This document provides guidance on responding to disasters as a chaplain or crisis responder. It defines a disaster and outlines key purposes of crisis intervention such as educating people about common reactions and helping them cope positively. It discusses prioritizing needs according to Maslow's hierarchy and describing common stress and trauma responses. Guidelines are given for effective listening and for applying crisis intervention models such as NOVA to help people regain a sense of safety, validate their experiences, and prepare for the future. The story of Elijah finding refuge after crisis is presented as an example of addressing these core needs.
Overview of Crisis Stress Defusing for Religious Crisis Care Providers. Particular focus on Disaster Response. Emphasis is on the NOVA methods of stress defusing, although others are discussed.
This document discusses primary and secondary trauma. Primary trauma refers to direct exposure to an overwhelming event that threatens one's life or safety. Secondary trauma refers to indirect exposure through close contact with trauma victims, such as for healthcare workers and family members. Secondary trauma can lead to stress reactions, fatigue, depression, social withdrawal, and impaired relationships and decision-making due to repeated exposure to others' traumatic experiences. Treatment for both primary and secondary trauma aims to restore safety and control, reduce fear and anxiety, and help integrate the traumatic memories.
Presentatie stress & security in humanitarian actionmvanklingeren
This document provides an overview of an interactive lecture on humanitarian management. [1] It discusses key topics like what knowledge and skills are important for aid workers to have when deploying. [2] It explains how security risks have increased for aid workers due to issues like the politicization of aid. [3] The lecture also examines how stress is a major challenge for humanitarian managers and how security risks can contribute to stress levels.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
A crisis intervention is an immediate and short-term emergency response to mental, emotional, physical, and behavioral distress. Crisis interventions help to restore an individual's equilibrium to their biopsychosocial functioning and minimize the potential for long-term trauma or distress
The document discusses the introduction of a new topic or subject. In a few brief sentences, it sets the stage for further elaboration and details to follow. The introduction serves to give the reader a high-level overview at the outset.
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
Overview of Crisis Stress Defusing for Religious Crisis Care Providers. Particular focus on Disaster Response. Emphasis is on the NOVA methods of stress defusing, although others are discussed.
This document discusses primary and secondary trauma. Primary trauma refers to direct exposure to an overwhelming event that threatens one's life or safety. Secondary trauma refers to indirect exposure through close contact with trauma victims, such as for healthcare workers and family members. Secondary trauma can lead to stress reactions, fatigue, depression, social withdrawal, and impaired relationships and decision-making due to repeated exposure to others' traumatic experiences. Treatment for both primary and secondary trauma aims to restore safety and control, reduce fear and anxiety, and help integrate the traumatic memories.
Presentatie stress & security in humanitarian actionmvanklingeren
This document provides an overview of an interactive lecture on humanitarian management. [1] It discusses key topics like what knowledge and skills are important for aid workers to have when deploying. [2] It explains how security risks have increased for aid workers due to issues like the politicization of aid. [3] The lecture also examines how stress is a major challenge for humanitarian managers and how security risks can contribute to stress levels.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
A crisis intervention is an immediate and short-term emergency response to mental, emotional, physical, and behavioral distress. Crisis interventions help to restore an individual's equilibrium to their biopsychosocial functioning and minimize the potential for long-term trauma or distress
The document discusses the introduction of a new topic or subject. In a few brief sentences, it sets the stage for further elaboration and details to follow. The introduction serves to give the reader a high-level overview at the outset.
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
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.
This document defines crisis and crisis intervention. It begins by defining a crisis as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium. It then outlines three types of crises: developmental, situational, and adventitious. Next, it provides an overview of crisis intervention, noting that a crisis is time-limited, occurs for everyone, and one's perception determines if an event is a crisis. It describes balancing factors that determine the outcome of a crisis and outlines the phases of a crisis. The document concludes by describing the assessment, diagnosis, planning, implementation and evaluation steps involved in crisis intervention.
