. The goal of crisis intervention is to reduce distress, help solve problems, and improve coping to resolve the crisis and return the individual to their pre-crisis level of functioning. Techniques include catharsis, clarification, and exploring solutions.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce distress, solve problems, and improve coping to resolve the crisis and prevent long term issues. This involves assessment, planning intervention, implementing techniques, and evaluating resolution.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational, or adventitious. Assessment involves understanding the precipitating event and the individual's usual coping strengths and support systems.
3. The goal of crisis intervention is to reduce distress, help solve problems, and improve coping to resolve the crisis and return the individual to their pre-crisis level of functioning. Techniques include catharsis, clarification, and exploring solutions.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce anxiety and distress, solve problems related to the crisis, and return to their pre-crisis level of functioning using problem solving skills. This involves assessment, planning intervention techniques, implementation, and evaluation.
1. Crisis intervention involves brief, active therapy aimed at returning an individual experiencing distress to their precrisis level of functioning.
2. A crisis can be developmental, situational, or adventitious and result in feelings of disequilibrium that challenge usual coping mechanisms.
3. The goals of crisis intervention are to reduce anxiety and distress, assist with problem solving, and promote growth and resolution so self-esteem is preserved.
This document provides an overview of trauma-informed care (TIC). It defines TIC as a strengths-based approach grounded in an understanding of trauma that prioritizes safety, empowerment and resilience. The document outlines key objectives of TIC such as recognizing the prevalence of trauma, understanding how it affects people, and responding with trauma-sensitive practices. It also discusses the impact of trauma, characteristics of resilient individuals and trauma-informed organizations, and the importance of a strengths-based approach to treatment.
Crisis intervention aims to help individuals experiencing acute distress or crisis. It focuses on the present situation and addressing immediate needs. Dr. Eric Lindemann pioneered crisis intervention through his research on grief responses. Crisis intervention draws from ego psychology and ecological systems theory. Key concepts include levels of crisis, stages of crisis, and models like the seven stage crisis intervention model and critical incident stress debriefing. While effective in many situations, crisis intervention could benefit from more research on cultural and demographic factors.
1. Crisis intervention aims to help individuals experiencing emotional distress or problems due to stressful life events return to their normal level of functioning.
2. The document defines different types of crises and outlines the phases of crisis intervention, which include assessment, planning interventions, implementing techniques, and evaluating resolution.
3. Key goals of crisis intervention are to reduce emotional stress, assist with problem solving, and prevent long-term issues by supporting recovery from the crisis event.
1. Crisis intervention aims to help individuals experiencing emotional distress or problems due to stressful life events return to their normal level of functioning.
2. The document defines different types of crises and outlines the phases of crisis intervention, which include assessment, planning interventions, implementation, and evaluation.
3. Key aspects of crisis intervention involve listening to understand the individual's perspective, clarifying problems, exploring solutions, and helping to regain self-esteem and adaptive coping strategies. The goal is resolution of the crisis and prevention of long-term issues.
1. Crisis intervention aims to help individuals experiencing emotional distress or problems due to stressful life events return to their normal level of functioning.
2. The document defines different types of crises and outlines the phases of crisis intervention, which include assessment, planning interventions, implementation, and evaluation.
3. Key goals of crisis intervention are to reduce emotional stress, assist with problem solving, and prevent long-term issues by supporting recovery from the crisis event.
This document discusses crisis, crisis intervention, and nursing management of crisis. It defines crisis as a state of disequilibrium caused by an event overwhelming an individual's coping abilities. There are three types of crisis: developmental, situational, and adventitious. Crisis intervention aims to reduce distress, help solve problems, and improve coping. Nursing management includes assessment, short-term counseling, referral to mental health services if needed, and helping the individual stabilize and prevent future crises. Therapeutic techniques focus on support, expression of feelings, and gaining understanding to facilitate recovery.
This document provides an overview of crisis and crisis intervention presented by Mrs. Bemina JA. It defines crisis as a state of disequilibrium resulting from an event exceeding an individual's coping abilities. Three types of crises are described: maturational, situational, and adventitious. Crisis intervention aims to reduce distress and improve problem-solving. Techniques include focusing, catharsis, clarification, suggestion, and exploring solutions. A four-step process is outlined involving assessment, planning intervention, implementing techniques, and resolution. The nurse's role in assessment and establishing interventions is also summarized.
This document discusses crisis and crisis intervention. It defines a crisis as an event or situation that exceeds one's coping abilities. The objectives are to understand crisis and intervention, comprehend crisis elements, understand crisis intervention purposes, and know intervention types. Crisis intervention aims to rapidly resolve the immediate crisis, prevent deterioration, and promote growth. The ABC model is described as a directive, nondirective, or collaborative approach depending on the situation. Questioning, summarizing, paraphrasing, and reflecting feelings are important skills in crisis intervention. The intervention process involves identifying the problem, nature of the crisis, perceptions, functioning, and pre-crisis level. Conditions like suicide and substance abuse should be assessed. Educational and reframing statements can help
This document outlines the agenda for a workshop on trauma intervention for people with disabilities. It discusses intermediate and long-term issues following abuse discovery, including trauma assessment, therapeutic treatment, and prosecution efforts. It then covers therapeutic intervention principles and strategies like education, social support, and clinical techniques. Specific challenges are described, such as disastrous responses to past abuse reports, coping mechanisms, and how abuse impacts development. The document provides guidance on functional versus dysfunctional family approaches to treatment.
Crisis intervention is an immediate and short-term psychological care aimed at assisting individuals in a crisis situation in order to restore equilibrium to their bio-psycho-social functioning and to minimize the potential of long-term psychological trauma.
Recovery-Oriented Risk Assessment and Shared Decision Making. Mapping the Pro...CrimsonpublishersPPrs
Recovery-Oriented Risk Assessment and Shared Decision Making. Mapping the Process of Recovery in Mental Health Care by Jan Sitvast in Psychology and Psychotherapy Research Study
This document discusses crisis, crisis intervention, and the phases of crisis development. A crisis is a stressful event that disrupts homeostasis and usual coping mechanisms cannot resolve. Crises follow phases from exposure to a stressor to mounting tension if unresolved. Crisis intervention aims to resolve the immediate crisis and restore functioning. It involves assessment, planning interventions, implementing techniques like catharsis and clarification, and evaluating crisis resolution. Nurses play a key role in crisis intervention through various modalities like mobile crisis teams, telephone contacts, groups, disaster response, and education.
This document discusses crisis management in psychiatry. It defines a crisis, provides examples of crisis events, and describes common symptoms and stages of crisis reactions. It outlines several models of crisis assessment and intervention, including the triage assessment system, Gilliland's six-step model, the seven-stage model of crisis intervention, and the ABC model. It also covers crisis intervention in specific situations such as death/dying, children/adolescents, suicide, and rape. The document provides an overview of principles and approaches to crisis intervention in psychiatry.
Assessing and responding to suicidal risk poses extraordinary stress for therapists. A patient's suicide can have an almost nightmarish quality for therapists, who feel intense grief, loss, guilt, inadequacy, and fears of being sued or vilified. Therapists may provide extraordinary efforts to help patients stay alive, such as frequent late-night calls, long sessions, and high availability between sessions. Twenty-two factors are useful to consider when assessing suicidal risk, such as direct verbal warnings, plans, past attempts, depression, hopelessness, intoxication, marital separation, clinical syndromes, sex, age, race, religion, living alone, and bereavement. However, risk factors cannot be applied in an unthinking
The document discusses the goals and methods of counseling and psychotherapy. The main goals are to help clients adjust to change by resolving trauma, reconciling emotions, and challenging long-standing beliefs. Therapists do this by exploring the purpose and meaning of clients' problems, behaviors, and symptoms within relational contexts. They also continuously evaluate and refine treatment goals and plans to introduce new perspectives that disrupt rigid patterns and beliefs. The overall aim is to facilitate genuine human encounters that allow for personal and relational growth for both clients and therapists.
This document discusses crisis intervention. It defines a crisis and lists its characteristics. It describes different types of crises including maturational, situational, sociocultural, and adventitious crises. It discusses factors that can influence a crisis and theories of crisis intervention including Kaplan's crisis sequence theory and Aguilera's crisis intervention model. The document outlines the aims, role, and techniques of crisis intervention for nurses including assessment, diagnosis, implementation through various approaches, and evaluation. It discusses modalities of crisis intervention such as mobile crisis programs and telephone contacts. Finally, it covers signs and symptoms of crisis and resolutions.
This document discusses domestic violence and assessing its effects. Over 50% of domestic violence perpetrators had been previously arrested, and women who leave abusive relationships often experience psychological difficulties like PTSD and depression. One assessment tool discussed is the Domestic Violence Survivor Assessment (DVSA), which evaluates survivors' stages of change for 12 personal and relationship issues using the Transtheoretical Model of Change. The DVSA provides useful information on long-term changes needed for survivors to live healthy lives. Resources for domestic violence victims and batterers are available in Massachusetts.
The Betty Neuman Systems Model views the client as an open system that responds to stressors in the environment, with the client system consisting of a core structure protected by lines of resistance. Neuman developed this nursing theory and model initially for graduate nursing education to expose students to a variety of nursing problems. The model focuses on the client's response to intrapersonal, interpersonal, and extrapersonal stressors and prevention through primary, secondary, and tertiary nursing interventions.
Crisis intervention is an immediate and short-term psychological care to restore equilibrium. I think this will be useful. This is very important topics in Advanced nursing practice and education too.
This document discusses crisis, crisis intervention, and the role of nurses. It defines crisis as a sudden event that disturbs one's homeostasis and usual coping mechanisms. Crises are personal, acute, and have potential for growth or deterioration. The document outlines phases of crisis and types according to Baldwin. It discusses balancing factors like perception, support, and coping that determine if a problem is resolved or becomes a crisis. Nursing roles include assessment, defining the event, developing an action plan, and helping individuals understand and cope with feelings to attain mastery over the crisis.
Develop a vocabulary for criticizing, evaluating, and describing wLinaCovington707
Develop a vocabulary for criticizing, evaluating, and describing works of art.
