Crisis is a state of disequilibrium resulting from the interaction of an event. it includes crisis and crisis intervention or its management.
it includes crisis types, characteristics , phases etc.
Crisis is a state of disequilibrium resulting from the interaction of an event. it includes crisis and crisis intervention or its management.
it includes crisis types, characteristics , phases etc.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Similar to Crisis Intervention PPT.pptx by Dr. Sukhbir Kaur (20)
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Definition:
• Crisis:
• Crisis is a perception or experiencing of an event
or situation as an intolerable difficulty that
exceeds the person’s current resources and
coping mechanisms.
(James & Gilliland, 2001)
3. • Crisis Intervention:
• Crisis intervention is emergency first aid for mental health
& domestic violence. It requires that the person experiencing
the crisis receive timely and skillful support to help cope with
his/her situation before physical or emotional deterioration
occurs.
• Crisis intervention therefore involves three major components:
• The actual crisis – victim’s perception of an unmanageable
situation,
• The individual in crisis, and
• The helper who provides aid.
4. • A stressful event alone does not constitute a
crisis; rather, crisis is determined by the
individual’s view of the event and response to it.
(Smead, 1988).
5. Types of crisis :
1. Dispositional crisis : an acute response to an
external situational stressor.
2. Crisis of anticipated life transitions : normal life
– cycle transitions that may be anticipated but
over which the individual may feel a lack of
control.
6. 3. Crisis resulting from traumatic stress: crises
precipitated by unexpected external stresses
over which the individual has little or no
control and from which he or she feels
emotionally overwhelmed an defeated.
4. Maturational / development crisis:- Crises that
that occurs in response to situation that trigger
emotions related to unresolved conflict’s in
one’s life.
7. • 5. crises reflecting psychopathology:- emotional
crises in which pre-existing psychopathology has
been instrumental in in precipitating the crisis
e.g, personality disorders.
• 6. Psychiatric emergencies :- crisis situation in
which general functioning has been severely
impaired and individual rendered incompetent
or unable to assume personal responsibility.
8. Characteristics of a Crisis:
• Time limited: Generally lasting no more than six
weeks.
• Typical phases:
▫ Traditional attempt to problem solve
▫ Attempts to try alternative methods
• Disorganization
• People are more open to change
• Opportunity to resolve previously unresolved
issues
• Successful experience
9. • It is precipitated by specific identifiable events.
• Crises are personal by nature.
• Crises are acute not chronic.
• It contains the potential for psychological
growth or deterioration.
10.
11. Process or phases of crisis:
• Phase 1 : the individual is exposed to
precipitating stressor.
• Anxiety increases , previous problem solving
techniques are employed.
12. • Phase 2 : When previous problem solving
techniques do not relieve the stressor, anxiety
increases further.
• Feeling of confusion and disorganization
prevails.
13. • Phase 3 : All possible resources both internal
and external are called on to resolve the problem
and relieve the discomfort.
• New problem solving techniques may be used.
14. • Phase 4 : if resolution does not occur in previous
phases , major disorganization of the individual
with drastic result often occurs.
• Anxiety may reach panic levels, cognitive
functions are distorted., emotions are labile and
psychotic thinking can develop.
16. Crisis Intervention
• Goal is to stabilize the family situation and
restore to their pre-crisis level of functioning.
• Opportunity to develop new ways of perceiving,
coping, and problem-solving.
• The intervention is time limited and fast paced.
• Worker must take an active and directive
approach.
17. • “Principles of Crisis Intervention:
• Simplicity – People respond to simple not complex
in a crisis
• Brevity – Minutes up to 1 hour in most cases (3-5
contacts typical)
• Innovation – Providers must be creative to manage
new situations
• Pragmatism – Suggestions must be practical if they
are to work
• Proximity – Most effective contacts are closer to
operational zones
• Immediacy – A state of crisis demands rapid
intervention
• Expectancy – The crisis intervener works to set up
expectations of a reasonable positive outcome”
18. Process
• Phase 1 : Assessment
• Phase 2 : Planning
• Phase 3 : intervention
• Phase 4 : Termination or evaluation of crisis
resolution and anticipatory planning.
• Assessment includes: the stressor event; the
person experiencing the crisis; and the meaning
of the event to the person in crisis.
• Important to assess risk factors.
19. Risk Factors
• Suicide or homicide
• Risk of physical or emotional harm to the
children
• Risk of break from reality (psychosis)
• Risk of client fleeing the situation.
20. Performing the Assessment
• Conducting the interview
▫ History: personal and familial of risk behavior
▫ Any means and plans the client may have about
carrying out the risk behavior
▫ Controls: internal and external that are stopping the
client from undertaking the risk behavior.
• Observations during the interview
▫ Level of anxiety; desperation; despair; sense of
hopelessness; contact with reality.
21. • The skill and technique most essential at this
stage is that of focusing while allowing the
client to ventilate and express the overwhelming
flood of emotions.