The document discusses key aspects of providing culturally effective crisis intervention. It defines culture and identifies attributes of effective multicultural crisis intervention as knowledge of one's own biases, basic knowledge of other cultures, using culture-matched skills, and experience counseling different cultures. It also discusses worldviews, individualism vs collectivism, high- vs low-context communication, and obstacles to effective multicultural crisis intervention like language barriers, differing views of religion, and determining who receives services.
Generational trauma has severely impacted Indigenous Australians as a result of colonization, including the fracturing of families and communities through policies like removing children, incarceration, and cultural and spiritual genocide. Childhood trauma can lead to long-term negative health and social outcomes. Healing from trauma involves creating culturally safe places, telling and making sense of one's story, feeling emotions, and moving through grief and loss to acceptance. An educaring approach draws out healing through reclaiming culture and sharing stories so listeners can learn from storytellers' experiences.
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.
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.
Trauma-informed care aims to acknowledge and address the impact of trauma by creating safe environments and empowering survivors. Childhood trauma can have profound long-term effects on development, coping mechanisms, and mental health. However, current systems and services often fail to recognize the role of trauma, instead viewing problems as individual pathologies. A truly trauma-informed approach considers the social and historical context of behaviors and prioritizes rebuilding safety, trust, and control for survivors.
A crisis is a temporary state of upset and disorganization where an individual's usual problem solving abilities are impaired. It involves a precipitating event, the individual's perception of that event, and diminished functioning. Crisis intervention aims to reduce suffering, triage problems, and capitalize on strengths to facilitate coping. It is a brief therapeutic approach that assesses the stressor, individual, meaning of the event, and reactions of others to help create a treatment plan, provide resources, and refer to long-term therapy if needed. The goal is to return the client's functioning to pre-crisis levels through affective, cognitive, and environmental interventions.
The document discusses the history and development of disaster mental health from the 1960s to present day. It covers major events that shaped the field like Hurricane Katrina and 9/11, the creation of organizations like FEMA and the Red Cross' mental health programs. It also discusses concepts in disaster mental health response like psychological first aid, debriefing, and the need for multidisciplinary and integrated emergency management systems.
Trauma And Post Traumatic Stress For 2009 National ConferenceMedicalWhistleblower
1) Trauma can cause post-traumatic stress disorder (PTSD) which is a normal reaction to an abnormal situation and is characterized by re-experiencing the trauma through intrusive memories and nightmares, avoidance of trauma-related stimuli, and increased arousal and anxiety.
2) PTSD impacts individuals by causing difficulty trusting others, fear, anger, guilt, and problems with relationships, concentration, and sleep. It can also increase risk of medical illness due to effects on the immune system and stress response.
3) Treatment and support of trauma survivors should focus on fostering safety, trust, choice, strength, healing, and empowerment to overcome feelings of vulnerability and promote
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.
Crisis results from high levels of stress that overwhelm a person's normal coping abilities. A crisis can occur when a situation is encountered that the person has little experience dealing with. This leaves them feeling powerless and unable to think rationally due to high anxiety levels. During a crisis, people naturally seek support from others but may feel abandoned if not supported, exacerbating their anxiety further. Without an ability to cope or see solutions, people can enter a state of "learned helplessness" focused only on short-term survival rather than resolving the crisis. Crisis intervention aims to provide support and direction to help victims cope when they cannot help themselves.
This document discusses crisis intervention in schools. It defines a crisis as a stressful event that overwhelms an individual's ability to cope. There are different types of crisis events that can occur, from natural disasters to violent deaths. The goal of crisis intervention is to help victims cope and return to normal functioning through short-term, directive counseling. Schools need crisis response plans and teams to provide psychological first aid and refer those severely impacted to mental health professionals. Effective crisis intervention involves making contact, exploring the problem, examining solutions, taking action, and follow-up. Special issues like responding to suicide are also addressed.