Instructions
For this competency, you will assume the role of a critic. View each piece of work listed below and analyze it as a piece of art, identifying key elements of the work and using terminology common to the discipline. Using a few concise paragraphs for each piece, your analysis should discuss each work as a critic would and include, using the proper vocabulary, what you think the work is about.
Wk 2 Discussion - Ethical Application of Crisis Intervention Models
Respond to the following in a minimum of 175 words:
Natural disasters are very unpredictable and can strike at any time. Some communities have an established crisis response team and crisis intervention plan, while other communities may not be as prepared. There are times when a crisis response team is activated at a moment’s notice without any plan in place. For the following discussion, consider how you might handle being a part of a newly activated team that has little to no direction on what type of crisis response to implement.
You work for an agency where a natural disaster has struck in your current community. (Choose a natural disaster that is relevant to your local area to use as an example, such as an earthquake, flooding, fires, tornado, hurricane, snow, etc.). You and your team are meeting to decide the best way to support individuals in crisis (e.g., set up a mobile crisis center team to respond in person, create a telehealth crisis hotline to reach people remotely). Justify your position using scholarly resources and data from your local area.
· Which response would you choose? Why?
· Which treatment model do you think is most appropriate in this situation? Why?
· What ethical considerations should you make in this situation?
· How does your geographical area, the characteristics of your community, and availability of resources influence your approach to a response strategy?
Respond to the following classmates in a minimum of 175 words each:
SW classmate
I am choosing an earthquake as my local disaster, and a mobile crisis outreach team as my response. I live in Utah, and an earthquake is an expected occurrence. Over 90% of Utah’s population live in an active earthquake zone (“The Great Utah Shakeout,” 2022). I chose the mobile crisis outreach team approach because mental health help can be sent into the community when the need is greatest. Early mental health help can help prevent adverse reactions later. The goal would be to de-escalate any mental health crises as well as provide psychoeducation, as described in the required reading about CAHOOTS (Climer & Gicker, 2021).
Some ethical considerations would be understanding culturally different responses to disaster and crisis, and coming into contact with friends and family. Being culturally aware would help us understand different levels of reaction to crisis and willingness to talk with counselors. Hopefully, showi ...
you must read two articles which are from the field of Human Resou.docxdavezstarr61655
you must read two articles which are from the
field of Human Resources
and complete a one page annotated bibliography for each article (scholarly/peer-reviewed journal articles).
Annotated bibliographies must be written in manner, in which, they are understandable. You must describe all-important data such as:
• The participants
• The reason the study was conducted
• What research design was used (surveys, interviews, case study, etc.)
• Which research analysis was used (MANOVA, ANOVA, Kruskal Wallace, etc.) • The results of the study along with any conclusions of the author(s)
.
You must produce a minimum of a 5 pages paper. You must use a minimu.docxdavezstarr61655
You must produce a minimum of a 5 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
More Related Content
Similar to Assessment for Crisis InterventionRick A. MyerDuquesn.docx
1. Crisis intervention aims to help individuals experiencing emotional distress or problems due to stressful life events return to their normal level of functioning.
2. The document defines different types of crises and outlines the phases of crisis intervention, which include assessment, planning interventions, implementing techniques, and evaluating resolution.
3. Key goals of crisis intervention are to reduce emotional stress, assist with problem solving, and prevent long-term issues by supporting recovery from the crisis event.
1. Crisis intervention aims to help individuals experiencing emotional distress or problems due to stressful life events return to their normal level of functioning.
2. The document defines different types of crises and outlines the phases of crisis intervention, which include assessment, planning interventions, implementation, and evaluation.
3. Key aspects of crisis intervention involve listening to understand the individual's perspective, clarifying problems, exploring solutions, and helping to regain self-esteem and adaptive coping strategies. The goal is resolution of the crisis and prevention of long-term issues.
1. Crisis intervention aims to help individuals experiencing emotional distress or problems due to stressful life events return to their normal level of functioning.
2. The document defines different types of crises and outlines the phases of crisis intervention, which include assessment, planning interventions, implementation, and evaluation.
3. Key goals of crisis intervention are to reduce emotional stress, assist with problem solving, and prevent long-term issues by supporting recovery from the crisis event.
This document discusses crisis, crisis intervention, and nursing management of crisis. It defines crisis as a state of disequilibrium caused by an event overwhelming an individual's coping abilities. There are three types of crisis: developmental, situational, and adventitious. Crisis intervention aims to reduce distress, help solve problems, and improve coping. Nursing management includes assessment, short-term counseling, referral to mental health services if needed, and helping the individual stabilize and prevent future crises. Therapeutic techniques focus on support, expression of feelings, and gaining understanding to facilitate recovery.
This document provides an overview of crisis and crisis intervention presented by Mrs. Bemina JA. It defines crisis as a state of disequilibrium resulting from an event exceeding an individual's coping abilities. Three types of crises are described: maturational, situational, and adventitious. Crisis intervention aims to reduce distress and improve problem-solving. Techniques include focusing, catharsis, clarification, suggestion, and exploring solutions. A four-step process is outlined involving assessment, planning intervention, implementing techniques, and resolution. The nurse's role in assessment and establishing interventions is also summarized.
This document discusses crisis and crisis intervention. It defines a crisis as an event or situation that exceeds one's coping abilities. The objectives are to understand crisis and intervention, comprehend crisis elements, understand crisis intervention purposes, and know intervention types. Crisis intervention aims to rapidly resolve the immediate crisis, prevent deterioration, and promote growth. The ABC model is described as a directive, nondirective, or collaborative approach depending on the situation. Questioning, summarizing, paraphrasing, and reflecting feelings are important skills in crisis intervention. The intervention process involves identifying the problem, nature of the crisis, perceptions, functioning, and pre-crisis level. Conditions like suicide and substance abuse should be assessed. Educational and reframing statements can help
This document outlines the agenda for a workshop on trauma intervention for people with disabilities. It discusses intermediate and long-term issues following abuse discovery, including trauma assessment, therapeutic treatment, and prosecution efforts. It then covers therapeutic intervention principles and strategies like education, social support, and clinical techniques. Specific challenges are described, such as disastrous responses to past abuse reports, coping mechanisms, and how abuse impacts development. The document provides guidance on functional versus dysfunctional family approaches to treatment.
Crisis intervention is an immediate and short-term psychological care aimed at assisting individuals in a crisis situation in order to restore equilibrium to their bio-psycho-social functioning and to minimize the potential of long-term psychological trauma.
Recovery-Oriented Risk Assessment and Shared Decision Making. Mapping the Pro...CrimsonpublishersPPrs
Recovery-Oriented Risk Assessment and Shared Decision Making. Mapping the Process of Recovery in Mental Health Care by Jan Sitvast in Psychology and Psychotherapy Research Study
This document discusses crisis, crisis intervention, and the phases of crisis development. A crisis is a stressful event that disrupts homeostasis and usual coping mechanisms cannot resolve. Crises follow phases from exposure to a stressor to mounting tension if unresolved. Crisis intervention aims to resolve the immediate crisis and restore functioning. It involves assessment, planning interventions, implementing techniques like catharsis and clarification, and evaluating crisis resolution. Nurses play a key role in crisis intervention through various modalities like mobile crisis teams, telephone contacts, groups, disaster response, and education.
This document discusses crisis management in psychiatry. It defines a crisis, provides examples of crisis events, and describes common symptoms and stages of crisis reactions. It outlines several models of crisis assessment and intervention, including the triage assessment system, Gilliland's six-step model, the seven-stage model of crisis intervention, and the ABC model. It also covers crisis intervention in specific situations such as death/dying, children/adolescents, suicide, and rape. The document provides an overview of principles and approaches to crisis intervention in psychiatry.
Assessing and responding to suicidal risk poses extraordinary stress for therapists. A patient's suicide can have an almost nightmarish quality for therapists, who feel intense grief, loss, guilt, inadequacy, and fears of being sued or vilified. Therapists may provide extraordinary efforts to help patients stay alive, such as frequent late-night calls, long sessions, and high availability between sessions. Twenty-two factors are useful to consider when assessing suicidal risk, such as direct verbal warnings, plans, past attempts, depression, hopelessness, intoxication, marital separation, clinical syndromes, sex, age, race, religion, living alone, and bereavement. However, risk factors cannot be applied in an unthinking
The document discusses the goals and methods of counseling and psychotherapy. The main goals are to help clients adjust to change by resolving trauma, reconciling emotions, and challenging long-standing beliefs. Therapists do this by exploring the purpose and meaning of clients' problems, behaviors, and symptoms within relational contexts. They also continuously evaluate and refine treatment goals and plans to introduce new perspectives that disrupt rigid patterns and beliefs. The overall aim is to facilitate genuine human encounters that allow for personal and relational growth for both clients and therapists.
This document discusses crisis intervention. It defines a crisis and lists its characteristics. It describes different types of crises including maturational, situational, sociocultural, and adventitious crises. It discusses factors that can influence a crisis and theories of crisis intervention including Kaplan's crisis sequence theory and Aguilera's crisis intervention model. The document outlines the aims, role, and techniques of crisis intervention for nurses including assessment, diagnosis, implementation through various approaches, and evaluation. It discusses modalities of crisis intervention such as mobile crisis programs and telephone contacts. Finally, it covers signs and symptoms of crisis and resolutions.
This document discusses domestic violence and assessing its effects. Over 50% of domestic violence perpetrators had been previously arrested, and women who leave abusive relationships often experience psychological difficulties like PTSD and depression. One assessment tool discussed is the Domestic Violence Survivor Assessment (DVSA), which evaluates survivors' stages of change for 12 personal and relationship issues using the Transtheoretical Model of Change. The DVSA provides useful information on long-term changes needed for survivors to live healthy lives. Resources for domestic violence victims and batterers are available in Massachusetts.
The Betty Neuman Systems Model views the client as an open system that responds to stressors in the environment, with the client system consisting of a core structure protected by lines of resistance. Neuman developed this nursing theory and model initially for graduate nursing education to expose students to a variety of nursing problems. The model focuses on the client's response to intrapersonal, interpersonal, and extrapersonal stressors and prevention through primary, secondary, and tertiary nursing interventions.