• Focusing technique can elicit more coherent
information for assessment as well as help the
client pull themselves together cognitively and
emotionally.
• A focused interview can serve as an instrument
of both assessment and intervention.
22. Intervention
• Planning occurs simultaneously as assessment is
made about how much time has elapsed between
the occurrence of the stressor event and this
initial interview.
• How much the crisis has interrupted the
person’s life;
• The effect of this disruption on others in the
family;
• Level of functioning prior to crisis and what
resources can be mobilized.
23. • The goal of intervention is to restore the person
to pre-crisis level of equilibrium, not of
personality changes.
• Worker attempts to mobilize the client’s internal
and external resources.
• Exact nature of the intervention will depend on
the client’s pre-existing strengths and supports
and the worker’s level of creativity and
flexibility.
24. Dealing with Crisis Behavior
• Be supportive
• Be calm
• Be honest & direct
• State your concern
• Don’t act shocked or surprised
• Gather pertinent information
• Refer to counseling
25. Three Approaches
• Affective:
▫ Expression and management of feelings involving techniques of
ventilation; psychological support; emotional catharsis.
• Cognitive:
▫ Helping the client understand the connections between the
stressor event and their response. Techniques include clarifying
the problem; identifying and isolating the factors involved;
helping the client gain an intellectual understanding of the crisis
▫ Also involves giving information; discussing alternative coping
strategies and changing perceptions.
26. • Environmental modification:
▫ Pulling together needed external, environmental
resources (either familial or formal helping agencies)
• Any and all three approaches may be used at any
time depending where the client is, emotionally
and cognitively.
• The goal is to help the client restore pre-crisis
levels of functioning.
27.
28. PERSONNELS WHO PROVIDE CRISIS INTERVENTION:
• psychiatrists
• • psychologists
• • counsellors
• • fire fighters
• • emergency medical staff
• • search and rescue staff
• • police officers
• • doctors
• • nurses
• • soldiers
• • clergy
• • communications personnel
• • community members
• • hospital workers and so on.
29. Warnings
• Danger of misunderstanding the client’s
nonverbal behavior as well as spoken words due
to cultural differences or the client’s state of
disorganization.
• Imperative for the worker not to assume that
they understand what the client means by his
spoken word or non-verbal behavior and vice
versa.
• It is best to clarify and make sure.
30. TECHNIQUES OF CRISIS INTERVENTION:
• 1. Critical Incident Stress Management –
CISM is a comprehensive, organized
approach
• for the reduction and control of the harmful aspects
of stress in the emergency services.
• It is a comprehensive, integrated, systematic
intervention containing multiple tactics to
• dealing with the crisis after traumatic events. CISM
is a coordinated programme of
• tactics, linked together to alleviate reactions to
traumatic events.
31. • 2. Critical Incident Stress Debriefing –
CISD is a seven step, group psychological
• process developed as a method for mitigating the
harmful effects of work-related trauma
• and mitigating post-traumatic stress disorder.
32. • 3.Medical Crisis Counselling – This is a
brief intervention used to address
psychological
• and social problems related to chronic illness in
a health care setting. It uses coping
• techniques and builds social supports for the
patient to cope with the stress of the
• diagnosis and their responses to the stressful
circumstances.
33. • 4. Psychological Debriefing
• Psychological debriefing is a structured group
meeting where participants are able to
• review traumatic events that they have
experience and how they have responded to it.
• What is debriefing? Debriefing is a specific
technique that is used to help others deal
• with the physical and psychological symptoms
associated with exposure to a trauma.
• Debriefing allows those involved to process the
event and reflect on the impact of it.
• Debriefing should usually occur near the site of
the event.
34. Summary:
• A crisis is a disturbance resulting from a
perceived threat that challenges the person's
usual coping mechanisms. Crises are a time of
increased vulnerability, but they can also
stimulate growth. There are two types of crises:
maturational and situational.
• Crisis intervention is a brief, active therapy
with the goal of returning the individual to a
precrisis level of functioning.
35. • In assessing a patient the nurse should identify
the patient's behaviors, precipitating event,
perception of the event, support systems and
coping resource, and previous strengths and
coping mechanisms.
• The expected outcome of nursing care is that
the patient will recover from the crisis event
and return to a precrisis level of functioning.
Levels of crisis intervention include
environmental manipulation, general support,
generic approach, and individual approach.
36. • The nurse and patient should consider the following
factors in evaluating nursing care: the patient's level of
functioning, symptoms, coping resources, coping
mechanisms, evidence of adaptive coping responses,
and need for referral for further treatment.
• Crisis intervention can be implemented in any setting,
including hospitals, clinics, community health centers,
and the home. It should be a competency skill of all
nurses.
• Modalities of crisis intervention include mobile crisis
programs, group work, telephone contacts ,disaster
response, victim outreach programs, and health
education.