Caregivers confront many transitions and challenges as they focus on meeting the needs of their loved ones. The life of a caregiver is further complicated when the person they are caring for presents difficult behaviors. Part 1 focuses on a review of the types of "difficult people" that present these challenges to their families and caregivers.
This document provides information on crisis intervention and suicide risk assessment. It defines crisis and outlines general principles of crisis management, including identifying methods for screening for crisis in therapy sessions and the community. The document discusses the steps in crisis management and identifies common risk factors for suicide. It provides guidance on assessing suicide risk, developing a safety plan and treatment strategies, including medication and psychotherapy options. It emphasizes the importance of coordination among a multidisciplinary treatment team.
The document provides guidance on crisis counseling from a spiritual and mental health perspective. It discusses the mission of crisis counselors to serve as a calming presence for victims of trauma and help them build stability. Counselors aim to assess individuals' needs and facilitate access to necessary mental, physical, or spiritual services. The document outlines types of emotional crises people may experience such as depression, anxiety, substance abuse, and eating disorders. It provides tips for assessing risk factors and characteristics of crises. The counseling process involves assessment, intervention, and termination with the goal of restoring people's pre-crisis level of functioning.
The document discusses crisis intervention in psychiatric mental health nursing. It defines a crisis as a sudden stressful event that disrupts normal coping abilities. A crisis can lead to growth or deterioration depending on perception of the event, situational supports, and coping skills. There are several types of crises that nurses may encounter. Crisis intervention involves assessing the crisis, planning a response, implementing reality-oriented intervention, and evaluating resolution with anticipatory planning for future stressors. The goal is to resolve the immediate crisis and restore functioning.
1) The document discusses solution-focused approaches to working with bereaved children and young people who may be experiencing distress or engaging in risky behaviors like self-harm following the death of a loved one.
2) It provides statistics on child bereavement and outlines some key considerations for taking a solution-focused approach, such as validating the child's experience of grief, focusing on possibilities and exceptions, and empowering children by giving them choice and control.
3) Solution-focused approaches aim to help children find ways to accommodate grief into their lives while making space for new experiences and possibilities for the future, rather than focusing only on diminishing grief over time.
The document discusses the psychological impact of trauma on families. It identifies common reactions to trauma among young children, older children, and adults which can include irritability, crying, behavioral issues, and substance abuse. The document also outlines intervention and prevention strategies such as including mental health support, developing coping skills, and conducting assessments. The overall purpose is to examine the effects of traumatic events on human growth and development within family units.
This document discusses crisis, its causes, phases, and resolution. It defines crisis as a state of disequilibrium caused by an event overwhelming an individual's coping abilities. Crises can be situational, developmental, trauma-related, or due to psychopathology. The phases of a crisis include increased anxiety, overwhelmed coping mechanisms, increased pressure, and potential psychotic symptoms if unresolved. Nurses play a key role in crisis resolution through assessment, diagnosis, planning, implementation, and evaluation to help clients return to pre-crisis functioning.
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 information on providing psychological support after a disaster. It discusses how disasters can cause psychological injuries in addition to physical ones. Most people will experience normal reactions to the abnormal situation, but some may have more severe or long-lasting symptoms. The role of disaster mental health workers is to help mitigate problems and promote resilience. Key phases people may go through after a disaster include heroic, honeymoon, disillusionment, and reconstruction. Essential skills for volunteers include active listening, empathy, and being non-judgmental. The goals of psychological first aid are to promote safety, calmness, connectedness, self-efficacy, and hope.
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.
This document defines crisis and crisis intervention. It begins by defining a crisis as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium. It then outlines three types of crises: developmental, situational, and adventitious. Next, it provides an overview of crisis intervention, noting that a crisis is time-limited, occurs for everyone, and one's perception determines if an event is a crisis. It describes balancing factors that determine the outcome of a crisis and outlines the phases of a crisis. The document concludes by describing the assessment, diagnosis, planning, implementation and evaluation steps involved in crisis intervention.