Crisis intervention is an immediate and short-term psychological care to restore equilibrium. I think this will be useful. This is very important topics in Advanced nursing practice and education too.
This document discusses crisis, crisis intervention, and the role of nurses. It defines crisis as a sudden event that disturbs one's homeostasis and usual coping mechanisms. Crises are personal, acute, and have potential for growth or deterioration. The document outlines phases of crisis and types according to Baldwin. It discusses balancing factors like perception, support, and coping that determine if a problem is resolved or becomes a crisis. Nursing roles include assessment, defining the event, developing an action plan, and helping individuals understand and cope with feelings to attain mastery over the crisis.
Develop a vocabulary for criticizing, evaluating, and describing wLinaCovington707
Develop a vocabulary for criticizing, evaluating, and describing works of art.
Instructions
For this competency, you will assume the role of a critic. View each piece of work listed below and analyze it as a piece of art, identifying key elements of the work and using terminology common to the discipline. Using a few concise paragraphs for each piece, your analysis should discuss each work as a critic would and include, using the proper vocabulary, what you think the work is about.
Wk 2 Discussion - Ethical Application of Crisis Intervention Models
Respond to the following in a minimum of 175 words:
Natural disasters are very unpredictable and can strike at any time. Some communities have an established crisis response team and crisis intervention plan, while other communities may not be as prepared. There are times when a crisis response team is activated at a moment’s notice without any plan in place. For the following discussion, consider how you might handle being a part of a newly activated team that has little to no direction on what type of crisis response to implement.
You work for an agency where a natural disaster has struck in your current community. (Choose a natural disaster that is relevant to your local area to use as an example, such as an earthquake, flooding, fires, tornado, hurricane, snow, etc.). You and your team are meeting to decide the best way to support individuals in crisis (e.g., set up a mobile crisis center team to respond in person, create a telehealth crisis hotline to reach people remotely). Justify your position using scholarly resources and data from your local area.
· Which response would you choose? Why?
· Which treatment model do you think is most appropriate in this situation? Why?
· What ethical considerations should you make in this situation?
· How does your geographical area, the characteristics of your community, and availability of resources influence your approach to a response strategy?
Respond to the following classmates in a minimum of 175 words each:
SW classmate
I am choosing an earthquake as my local disaster, and a mobile crisis outreach team as my response. I live in Utah, and an earthquake is an expected occurrence. Over 90% of Utah’s population live in an active earthquake zone (“The Great Utah Shakeout,” 2022). I chose the mobile crisis outreach team approach because mental health help can be sent into the community when the need is greatest. Early mental health help can help prevent adverse reactions later. The goal would be to de-escalate any mental health crises as well as provide psychoeducation, as described in the required reading about CAHOOTS (Climer & Gicker, 2021).
Some ethical considerations would be understanding culturally different responses to disaster and crisis, and coming into contact with friends and family. Being culturally aware would help us understand different levels of reaction to crisis and willingness to talk with counselors. Hopefully, showi ...
Similar to Assessment for Crisis InterventionRick A. MyerDuquesn.docx (20)
you must read two articles which are from the field of Human Resou.docxdavezstarr61655
you must read two articles which are from the
field of Human Resources
and complete a one page annotated bibliography for each article (scholarly/peer-reviewed journal articles).
Annotated bibliographies must be written in manner, in which, they are understandable. You must describe all-important data such as:
• The participants
• The reason the study was conducted
• What research design was used (surveys, interviews, case study, etc.)
• Which research analysis was used (MANOVA, ANOVA, Kruskal Wallace, etc.) • The results of the study along with any conclusions of the author(s)
.
You must produce a minimum of a 5 pages paper. You must use a minimu.docxdavezstarr61655
You must produce a minimum of a 5 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must provide a references for entire posting. Please use APA for.docxdavezstarr61655
You must provide a references for entire posting. Please use APA for your reference citation. You will also have citations in the text of your responses as well as references at the end of your responses. References for other readings need to be current, within the last three to five years.
1. Theories seem to be such esoteric notions for a profession that seemed to function well for decades, without highlighting them. Can our practice history guide our practice future with theories? Why/not? 2. Define both rationalism and empiricism. Differentiate between these two scientific approaches.
.
you must present your findings to the IT supervisor before the s.docxdavezstarr61655
you must present your findings to the IT supervisor before the supervisor’s meeting with senior leadership. Prepare meeting notes for the IT supervisor that include the following:
Select one major incident to research regarding technological breaches. Identify the company that was affected and then describe this incident and why you selected it.
Explain the implications associated with this breach, specifically in terms of privacy laws and violations of the law.
Analyze the impact that these technological breaches have on consumer safety and well-being.
Recommend further actions to protect the privacy of clients.
.
You must produce a minimum of a 10 pages paper. You must use a m.docxdavezstarr61655
You must produce a minimum of a 10 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must produce a minimum of a 10 pages paper. You must use a minim.docxdavezstarr61655
You must produce a minimum of a 10 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must include the resources you used if any.. THese papers are op.docxdavezstarr61655
You must include the resources you used if any.. THese papers are opinion papers on the subjects posted and not just research papers that you are digging up on previous material... If references are used they most be accessible if not the assignement will be considered to not have been followed and be sent back for revision or dispute if you do not respond.
Paper #1 SCHOOL DROPOUTS
Some statistics about student dropouts follow. The task is to decide what you would do to keep students in schools. In other words, what can be done to improve these statistics?
The national dropout rate is between 25 and 30 percent of students. The typical high school graduation includes only 70 percent of its ninth-grade class members. One result is that approximately one-third of the adult population is functionally illiterate.
States with the lowest dropout rates:
North Dakota
Minnesota
Delaware
Iowa
South Dakota
States with the highest dropout rates:
Louisiana
Florida
Nevada
Mississippi
Tennessee
Georgia
It is possible to spot regional differences in dropout rates, but even more noticeable is the effect of family economics on dropout statistics.
Are there differences by ethnic groups within these statistics?
Analyze the Area of Coos County Oregon
Paper #2
Based on the work of Marcia, there are four general areas in which a person needs to make commitments in order to achieve an identity. These include career identity, sexual beliefs and values, religious beliefs and values, and political beliefs.
Interview a young teenager about his or her plans and commitments in these four areas: 1) career; 2) religion; 3) sexual behavior; and, 4) politics. You do not have to ask about specific behaviors, but ask generally what the person believes. After you interview the child... Write a paper on that interview and the correaltion of Marcia's four Identity Commitments and how it translates to that of the child. 2.5 pages double spaced. you may reference material used from MARCIA
Paper # 3
CHILDERN AND ANXIETY
CHILDREN AND ANXIETY
The prevalence of anxiety disorders among children seems to be on the rise. Children are being treated for obsessive-compulsive disorder, for post-traumatic stress syndrome, and generalized anxiety disorders. Some authors have suggested that the world is a far more frightening and stressful place for children now than in previous generations. Recent historical events, such as the terrorist attack on the World Trade Center, the war in Iraq, and similar events that receive heavy media coverage, may present children with things to think about that previous generations did not experience. In addition, children are exposed to many more graphic images of violence and victimization in their media. These factors, plus the fact that their parents, teachers, and caregivers are also experiencing stressors, might contribute to children’s anxiety.
What did you fear as a child? What things might children fear? Consider the definition of .
You must include the Textbook definition and a picture f.docxdavezstarr61655
You must include the
Textbook definition
and a
picture
for EACH term below.
Terms:
1. rotation
2. day
3. revolution
4. year
5. season
6. equinox
7. solstice
8. satellite
the textbook - HMH Georgia Science
.
You must include 6 references, two that must come peer-reviewed .docxdavezstarr61655
You must include 6 references, two that must come peer-reviewed journals. Include an Abstract, introduction, and conclusion, as well as the body of content. The paper must follow APA.
TOPIC:
Emerging enterprise network applications
Research paper basics:
• 10-12 pages in length
• APA formatted
• Minimum six (6) sources – at least two (2) from peer reviewed journals.
1. Context and Background Information: Clearly developed Paper with the appropriate details
2. Content: Paper is interesting and relevant
3.APA Format: Used APA format correctly throughout paper
4. Used Compelling Chart, Table, or Map to Illustrate Something in the Paper: A compelling chart, table, or map was used correctly to illustrate a point in the paper
5. Excellent closing
6. Excellent body of paper detailing the Topic
7. Excellent closing
8. Included a list of all references used and all references were cited correctly
9. Format is appropriate and enhances the understanding of the Topic in a creative and dramatic manner throughout the paper.
10. Zero plagiarism
.
You must have the Project Libre to create this! Develop a chart .docxdavezstarr61655
You must have the Project Libre to create this!
Develop a chart showing the inputs required from other project documents required to develop the scope of a project and the outputs of a project scope document. Don’t copy another author’s work for any reason, you may use it for input with citations/references.
Suggestion: create columns with input on the left, document description in the middle, and scope output on the far right, then fill it in using the textual information.
Post the Project Libre file (“xxxxx”.pod)
.
You must have experience doing PhD proposal , so the topic of th.docxdavezstarr61655
You must have experience doing PhD proposal , so the topic of the proposal is ( the impact of value -added tax on the locally economy in the developing countries , advantage ,disadvantage. Saudi Arabia as case study
Introduction of value -added tax
Local economy
The impact of the developing countries such as countries close of the Saudi araba
advantage
disadvantage.
Saudi Arabia with value added tax
.
You must have at least 3 sources. Sources should be cited within you.docxdavezstarr61655
You must have at least 3 sources. Sources should be cited within your writing and you should have a bibliography page. Do not use wikipedia, or any .com websites.
The paper should be at least 750 words. Use APA or MLA format. (Artist Name : Leonardo da Vinci)
In Essay:
1) Begin with some biographical information about the artist.
2) Describe their artwork, write about their process, the media they use, the meaning of their art include name of that art, any inspiration or influences, and body of artwork.
3) Explain why you chose this artist and why their art appeals to you.
.
You must have access to the book needed for the Case Study part. I w.docxdavezstarr61655
You must have access to the book needed for the Case Study part. I will not be able to supply it. Again you must have the book yourself. Follow word count! APA format required.
This is a very important assignment and my price is FIRM.
Newton,Englehardt, Prichard (2012). Taking Sides: Clashing Views in Business Ethics and Society,
12th/E
. McGraw-Hill ISBN: 9780073527352
.
You must give the Source(s) of your answers (textbook - WITH SPECIFI.docxdavezstarr61655
You must give the Source(s) of your answers (textbook - WITH SPECIFIC PAGE REFERENCES; websites etc.)
Please give your Sources WITH SPECIFICITY to avoid receiving a failing grade.
WHY? Because you are not an authority on the Law and you are not the Source of the Law, therefore you have to refer to resources. I had to learn this too when I was starting out!
These are the Essay Topics:(Min. 100 words EACH Essay, just write a paragraph for each and all questions below)
What is meant by the phrase “crimes are statutory offenses”?
Explain Criminal Intent.
Choose one of the Constitutional Safeguards and explain how it works.
Can a person be prosecuted twice for the same act? Explain fully all issues.
What is RICO?
.
You must create a court system for the newly created state of Puerto.docxdavezstarr61655
You must create a court system for the newly created state of Puerto Rico. You are to work under the assumption that Puerto Rico has just been admitted as the 51st state and build your court system from the bottom up. To be certain you understand how courts are organized in other states, you must research at least three current state court systems, within the United States, and use those systems to create Puerto Rico’s system. Do not use Puerto Rico’s current system as one of your examples. You must describe your proposal for creating Puerto Rico’s municipal courts, major trial courts, appellate courts, and the state’s highest court. Include geographic jurisdictions.
You must also describe how judges will be chosen for each court and must discuss how judicial and attorney ethical standards will be structured and enforced. You should conduct basic research on Puerto Rico (size, geography, population, existing counties or municipios, etc.) to be certain your proposed system will actually work.
Remember to provide citations when you borrow some idea or structure from another state.
The body (not including cover page, works cited/bibliography, etc.) of the paper must be 10-12 pages in length, double spaced, using Times New Roman 12-point font. A works cited page or bibliography (depending on the citation system used) must be included. Submitting too many pages will have the same result as submitting too few pages. Any images, charts, etc., used in the paper should be submitted as exhibits and are not included in the page count requirement.
.
You must conduct an informational interview as part of this course. .docxdavezstarr61655
You must conduct an informational interview as part of this course. Use Pioneer Connect or LinkedIn to
reach out to a DU alum or other business professional and conduct an informational interview. You may
also utilize professionals you meet through faculty, staff, extracurriculars, athletics, volunteer work,
family, friends, etc. Submit a 1-page reflection on the experience to the Canvas page by Friday of week
7. Attend class and see Canvas for further details on how to conduct an informational interview
.
You must complete an Electronic Presentation on Black Culture.docxdavezstarr61655
You must complete an
Electronic Presentation on Black Culture
. You will select and present on the significances of two works of black culture. The first work you select must be a work of African-American literature, poetry, music, fashion, dance, or some other cultural art form that was created and/or popularized by an
African American
during the time periods of the Harlem and Chicago Renaissances (1917-1949). Your second work of black culture must have been created and/or popularized by a black person (but not necessarily an African American) within YOUR lifetime. For example, if you were born in 1999, your second cultural selection needs to have been created by a black person between 1999 and the present. The two works you select to present do not have to share a cultural form (i.e. one work can be a poem and the other can be a song; one work can be a painting and the other can be a fashion trend). Nor do the two works have to share a particular theme. You may choose to do a compare-and-contrast type presentation. But, you do not have to. In presenting the works, you will need to provide background information on your chosen works (i.e. when where the works created; who created them or made them famous; and, what impact did the works have on the cultural landscape when and since they first appeared?). You will also have to briefly explain why you made those particular selections, and explain what you think each work tells people about the ways in which African-American/Black culture and experiences remained congruent and/or changed from the eras of the Harlem and Chicago Renaissances to the modern era. Moreover, your Electronic Presentation on Black Culture must be creative in both style and substance.
Your Electronic Presentation should have a run time of 7-10 minutes.
And, it must contain both audio and visual components.
When delivering your Electronic Presentation, you will serve as the professor for the class. So, give a Presentation that your temporary students (i.e. your classmates and Dr. Brown) will find to be both impressive and informative. The more creative, interesting, organized, and informative your Presentation is, the higher your grade will be. If your Presentation is disorganized, bland, lacks imagination, or does little more than echo information and ideas that have already been presented through the course texts, media, and PowerPoint lectures, you should not expect to earn a stellar grade on it.
Your presentation should add information, details, and/or perspectives that we did not cover in class. As such, I strongly recommend that you research and select cultural works that we did not discuss in class. In other words, avoid selecting a poem by Langston Hughes or a song we covered in class. Be more creative. Do more research. And, you should use and cite outside sources for the Electronic Presentation.
(See page 15 for the Electronic Presentation on Black Culture Grading Rubric.) You wil.
You must complete an Electronic Presentation on Black Cu.docxdavezstarr61655
You must complete an Electronic Presentation on Black Culture. You will select and present on the significances of two works of black culture. The first work you select must be a work of African-American literature, poetry, music, fashion, dance, or some other cultural art form that was created and/or popularized by an
African American
during the time periods of the Harlem and Chicago Renaissances (1917-1949). Your second work of black culture must have been created and/or popularized by a black person (but not necessarily an African American) within YOUR lifetime. For example, if you were born in 1999, your second cultural selection needs to have been created by a black person between 1999 and the present. The two works you select to present do not have to share a cultural form (i.e. one work can be a poem and the other can be a song; one work can be a painting and the other can be a fashion trend). Nor do the two works have to share a particular theme. You may choose to do a compare-and-contrast type presentation. But, you do not have to. In presenting the works, you will need to provide background information on your chosen works (i.e. when where the works created; who created them or made them famous; and, what impact did the works have on the cultural landscape when and since they first appeared?). You will also have to briefly explain why you made those particular selections, and explain what you think each work tells people about the ways in which African-American/Black culture and experiences remained congruent and/or changed from the eras of the Harlem and Chicago Renaissances to the modern era. Moreover, your Electronic Presentation on Black Culture must be creative in both style and substance.
.
You must choose from the approved list below1. Angels .docxdavezstarr61655
You must choose from the approved list below:
1. Angels
2. Adoption
3. Christ
4. Conscience
5. Conversion
6. Covenants (Adam, Noah, Abraham, Moses, David, New)
7. Creation
8. Election
9. Eternal Life
10. Faith
11. Fall of Man
12. Forgiveness
13. Glory of God
14. Gospel
15. Gospels of Matthew, Mark, Luke John
16. Grace
17. Heart
18. Holiness
19. Holy Spirit
20. Hope
21. Image of God
22. Immanence
23. Judgment of God
24. Justice
25. Justification
26. Law
27. Love
28. Mercy
29. Millennium
30. Miracles
31. Names of God
32. Nature of God
33. Peace of God
34. Power of God
35. Prayer
36. Predestination
37. Preservation of Scripture
38. Prophecy
39. Reconciliation
40. Redemption
41. Reliability of Scripture
42. Repentance
43. Revelation
44. Righteousness
45. Sabbath
46. Salvation
47. Sanctification
48. Satan
49. Savior
50. Sin nature
51. Substitution
52. Temptation
53. Transcendence
54. Tribulation
55. Trinity
56. Union with Christ
57. Unity of God
58. Will/Plan of God
59. Wisdom
60. Works of the Holy Spirit
61. Worship
The paper must thoroughly address your chosen social problem, investigate possible solutions for the problem, incorporate five peer-reviewed resources and journal articles, and have a properly formatted reference page.
Papers will be between 6 to 8 pages in length. It is important to convey your subject and topic content concisely for your final assignment. Longer assignments have a tendency to veer off subject. It is important to clearly write about your topic. (An example of a research paper outline is included below which might be of interest to you).
Remember that you must discuss the roles that the church, the family, and the community should play in the solutions to the problem. Additionally, be sure to incorporate biblical support for the positions and opinions that you express.
Review the grading rubric to improve the quality of your paper. Your paper will be submitted through SafeAssign, a tool used to detect plagiarism.
An example of a research paper which you might use to guide you, using APA guidelines which can be reviewed through the Writing Center:
Title Page
The title page for a research paper can be reviewed through the Writing Center and if you have an APA Manual 6th ed. p. 41 includes an example.
Abstract
Double-spaced, flush left margin. An abstract is a brief, comprehensive summary of the contents of the article. An abstract reports rather than evaluates. Be brief, and make each sentence informative, especially the lead sentence. An abstract will be viewed alone on the page. An abstract will not include citations per APA guidelines.
Introduction
The body of a manuscript opens with an introduction that presents the specific problem being studied, and describes the research strategy. Although not mandatory, APA citations can be included in an introduction.
Headings will e.
You must be proficient in all MS office. I am looking for someon.docxdavezstarr61655
You must be proficient in all MS office.
I am looking for someone who can help with putting presentations together, also someone who knows and understands: spreadsheets, Pivot Tables, VLookups, etc.
If you are interested you can send me your interests to
(monroe simpson bpo at g mail dot com)
.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Triage Assessment System
The triage assessment system (TAS) for crisis intervention
(Myer, Williams, Ottens, &
Schmidt, 1992a) provides a framework for understanding
clients’ reactions during a cri-
sis. This model integrates research from a variety of sources and
presumes that reactions
to crisis events are seen in three domains: (1) affective, (2)
behavioral, and (3) cognitive.
Clinicians assess clients’ reactions along all three domains.
This point is critical because
failure to assess each domain can result in a collapse in the
resolution of the crisis and
lead to additional problems (James & Gilliland, 2005). The TAS
guides clinicians in the
identification of the complex interaction among the three
domains and helps prevent
protracted mental health concerns.
The TAS uses Crow’s (1977) work on emotions associated with
crises and research
on primary emotions (National Advisory Health Council, 1995;
Plutchick, 1980) as the
foundation for identifying affective reactions clients experience
when in crisis. These
reactions are (1) anger/hostility, (2) anxiety/fear, and (3)
sadness/melancholy. The expres-
sion of these feelings can range from negligible to extremely
severe; however, uncom-
fortable levels of emotions are more characteristic reactions of
people who are experiencing
a crisis (Baldwin, 1979).