The document discusses key aspects of providing culturally effective crisis intervention. It defines culture and identifies attributes of effective multicultural crisis intervention as knowledge of one's own biases, basic knowledge of other cultures, using culture-matched skills, and experience counseling different cultures. It also discusses worldviews, individualism vs collectivism, high- vs low-context communication, and obstacles to effective multicultural crisis intervention like language barriers, differing views of religion, and determining who receives services.
Generational trauma has severely impacted Indigenous Australians as a result of colonization, including the fracturing of families and communities through policies like removing children, incarceration, and cultural and spiritual genocide. Childhood trauma can lead to long-term negative health and social outcomes. Healing from trauma involves creating culturally safe places, telling and making sense of one's story, feeling emotions, and moving through grief and loss to acceptance. An educaring approach draws out healing through reclaiming culture and sharing stories so listeners can learn from storytellers' experiences.
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.
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.
Trauma-informed care aims to acknowledge and address the impact of trauma by creating safe environments and empowering survivors. Childhood trauma can have profound long-term effects on development, coping mechanisms, and mental health. However, current systems and services often fail to recognize the role of trauma, instead viewing problems as individual pathologies. A truly trauma-informed approach considers the social and historical context of behaviors and prioritizes rebuilding safety, trust, and control for survivors.
A crisis is a temporary state of upset and disorganization where an individual's usual problem solving abilities are impaired. It involves a precipitating event, the individual's perception of that event, and diminished functioning. Crisis intervention aims to reduce suffering, triage problems, and capitalize on strengths to facilitate coping. It is a brief therapeutic approach that assesses the stressor, individual, meaning of the event, and reactions of others to help create a treatment plan, provide resources, and refer to long-term therapy if needed. The goal is to return the client's functioning to pre-crisis levels through affective, cognitive, and environmental interventions.
The document discusses the history and development of disaster mental health from the 1960s to present day. It covers major events that shaped the field like Hurricane Katrina and 9/11, the creation of organizations like FEMA and the Red Cross' mental health programs. It also discusses concepts in disaster mental health response like psychological first aid, debriefing, and the need for multidisciplinary and integrated emergency management systems.
Trauma And Post Traumatic Stress For 2009 National ConferenceMedicalWhistleblower
1) Trauma can cause post-traumatic stress disorder (PTSD) which is a normal reaction to an abnormal situation and is characterized by re-experiencing the trauma through intrusive memories and nightmares, avoidance of trauma-related stimuli, and increased arousal and anxiety.
2) PTSD impacts individuals by causing difficulty trusting others, fear, anger, guilt, and problems with relationships, concentration, and sleep. It can also increase risk of medical illness due to effects on the immune system and stress response.
3) Treatment and support of trauma survivors should focus on fostering safety, trust, choice, strength, healing, and empowerment to overcome feelings of vulnerability and promote
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.
Crisis results from high levels of stress that overwhelm a person's normal coping abilities. A crisis can occur when a situation is encountered that the person has little experience dealing with. This leaves them feeling powerless and unable to think rationally due to high anxiety levels. During a crisis, people naturally seek support from others but may feel abandoned if not supported, exacerbating their anxiety further. Without an ability to cope or see solutions, people can enter a state of "learned helplessness" focused only on short-term survival rather than resolving the crisis. Crisis intervention aims to provide support and direction to help victims cope when they cannot help themselves.
This document discusses crisis intervention in schools. It defines a crisis as a stressful event that overwhelms an individual's ability to cope. There are different types of crisis events that can occur, from natural disasters to violent deaths. The goal of crisis intervention is to help victims cope and return to normal functioning through short-term, directive counseling. Schools need crisis response plans and teams to provide psychological first aid and refer those severely impacted to mental health professionals. Effective crisis intervention involves making contact, exploring the problem, examining solutions, taking action, and follow-up. Special issues like responding to suicide are also addressed.