4. Assessing clients’emotional reactions is generally
straightforward. It is relatively uncom-
plicated to determine whether clients are angry, afraid, or sad.
However, often clients express
a combination of these feelings, bouncing from one to another
and back again. We suggest
that determining the emotion most frequently expressed
identifies the primary affective reac-
tion. If others are present, these are considered as secondary or
tertiary.
Clients’ behavioral reactions can be assessed as (1) immobility,
(2) avoidance, and
(3) approach (Myer, Williams, Ottens, & Schimdt, 1992a).
Immobility is defined as being
stuck, or unable to sustain any consistent attempt to resolve the
crisis. Avoidance is
defined as an active attempt to escape or bypass problems
associated with the crisis. In
contrast, approach reactions are those that are active attempts to
resolve problems result-
ing from the crisis.
In the cognitive domains, reactions are (1) transgression, (2)
threat, and (3) loss.
Transgression is seen as a “demeaning offense against me and
mine” (Lazarus, 1993,
p. 26). The perception of the event is that it is happening
primarily in the present. Threat,
on the other hand, is viewed as potential, that is, something that
will occur in the future.
The perception is that an impending catastrophe is approaching.
The perception of loss is
that it occurred in the past and is irrevocable. Clients’
perceptions, whether accurate or
not, are used in the assessment of cognitive reactions. The areas
5. of clients’ lives that are
perceived to be affected by the crisis include (1) physical, such
as health, shelter, safety;
(2) psychological/self-concept, such as identity and emotional
well-being; (3) social rela-
tionships, such as with family, friends, coworkers; and (4)
moral/spiritual, such as per-
sonal integrity, values, and belief system. Clients can perceive a
transgression, threat, or
loss in each of these life dimensions.
The TAS has been operationalized through the development of
the Triage Assess-
ment Form: Crisis Intervention (Myer, Williams, Ottens, &
Schmidt, 1992b). The Appen-
dix contains a copy of the form. This form adds a severity scale
to each domain that
allows crisis workers to rate the severity of clients’ reactions in
each domain.
Reactions are rated on a scale of 1 to 10 with 10 the most severe
reaction. A “rule
out” process is the most efficient strategy to determine the
severity of each reaction. We
suggest beginning with 10 and going down the scale until
finding a characteristic that
meets the severity of reaction in that domain. This strategy of
ruling out characteristics is
the most rapid and accurate way to assess severity.
960 Journal of Clinical Psychology: In Session, August 2006
Journal of Clinical Psychology: In Session DOI 10.1002/jclp
6. Initially, treatment should address the most severe reaction,
permitting clinicians to
address salient needs in a manner appropriate to the severity of
the reactions. As the
severity of the reaction varies throughout the crisis event and
treatment, clinicians should
adjust the treatment to meet clients’ needs. By totaling the
severity scales, crisis workers
can also judge how intense and directive the treatment should
be: the higher the score, the
more direct the intervention. Generally speaking, low scores (3–
12) indicate a recom-
mendation for no treatment or a nondirective approach. Clients
whose total on the sever-
ity scales is in this range may simply need a sounding board to
resolve the crisis. Clients
whose total on the severity scales is in the middle range (13–23)
need clinicians to part-
ner with them to help resolve the crisis. This approach is more
collaborative, requiring
clinicians to be more active. When clients’ total score on the
severity scales is high
(24–30), a direct approach is needed. Clients in this range are
vulnerable and need a
support system. Clinicians will be extremely active and engage
in active problem solving
with clients. If any severity scale score is 10, hospitalization is
strongly recommended.
Case 1
The case of Ann involves a crisis in which she was coping with
her apartment’s being
burglarized. Ann was referred to the clinician by a friend, Gail,
who was worried that she
might need help in dealing with the burglary. Because our
7. article concerns assessment,
we report on the first 15 minutes of the interview. The setting is
an urban agency that
helps people who have been victims of a crime.
Client Description
Ann is a 26-year-old white female. With her was Gail, the
friend who referred her to the
agency. Ann insisted that Gail stay with her during the session.
Ann continually looked
around the room. On the intake form, Ann had indicated that she
worked as a sales
representative in a local business. She also reported that she
was not on any medication
and had not received any mental health services in the past. She
identified having diffi-
culty in concentrating and some trouble in sleeping. In addition,
Ann reported being
angry much of the time. She reported that these problems began
the day after the bur-
glary, which took place 8 days before.
During the first few minutes of the session, Gail blurted out that
Ann was making
statements that were crazy. Following up on this disclosure, the
clinician discovered
that Ann had been planning to get revenge on the person who
burglarized her apart-
ment. As Ann continued to talk she stated that she knew her
former boyfriend had
broken into the apartment. She repeatedly stated that she hated
him for what he had
done. As the session continued, the clinician discovered that
Ann’s boyfriend had been
verbally and psychologically abusive during their 9-month
8. relationship and that Ann
had broken up with him about 1 week before the burglary. Ann
stated that although she
did not have any proof, she “knew” he was the only one who
would have broken into
her apartment. When questioned about her thoughts of reprisal,
Ann admitted she wanted
to make his life the hell he had made hers but was not specific
beyond that. Ann stated
that she did not want to harm him physically, but just spread
lies about him to his
friends. Ann wanted to say things such as they broke up because
he is gay and has
acquired immunodeficiency syndrome or that he was unable to
perform sexually. Add-
ing to Ann’s anger was that when she reported the break-in to
the police they said an
investigation would be done but not to count on any conclusive
resolution. At that time,
Assessment for Crisis Intervention 961
Journal of Clinical Psychology: In Session DOI 10.1002/jclp
Gail chimed in, stating that she had told Ann repeatedly to be
cool, but that was becom-
ing increasingly difficult.
Case Formulation
The crisis event in Ann’s case was the burglarizing of her
apartment, allegedly by her
former boyfriend; however, there was no proof for her belief.
The crisis was complicated
9. by the fact that Ann had lingering anger toward the boyfriend,
who had apparently been
abusive in the past. Sorting through the anger became the focus
of treatment as the
clinician worked to help Ann understand her feelings and not let
them be the catalyst for
taking action that would only result in more problems.
Affective Reaction. Ann’s primary affective reaction is
anger/hostility. She repeat-
edly made statements to this effect during the first few minutes
of the session. However,
she was not able to sort through this feeling in a constructive
manner. In fact, over the
past several days the anger had seemed to become increasingly
pronounced. The severity
scale rating was assessed at 8. Ann’s mood was not under her
control and her emotional
reaction, although expected, seemed high. The reason the
clinician assessed the affective
reaction as too high was that it had become stronger until Ann
was considering behaving
in a manner that would likely make the situation worse.
Behavioral Reaction. The clinician assessed Ann’s behavioral
reaction as primarily
approach. This assessment was predicated on the fact that
although Ann had not acted on
her wish to get revenge, she was close to acting on that desire.
The severity of Ann’s
reaction was assessed as 8. Ann appeared to be performing the
tasks of daily living such
as eating and maintaining contact with others, with the
exception of having difficulty in
sleeping. However, she was contemplating engaging in behavior
that could potentially
10. complicate her crisis even more.
Cognitive Reaction. Ann’s primary cognitive reaction was
transgression in social
relationship. She perceived that her boyfriend had wronged her
by allegedly breaking
into her apartment. Her severity scale rating was assessed as 7.
Ann had frequent distur-
bances of concentration and her problem-solving ability was
impaired. In addition, Ann
had decided that her former boyfriend had committed the break-
in yet had no facts to
support this belief, meaning that her interpretation of the event
could not be considered
accurate at this time.
Course of Treatment
Ann’s total score was 23, placing her in the range that suggests
the clinician should use a
more intense and directive treatment. Initially, the clinician
addressed the behavioral
reaction to help ensure Ann’s safety. Because Ann reported that
her boyfriend was ver-
bally and psychologically abusive in the past, the clinician
wanted to make certain she
was not placing herself in harm’s way. Knowing that Ann was
feeling helpless, especially
because the police seemed to offer little hope of finding the
burglar, the clinician sug-
gested she contact the police to ask about the status of the
investigation. The goal of this
suggestion was to empower Ann to take action that would be
beneficial. The clinician
also began helping Ann to separate her feelings of anger at
being a victim of a crime from
11. her feelings toward her former boyfriend. During the
intervention the clinician included
962 Journal of Clinical Psychology: In Session, August 2006
Journal of Clinical Psychology: In Session DOI 10.1002/jclp
Ann’s friend, Gail, as part of the resolution. The clinician
pointed out that Gail was a
person whom she could trust who would help support her. A
suggestion was made that
Ann keep in touch with Gail on a daily basis in order to monitor
her feelings.
Outcome
The severity of Ann’s reactions dropped significantly during the
session. Ann’s affective
reaction decreased to 5. Her emotions were more under control
and seemed appropriate to
the situation. Ann’s behavioral reaction dropped to 3. The
clinician assessed Ann at this
severity level because her behavior regarding the resolution of
the crisis had become
helpful rather than harmful. Her cognitive reaction also
decreased to a 4 because the
thoughts regarding the burglary were still causing some
difficulty in concentrating.
One lesson to be learned from this case involves allowing Ann’s
friend to participate
in the assessment and intervention process. At first, the
clinician was hesitant to allow
Gail to take part. Yet Ann’s insistence that Gail accompany
12. them overrode the clinician’s
hesitancy. As it turned out, Gail provided useful information
that would otherwise been
difficult to obtain. This information allowed the clinician to
make a better and more
accurate assessment of Ann’s reactions. In addition, Gail
became part of the support
system that Ann could rely upon as she grappled with her
feelings of helplessness.
Case 2
The case of Bob demonstrates use of the Triage Assessment
Form: Crisis Intervention in
a crisis that poignantly demonstrates the need to listen to clients
and not make assump-
tions. Initially the clinician made an assumption about the
nature of Bob’s crisis, only to
discover that the precipitating event was not the actual crisis.
Again the first 10 to 15
minutes of the interview are reported. The setting is an urban
mental health clinic that
offers a walk-in crisis service to anyone who enters.
Client Description
Bob, a white man in his mid-40s, entered the clinic late one
afternoon. He was visibly
anxious and his appearance was disheveled. His eyes were red
and he spoke between
sobs. He stated that he had been wandering around “all day” and
needed to talk with
someone as soon as possible. The on-call clinician was
contacted and was available to see
Bob immediately. The only information the on-call clinician had
was that Bob had wan-
13. dered into the clinic and he seemed to be in crisis.
While still in the waiting area Bob began to tell his story. His
speech was slurred by
his continuous sobbing, making it difficult to understand him.
He kept repeating some-
thing about his wife’s being ill and in the hospital. The clinician
interrupted him and
asked whether his wife was in the hospital. Bob put his head in
his hands and began
crying even harder, unable to speak. When he lifted his head he
had a blank expression
and said, “She’s dead, you idiot; haven’t you heard anything
I’ve said?” The clinician
responded by stating his sorrow about the loss. This statement
seemed to calm Bob, and
he said again that his wife had died last night. She had become
ill quite suddenly and died
within a week. He added that he had been wandering around all
night not knowing what
to do or whom to call. He said he had been talking to strangers
on the street, anyone who
would listen to him. Although Bob was dressed appropriately,
his clothes looked unkempt.
His personal hygiene also was poor as evidenced by body odor
and bad breath. Bob did
Assessment for Crisis Intervention 963
Journal of Clinical Psychology: In Session DOI 10.1002/jclp
not appear to be attentive to social cues, in that he disclosed
personal details of his life
loudly in the presence of others.
14. As we sat down in the office, Bob put his head in his hands and
reported that his life
“was ruined.” As Bob told the story his feeling shifted from
anxiety to anger. He kept
saying, “My future is doomed; I can’t live without her.” Bob
also repeatedly said he was
scared, more scared than any time in his life. He constantly
expressed that he did not
know what to do and was “unable to handle” the situation. He
was angrily saying that he
made too many wrong decisions and he “owed too much.” He
admitted suicidal ideations
but had no clear plans on which he could act. He stated he could
not kill himself because
he loved and wanted to live for his children.
At this point, the clinician again expressed his sorrow about the
loss and said that the
death of a spouse is difficult. At this statement Bob looked up
and stated, “Yeah, espe-
cially when she is the one who makes all the money.” This
statement surprised the clini-
cian, and he asked Bob what he needed to talk about. At this
point, Bob disclosed that his
wife was the “breadwinner,” and that he had no idea how he
would be able to keep up
with the mortgage, let alone “every other bill.” He said he was
extremely sad about her
death and loved her, but his biggest concern was money. Bob
stated he had extended
family and friends to help him with her death. What he needed
help figuring out was how
he was going to support his family.
Case Formulation
15. Assessment of a crisis begins by identifying the crisis.
Clinicians should take care not to
assume that the precipitating event is the crisis. In Bob’s case,
the clinician initially assumed
the crisis was the sorrow Bob was experiencing about the death
of his wife. This assump-
tion was corrected when Bob indicated that his crisis was also
the loss of income caused by
his wife’s death. Once the clinician understood the crisis, the
meaning of many of Bob’s ear-
lier statements, such as being doomed, became clear.
Affective Reaction. Bob’s affect was overtly evident in his red
eyes, sobbing, and
difficulty in articulating his thoughts. His revealing of personal
information with an appar-
ent lack of discretion indicated that his feelings were not
entirely under his volitional
control. In other words, he did not use forethought or good
judgment in regard to what he
was revealing or to whom. The easiest determinant of his affect,
however, was his report-
ing that he “was scared.” Assessing the severity reactions rested
on observations made by
the clinician during the first few minutes of the interview.
Although Bob’s affect was
primarily anxiety/fear, his feelings were bouncing around from
fear to anger with some
sadness mixed in. His affective reaction also seemed
incongruent with the situation and
his mood appeared too intense. In addition, Bob was having
difficulty controlling his
emotions. As a result, the clinician placed him in the moderate
impairment category for
affect with a score of 7.
16. Behavioral Reaction. Bob’s behavioral reaction was immobile
and exacerbated his
current crisis. Bob’s wandering throughout the day without
contacting anyone who might
be able to provide him support suggested he was paralyzed and
unable to make decisions
for himself. This situation is not unusual and is expected, given
the circumstances. Bob
could not think beyond the immediacy of his inability to
provide financial support for his
family. Although Bob expressed suicidal ideations, the clinician
determined these were
not at a level of immediate danger. Bob’s inability to perform
routine personal grooming
964 Journal of Clinical Psychology: In Session, August 2006
Journal of Clinical Psychology: In Session DOI 10.1002/jclp
was also an indication of the severity of Bob’s behavioral
reaction. The severity of Bob’s
reactions was certainly elevated beyond moderate impairment;
that is, his coping behav-
iors exacerbated the situation, and his ability to perform daily
tasks was markedly com-
promised. Thus, Bob’s behavioral reactions to the crisis fell
within the marked impairment
range, a score of 9.
Cognitive Reaction. Bob’s primary cognitive reaction was threat
in the area of phys-
ical dimension. He also was perceiving a loss in social
relationships and to a degree a
17. threat to his psychological well being. Bob’s neglect of some
aspects of his routine living
(wandering, disheveled appearance, etc.), though behavioral
indicators, also demon-
strated a lapse in cognitive functioning. He was able to recall
personal information but
needed prompting to do so. However, his perceptions of his
financial status and the
impending crisis were also critical factors in determining the
severity of his cognitive
reaction. These thoughts were intrusive and Bob seemed to have
no control over them.
Because more than half of the descriptors for marked
impairment in the severity scale
were met, Bob was evaluated with a score of 9.
Course of Treatment
The initial assessment indicated that Bob was experiencing a
marked crisis across two of
the three domains (behavior and cognition) with a total severity
score of 25. This score
suggested that the clinician should use a very direct approach in
helping Bob. The imme-
diate course of treatment involved using direct statements to
place Bob on the shortest
course to resolving the crisis. Although the behavioral and
cognitive reactions were assessed
at 9 on the severity scales, the clinician began by addressing
Bob’s behavioral reaction.
The clinician chose this approach to ensure Bob’s safety. The
clinician worked to have
Bob contact his family and use them as a support system. The
discussion focused on
helping Bob work out what he would say. After he talked with
Bob for approximately 45
18. minutes, Bob was able to telephone his family to let them know
where he was and that he
was safe. During the call, Bob talked briefly with them about
what had happened and
asked them to pick him up, and they agreed to do so.
Before Bob’s family arrived, the clinician began helping Bob
sort out his thoughts.
This process involved helping Bob develop a strategy to
determine his financial status.
The clinician recommended that Bob contact someone who
would be able to determine
his financial status. The thought was that Bob was not able at
this time to gather this
information on his own and someone with experience in this
area would be of great
assistance. Although Bob did not know of anyone with this
expertise, he agreed to talk
with his extended family about his fears and to ask their advice
about whom he might
contact.
Outcome
As the clinician and Bob worked through the severity of his
behavioral and cognitive
reactions both decreased to severity rating of 5, yet Bob’s
affective reaction remained
stable at 7. This rating did not surprise the clinician because the
intervention did not
directly address his affect. Also given the experience of Bob’s
spouse’s becoming ill and
dying within a week, Bob’s affective reaction was likely to
remain elevated for a longer
period, but how long was difficult to determine. However,
because he had activated a
19. support system in the form of Bob’s extended family and
provided him with a plan to
Assessment for Crisis Intervention 965
Journal of Clinical Psychology: In Session DOI 10.1002/jclp
verify his financial status, the clinician believed that Bob would
be able to resolve his
crisis.
On reflection, the clinician learned the importance of
understanding a crisis from the
client’s perspective. This point is critical for provision of
effective and efficient interven-
tions. Too often we have supervised clinicians who were
confused and wondered why
clients did not respond to their intervention. We frequently
discover that the clinician has
failed to appreciate the client’s perspective. The clinician has
either made an assumption
about the nature of the crisis or imposed his or her perspective
on the situation. Fortu-
nately, in this case illustration, the clinician was able to recover
from the faulty assump-
tion and provide guidance to Bob.
Clinical Issues and Summary
Assessment in crisis intervention is different from that in other
types of assessment with
respect to goals, process, relation to treatment, and type of
information gathered. Recog-
nition of these differences is essential for clinicians who are
20. involved in providing crisis
intervention. Although skills learned for other types of
assessment are useful, clinicians
cannot rely on these in crises. At times the skills used in other
types of assessment can
actually hinder and prevent effective crisis intervention.
For example, clinicians must often be prepared to provide
treatment within the first
5 minutes of contact. Clinicians must have assessed clients’
reactions well enough to
have begun the intervention process. The luxury of writing a
report and getting results
from standardized tests is not practical in crisis situations.
Clinicians need to be trained to
adapt skills and increase their effectiveness in crisis
assessment.
The TAS is a valuable tool for helping in the assessment of
people in crisis. The
instrument provides structure for the assessment process that
translates directly to treat-
ment. Research indicates that interrater reliability is modest and
content and criterion
validity is promising (Watters, 1997); however, additional
research is needed to establish
validity of the TAS. The TAS may also be used to monitor
reactions in order to adapt the
intervention to the immediate needs of the clients. As clients
move toward resolution of
a crisis the severity of reactions is altered and clinicians must
adjust interventions accord-
ingly. The TAS provides a method for accomplishing this
process.
Select References/Recommended Readings
21. Baldwin, B.A. (1979). Crisis intervention: An overview of
theory and practice. Counseling Psy-
chologist, 8(2), 43–52.
Caplan, G. (1964). Principles of preventive psychiatry. New
York: Basic Books.
Collins, B.G., & Collins, T.M. (Eds.). (2005). Crisis and
trauma: Developmental-ecological inter-
vention. Boston: Lahaska.
Crow, G.A. (1977). Crisis intervention. New York: Association
Press.
Dixon, S.L. (1979). Working with people in crisis: Theory and
practice. St. Louis, MO: C.V. Mosby.