Caregivers confront many transitions and challenges as they focus on meeting the needs of their loved ones. The life of a caregiver is further complicated when the person they are caring for presents difficult behaviors. Part 1 focuses on a review of the types of "difficult people" that present these challenges to their families and caregivers.
This document provides information on crisis intervention and suicide risk assessment. It defines crisis and outlines general principles of crisis management, including identifying methods for screening for crisis in therapy sessions and the community. The document discusses the steps in crisis management and identifies common risk factors for suicide. It provides guidance on assessing suicide risk, developing a safety plan and treatment strategies, including medication and psychotherapy options. It emphasizes the importance of coordination among a multidisciplinary treatment team.
The document provides guidance on crisis counseling from a spiritual and mental health perspective. It discusses the mission of crisis counselors to serve as a calming presence for victims of trauma and help them build stability. Counselors aim to assess individuals' needs and facilitate access to necessary mental, physical, or spiritual services. The document outlines types of emotional crises people may experience such as depression, anxiety, substance abuse, and eating disorders. It provides tips for assessing risk factors and characteristics of crises. The counseling process involves assessment, intervention, and termination with the goal of restoring people's pre-crisis level of functioning.
The document discusses crisis intervention in psychiatric mental health nursing. It defines a crisis as a sudden stressful event that disrupts normal coping abilities. A crisis can lead to growth or deterioration depending on perception of the event, situational supports, and coping skills. There are several types of crises that nurses may encounter. Crisis intervention involves assessing the crisis, planning a response, implementing reality-oriented intervention, and evaluating resolution with anticipatory planning for future stressors. The goal is to resolve the immediate crisis and restore functioning.
1) The document discusses solution-focused approaches to working with bereaved children and young people who may be experiencing distress or engaging in risky behaviors like self-harm following the death of a loved one.
2) It provides statistics on child bereavement and outlines some key considerations for taking a solution-focused approach, such as validating the child's experience of grief, focusing on possibilities and exceptions, and empowering children by giving them choice and control.
3) Solution-focused approaches aim to help children find ways to accommodate grief into their lives while making space for new experiences and possibilities for the future, rather than focusing only on diminishing grief over time.
The document discusses the psychological impact of trauma on families. It identifies common reactions to trauma among young children, older children, and adults which can include irritability, crying, behavioral issues, and substance abuse. The document also outlines intervention and prevention strategies such as including mental health support, developing coping skills, and conducting assessments. The overall purpose is to examine the effects of traumatic events on human growth and development within family units.
This document discusses crisis, its causes, phases, and resolution. It defines crisis as a state of disequilibrium caused by an event overwhelming an individual's coping abilities. Crises can be situational, developmental, trauma-related, or due to psychopathology. The phases of a crisis include increased anxiety, overwhelmed coping mechanisms, increased pressure, and potential psychotic symptoms if unresolved. Nurses play a key role in crisis resolution through assessment, diagnosis, planning, implementation, and evaluation to help clients return to pre-crisis functioning.
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 information on providing psychological support after a disaster. It discusses how disasters can cause psychological injuries in addition to physical ones. Most people will experience normal reactions to the abnormal situation, but some may have more severe or long-lasting symptoms. The role of disaster mental health workers is to help mitigate problems and promote resilience. Key phases people may go through after a disaster include heroic, honeymoon, disillusionment, and reconstruction. Essential skills for volunteers include active listening, empathy, and being non-judgmental. The goals of psychological first aid are to promote safety, calmness, connectedness, self-efficacy, and hope.
Crisis counselling provides short-term assistance and support to individuals experiencing extreme distress from a traumatic event. It aims to help clients cope with their current stressors, receive resources, stabilize their situation, and prevent long-term damage from the crisis. Crisis counselling focuses on strategies for the immediate aftermath of trauma and is often a precursor to longer-term counselling to support mental health and well-being. It educates individuals on normal reactions to abnormal situations and aims to restore them to their pre-crisis level of functioning within a temporary framework of around 1-3 months.