Echerling, L.G., Presbury, J.H., & McKee, J.E. (2005). Crisis
intervention: Promoting resilience
and resolution in troubled times. Upper Saddle River, NJ:
Merrill Prentice.
Greenstone, J.L., & Leviton, S.C. (2002). Crisis intervention:
Crises and how to respond to them
(2nd ed.). Pacific Grove, CA: Brooks/Cole.
Hoff, L.A. (1995). People in crisis: Understanding and helping
(4th ed.). San Francisco: Jossey-Bass.
Koopman, C., Classen, C., & Spiegel, D. (1996). Dissociative
response in the immediate aftermath
of the Oakland/Berkeley firestorm. Journal of Traumatic Stress,
9, 521–540.
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Lazarus, R.S. (1993). Why we should think of stress as a subset
of emotion. In L. Goldberger & S.
Bresnitz (Eds.), Handbook of stress: Theoretical and clinical
aspects (2nd ed., pp. 21–39).
New York: Free Press.
Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal and
coping. New York: Springer.
Lindemann, E. (1944). Symptomology and management of acute
grief. American Journal of Psy-
chiatry, 101, 141–148.
Lindemann, E. (1956). The meaning of crisis in individual and
family living. Teachers College
Record, 57, 310–315.
Myer, R.A. (2001). Assessment for crisis intervention: Triage
assessment model. Pacific Grove,
CA: Brooks/Cole.
Myer, R.A., & James, R.K. (2005). CD ROM and crisis
intervention workbook. Pacific Grove, CA:
Brooks/Cole.
Myer, R.A., Williams, R.C., Ottens, A.J., & Schmidt, A.E.
(1992a). Crisis assessment: A three
dimensional model for triage. Journal of Mental Health
Counseling, 14, 137–148.
Myer, R.A., Williams, R.C., Ottens, A.J., & Schmidt, A.E.
23. (1992b). Triage assessment form: Crisis
intervention. In B.E. Gilliland & R.K. James (Eds.), Crisis
intervention strategies (pp. 81–84).
Pacific Groves, CA: Brooks/Cole.
National Advisory Mental Health Council. (1995). Basic
behavioral science research for mental
health. American Psychologist, 50, 838–845.
Parad, H.J., & Caplan, G. (1960). A framework for studying
families in crisis. Social Work, 5(3),
3–15
Plutchick, R. (1980). Emotion: A psychoevolutionary synthesis.
New York: Harper & Row.
Rapoport, L. (1962). The state of crisis: Some theoretical
considerations. Social Service Review,
36, 211–217.
Rapoport, L. (1965). The state of crisis: Some theoretical
considerations. In H. Parad (Ed.), Crisis
intervention: Selected readings (pp. 22–31). New York: Family
Service Association of America.
Watters, D.S. (1997). A study of the reliability and validity of
the Triage Assessment Scale. Unpub-
lished doctoral dissertation, University of Memphis, Memphis,
Tennessee.
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24. 968 Journal of Clinical Psychology: In Session, August 2006
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Assessment for Crisis Intervention 969
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970 Journal of Clinical Psychology: In Session, August 2006
Journal of Clinical Psychology: In Session DOI 10.1002/jclp
Collecting Requirements
1
Collecting Requirements 6
Introduction
For the last two weeks, Learning Team A has been
dissecting a project of an organization improving inventory
management. Currently, our company’s inventory management
system is manual and in need up upgrades. The main purpose of
this project is to increase field technician efficiency and
accuracy, whilst reducing the cost of lost inventory which
returns revenues back to the organization. The last two weeks,
Learning Team A, has developed a project scope and created a
planning process to get the project off of the ground. This week
Learning Team A will be discussing the collecting requirements
of the project by addressing the following requirements:
25. 1. Identify appropriate inputs required for the requirements
analysis.
2. Define tools and techniques used to render decisions for the
project.
3. Discuss the importance of addressing inputs and gathering
resources when composing the outputs of the project
requirements.
Inputs
Having handled the scope of the project and its actual
boundaries, it is appropriate then to have all the inputs stated
clearly for an input analysis procedure. This will help in the
identification of whether the project is working within its scope.
Having the analysis of inputs will also help in delivering
assurance that the project is set to begin. Project members
should be prepared to face the upcoming changes that will be
brought about by it. This is what is termed as acceptance
procedure.
In this project there are several inputs that are set to be used
through the project life cycle. It is essential to be able to
identify these inputs and the procedures for their acquisition in
order to be made clear and precise. This will help in the
reduction of the effects of redundancy that is brought about by
going through the same procedure again and again unnoticeably.
Most of these inputs are fully techno-involved and therefore
requires very high skill personnel not only during the
acquisition but also during their installation. This will help
ensure that these inputs are in safe hands till the project is
completely finished.
Input collection requirements will be needed for the
project to progress. For this matter, the skilled personnel that
will be used in the installation process are included as the input
and generally termed as labor. Other needed items for this
project include designated software components, computer
hardware and output machines such as printers, photocopiers,
digitizers and plotters. Each of these input items play a vital
role in the achievement of this project by directing project
26. objectives and achieving set goals. These requirements are
bound to a common input need for each of them to work
appropriately while under proper supervision. One of them
being power/electricity and of course labor as already discussed
earlier.
Tools and Techniques
In making choices for all requirements of this project,
there are several factors that keep us focused on specific items
and tools. When handling this project we have to understand
that all that pertains to it is considered to be our responsibility.
We therefore must take precautions as much as possible to aid
in our successful completion of set goals and objectives. All
the employees that take part in carrying out the project
activities are subjected to us and their safety is our
responsibility too. This means that we must be keen enough to
take precautions as we respond to the requirements of the
project.
Initial tools used to develop strategy involved several project
development tactics. An initial brainstorm of ideas was first
drawn out for possibilities. Next we used the WBS work
breakdown structure to dissect aspects of the project to
determine job roles and functions. We also incorporated a
NASA tollgate or phase gate planning tool that further divides
phases of the project to identify major risks. After
brainstorming, assigning tasks and examining potential threats
we utilized a Gant chart to plot out a schedule for goals and
milestone makers. All finalized decisions and schedules were
then consolidated for stakeholder and company review to utilize
their direction and expertise in company operations.
The choices stated above are required tools that are based
on the assessments carried out through several precaution
procedures. These tools ensure that we make the best choices.
It is appropriate that these assessments are done like already
stated and therefore in our project we have done the exact same
thing. As a precaution all the employees will go through an
assessment before the project commences. This action will
27. provide a degree of certainty that we have employed appropriate
team members to meet the needs of the project. As another
precaution this assessment will be duplicated for contractors
who proposed their services.
We also have to ensure the security and safety of all
workers and employees. This includes taking part in ensuring
that the items listed in the requirements are safe to be handled
by the employees. Since procedures are going digital, there are
specific challenges that we will encounter. System hacking and
virus infection could lead to loss of important data. Precautions
such as system security measures will be a tool and require
technique to safeguard such complications. Antiviruses and
manufacturer protection guarantees will be front line safety
measures followed by training personnel on threat avoidance
techniques. Backup systems alongside quality trained technical
support will aid in managing other potential threats.
One of the most appropriate quantitative techniques is to
use the Analysis of Variance commonly known as ANOVA.
This will aid in determining whether there is significant
effectiveness of each item that is to be used depending on the
possible risks that it is exposed to and its positive contributions
to the project.
We took all the ideas and comments and put them on a fishbone
chart and went through the process of weeding out the ideas that
we felt were not the best for the project then we took some of
the better ideas and suggestions and implemented them. Some of
those ideas for example were allowing the technicians to view
their inventory from their computer with the amounts of the
parts, we did this rather than just having the warehouse personal
be the ones to view what’s on the truck so the technicians at a
quick glance could decide whether or not they had the right
equipment for the job.
Gathering Resources
The Collecting Requirements phase is the, “process of
determining, documenting, and managing stakeholder needs and
28. requirements to meet project objectives” (Project Management
Institute, Inc., 2013, Chapter 5.2). This provides a basis for
defining and managing the project scope. The project scope of
this project is to eliminate the human element in the inventory
management process through software installed in technician’s
computers. This will allow inventory to be tracked while in
trucks or warehouses and provide the purchasing department
with real time information on inventory levels. By eliminating
human error, inventory levels will achieve 99% accuracy levels.
To begin the Collecting Requirements phase of the project, data
must be collected on the current inventory process. This will
provide the project with a baseline. Baselines will be used to
compare future results. Benchmarks must be chosen regarding
so comparison can be made once the project is completed.
Competent selection of developers must be found that can
engineer, implement, and provide ongoing service for the new
software. This is a large task so it will probably require review
of numerous proposals from large software companies. Once
this information has been gathered, a presentation must be made
for major project stakeholders, including all employees
involved in the inventory and shipping process. The
presentation must include an outline of who will be doing the
work, when the work will be completed, and where to turn to for
training and technical assistance after the software
implementation.
Conclusion
The initial assessments done before the project begins helps
guide it toward the expected outcome. This will help develop
quality work and expertise within the project. This also gives
the company confidence that the project will be beneficial and
meet the needs of shareholders. There are several tools and
strategies implemented to structure and guide the project to
completion. Resources needed will require extensive
interaction of all parties involved and will include several
safety measures to ensure they are used and managed
appropriately. Ultimately the incorporation of electronical
30. Affective Domain
Identify and describe briefly the affect that is present. (If more
than one affect is experienced, rate with number 1 being
primary, number 2 secondary, number 3 tertiary.)
Anger/Hostility
_____________________________________________________
_____________________________________________________
__________________________________________
Anxiety/Fear
_____________________________________________________
_____________________________________________________
__________________________________________
Sadness/Melancholy
_____________________________________________________
_____________________________________________________
__________________________________________
Affective Severity Scale
Highlight the number that most closely corresponds with
client’s reaction to crisis.
1
2 3
4 5
6 7
8 9
10
No Impairment
Minimal Impairment
Low Impairment
Moderate Impairment
Marked Impairment
31. Severe Impairment
Stable mood with normal variation of affect appropriate to daily
functioning.
Affect appropriate to situation. Brief periods during which
negative mood is experienced slightly more intensely than
situation warrants. Emotions are substantially under client
control.
Affect appropriate to situation but increasingly longer periods
during which negative mood is experienced slightly more
intensely than situation warrants. Client perceives emotions as
being substantially under control.
Affect may be incongruent with situation. Extended periods of
intense negative moods. Mood is experienced noticeably more
intensely than situation warrants. Liability of affect may be
present. Effort required to control emotions.
Negative affect experienced at markedly higher level than
situation warrants. Affects may be obviously incongruent with
situation. Mood swings, if occurring, are pronounced. Onset of
negative moods are perceived by client as not being under
volitional control.
Decompensation or depersonalization evident.
Behavioral Domain
Identify and describe briefly which behavior is currently being
used. (If more than one behavior is used, rate with number 1
being primary, number 2 secondary, number 3 tertiary.)
Approach
_____________________________________________________
_____________________________________________________
__________________________________________
Avoidance
_____________________________________________________
_____________________________________________________
__________________________________________
32. Immobility
_____________________________________________________
_____________________________________________________
__________________________________________
Behavioral Severity Scale
Highlight the number that most closely corresponds with
client’s reaction to crisis.
1
2 3
4 5
6 7
8 9
10
No Impairment
Minimal Impairment
Low Impairment
Moderate Impairment
Marked Impairment
Severe Impairment
Coping behavior appropriate to crisis event. Client performs
those tasks necessary for daily functioning.
Occasional use of ineffective coping behaviors. Client performs
those tasks necessary for daily functioning, but does so with
noticeable effort.
Occasional use of ineffective coping behaviors. Client neglects
some tasks necessary for daily functioning.
Client displays coping behaviors that may be ineffective and
maladaptive. Ability to perform tasks necessary for daily
functioning is noticeably compromised.
Client displays coping behaviors that are likely to exacerbate
crisis situation. Ability to perform tasks necessary for daily
functioning is markedly absent.
Behavior is erratic, unpredictable. Client’s behaviors are
33. harmful to self and/or others.
Cognitive Domain
Identify whether a transgression, threat, or loss has occurred in
the following areas and describe briefly. (If more than one
cognitive response occurs, rate with number 1 being primary,
number 2 secondary, number 3 tertiary.)
PHYSICAL (food, water, safety, shelter, et cetera):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
_____________________________________________________
__________________________________________
PSYCHOLOGICAL (self-concept, emotional well-being,
identity):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
_____________________________________________________
__________________________________________
SOCIAL RELATIONSHIPS (family, friends, coworkers, et
cetera):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
34. _____________________________________________________
__________________________________________
MORAL/SPIRITUAL (personal integrity, values, beliefs):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
_____________________________________________________
__________________________________________
Cognitive Severity Scale
Highlight the number that most closely corresponds with
client’s reaction to crisis.
1
2 3
4 5
6 7
8 9
10
No Impairment
Minimal Impairment
Low Impairment
Moderate Impairment
Marked Impairment
Severe Impairment
Concentration intact. Client displays normal problem-solving
and decision-making abilities. Client’s perception and
interpretation of crisis event match reality of situation.
Client’s thoughts may drift to crisis event but focus of thoughts
is under volitional control. Problem-solving and decision-
making abilities minimally affected. Client’s perception and
35. interpretation of crisis event substantially match reality of
situation.
Occasional disturbance of concentration. Client perceives
diminished control over thoughts of crisis event. Client
experiences recurrent difficulties with problem-solving and
decision-making abilities. Client’s perception and interpretation
of crisis event may differ in some respects from reality of
situation.
Frequent disturbance of concentration. Intrusive thoughts of
crisis event with limited control. Problem-solving and decision-
making abilities adversely affected by obsessiveness, self-
doubt, confusion. Client’s perception and interpretation of crisis
event may differ noticeably from reality of situation.
Client plagued by intrusiveness of thoughts regarding crisis
event. The appropriateness of client’s problem-solving and
decision-making abilities likely adversely affected by
obsessiveness, self-doubt, confusion. Client’s perception and
interpretation of crisis event may differ substantially from
reality of situation.
Gross inability to concentrate on anything except crisis event.
Client so afflicted by obsessiveness, self-doubt, and confusion
that problem-solving and decision-making abilities have “shut
down.” Client’s perception and interpretation of crisis event
may differ so substantially from reality of situation as to
constitute threat to client’s welfare.
Domain Severity Scale Summary
Affective _____
Cognitive _____
Behavioral _____
= Total _____
1
Running head: TRIAGE ASSESSMENT
36. 1
TRIAGE ASSESSMENT
2Using the Triage Assessment Form Learner First Name MI.
Last Name
Instructor Name
Abstract
There is no indent on an abstract. An abstract is a paragraph
that summarizes the most important parts of the entire paper. It
briefly allows your reader to quickly obtain an overview of your
writing. It is an accurate reflection of the purpose and content
of the text written in clear and concise language within the limit
of 150 to 250 words.
Using the Triage Assessment Form
Include the title of your paper centered at the top of the page,
not bolded; it is not considered a heading. *This first section is
your paper’s introduction. Note that it does not have a heading;
its position at the beginning of the body of the paper implies
that it is the introduction. In the body of your paper, indent the
first line of each paragraph. As always, use double spaced, 12-
point Times New Roman font, and 1.0 margins all around the
page layout. Throughout the paper, please support your work by
citing at least four current resources (including your textbook).
For the purposes of this assignment, simply replace this text
with a brief paragraph in your own words introducing the topic
and informing the reader of the organization of the paper.
Triage Assessment of the Client
Complete the Triage Assessment Form for the selected case,
including all three domains and the total score. In this section
of the paper, summarize the results and provide a logical and
articulate rationale for each of the domain ratings with specific
38. Crisis Event
Identify and describe briefly the crisis situation:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________
Affective Domain
Identify and describe briefly the affect that is present. (If more
than one affect is experienced, rate with number 1 being
primary, number 2 secondary, number 3 tertiary.)
Anger/Hostility
_____________________________________________________
_____________________________________________________
__________________________________________
Anxiety/Fear
_____________________________________________________
_____________________________________________________
__________________________________________
Sadness/Melancholy
_____________________________________________________
_____________________________________________________
__________________________________________
Affective Severity Scale
Highlight the number that most closely corresponds with
client’s reaction to crisis.
1
39. 2 3
4 5
6 7
8 9
10
No Impairment
Minimal Impairment
Low Impairment
Moderate Impairment
Marked Impairment
Severe Impairment
Stable mood with normal variation of affect appropriate to daily
functioning.
Affect appropriate to situation. Brief periods during which
negative mood is experienced slightly more intensely than
situation warrants. Emotions are substantially under client
control.
Affect appropriate to situation but increasingly longer periods
during which negative mood is experienced slightly more
intensely than situation warrants. Client perceives emotions as
being substantially under control.
Affect may be incongruent with situation. Extended periods of
intense negative moods. Mood is experienced noticeably more
intensely than situation warrants. Liability of affect may be
present. Effort required to control emotions.
Negative affect experienced at markedly higher level than
situation warrants. Affects may be obviously incongruent with
situation. Mood swings, if occurring, are pronounced. Onset of
negative moods are perceived by client as not being under
volitional control.
Decompensation or depersonalization evident.
Behavioral Domain
Identify and describe briefly which behavior is currently being
used. (If more than one behavior is used, rate with number 1
being primary, number 2 secondary, number 3 tertiary.)
41. noticeable effort.
Occasional use of ineffective coping behaviors. Client neglects
some tasks necessary for daily functioning.
Client displays coping behaviors that may be ineffective and
maladaptive. Ability to perform tasks necessary for daily
functioning is noticeably compromised.
Client displays coping behaviors that are likely to exacerbate
crisis situation. Ability to perform tasks necessary for daily
functioning is markedly absent.
Behavior is erratic, unpredictable. Client’s behaviors are
harmful to self and/or others.
Cognitive Domain
Identify whether a transgression, threat, or loss has occurred in
the following areas and describe briefly. (If more than one
cognitive response occurs, rate with number 1 being primary,
number 2 secondary, number 3 tertiary.)
PHYSICAL (food, water, safety, shelter, et cetera):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
_____________________________________________________
__________________________________________
PSYCHOLOGICAL (self-concept, emotional well-being,
identity):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
42. _____________________________________________________
__________________________________________
SOCIAL RELATIONSHIPS (family, friends, coworkers, et
cetera):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
_____________________________________________________
__________________________________________
MORAL/SPIRITUAL (personal integrity, values, beliefs):
Transgression _____
Threat _____
Loss _____
_____________________________________________________
_____________________________________________________
__________________________________________
Cognitive Severity Scale
Highlight the number that most closely corresponds with
client’s reaction to crisis.
1
2 3
4 5
6 7
8 9
10
No Impairment
43. Minimal Impairment
Low Impairment
Moderate Impairment
Marked Impairment
Severe Impairment
Concentration intact. Client displays normal problem-solving
and decision-making abilities. Client’s perception and
interpretation of crisis event match reality of situation.
Client’s thoughts may drift to crisis event but focus of thoughts
is under volitional control. Problem-solving and decision-
making abilities minimally affected. Client’s perception and
interpretation of crisis event substantially match reality of
situation.
Occasional disturbance of concentration. Client perceives
diminished control over thoughts of crisis event. Client
experiences recurrent difficulties with problem-solving and
decision-making abilities. Client’s perception and interpretation
of crisis event may differ in some respects from reality of
situation.
Frequent disturbance of concentration. Intrusive thoughts of
crisis event with limited control. Problem-solving and decision-
making abilities adversely affected by obsessiveness, self-
doubt, confusion. Client’s perception and interpretation of crisis
event may differ noticeably from reality of situation.
Client plagued by intrusiveness of thoughts regarding crisis
event. The appropriateness of client’s problem-solving and
decision-making abilities likely adversely affected by
obsessiveness, self-doubt, confusion. Client’s perception and
interpretation of crisis event may differ substantially from
reality of situation.
Gross inability to concentrate on anything except crisis event.
Client so afflicted by obsessiveness, self-doubt, and confusion
that problem-solving and decision-making abilities have “shut
down.” Client’s perception and interpretation of crisis event
may differ so substantially from reality of situation as to
constitute threat to client’s welfare.