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.
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.
Grief is a normal, natural response to loss that is unique to each individual. There are several types of grief, including normal grief which consists of common reactions like sorrow, anger, and withdrawal. Complicated grief occurs when the grieving process is difficult. Anticipatory grief describes adjusting emotionally before an expected loss. Factors like age, culture, and relationships influence each person's grief experience. Common grief stages include denial, anger, bargaining, depression, and acceptance.
Grief is a normal, natural response to loss that is unique to each individual. There are several types of grief, including normal grief which consists of common reactions like sorrow, anger, and withdrawal. Complicated grief occurs when the grieving process is difficult. Anticipatory grief describes adjusting emotionally before an expected loss. Factors like age, culture, and relationships influence each person's grief experience. Common grief stages include denial, anger, bargaining, depression, and acceptance.
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 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.
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.
The document provides information on crisis intervention models and strategies. It discusses:
1) The seven stage crisis intervention model which includes assessing the crisis, establishing rapport, identifying problems, dealing with feelings, generating alternatives, developing an action plan, and establishing follow up.
2) Critical incident stress debriefing, a strategy used with first responders to traumatic events to discuss the event, promote cohesion, and educate on stress reactions and coping.
3) The ACT model, a three stage conceptual framework that includes assessment, connecting to support, and addressing traumatic stress reactions through a seven stage model, critical incident stress management, and a 10 step acute stress management protocol.
1. A crisis is defined as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium.
2. Crises are usually temporary, experienced as sudden, perceived as life threatening, impair communication, involve actual or perceived loss, and usual coping behaviors are unsuccessful.
3. There are several types of crises including situational, developmental, anticipatory life transitions, adventitious, and those reflecting psychopathology. Outcomes are influenced by factors like perception, maturity, resources, and culture.
Crisis InterventionAdaptation and coping are a natural part ofCruzIbarra161
Crisis Intervention
Adaptation and coping are a natural part of life. If children are protected from experiencing negative events and developing coping skills, they may be unable to cope and adapt to crisis situations in later life. Crisis occurs when there is a perceived challenge or threat that overwhelms the capacity of the individual to cope effectively with the event. A crisis disrupts the life of the individual experiencing the event.
In a crisis, the person’s habits and coping patterns are suspended. Often, unexpected emotional (e.g., depression) and biologic (e.g., nausea, vomiting, diarrhea, headaches) responses occur. Although a person may become extremely anxious, depressed, or elated, feeling states do not determine whether a person is in a crisis. If functioning is severely impaired, a crisis is occurring (Yeager & Roberts, 2003).
Crisis
A crisis is generally regarded as time limited, lasting no more than 4 to 6 weeks. At the end of that time, the person in crisis should have begun to come to grips with the event and to harness resources to cope with its long-term consequences. By definition, there is no such thing as a chronic crisis. People who live in constant turmoil are not in crisis but in chaos. A crisis can also represent a turning point in a person’s life, with either positive or negative outcomes. It can be an opportunity for growth and change because new ways of coping are learned.
Either internal or external demands that are perceived as threats to a person’s physical or emotional functioning can initiate a crisis. The precipitating event is not only stressful, but unusual or rare. Many life events can evoke a crisis, such as pandemics, natural disasters (e.g., floods, tornadoes, earthquakes) and manmade disasters (e.g., wars, bombings, airplane crashes) as well as traumatic experiences (e.g., rape, sexual abuse, assault). In addition, interpersonal events (divorce, marriage, birth of a child) may create a crisis event in the life of any person.
A crisis is not the same as a psychiatric emergency that requires immediate intervention. A person in crisis may not need an immediate intervention and should not be viewed as having a mental disorder (Roberts, 2005). However, if the person is significantly distressed or social functioning impaired, an Axis I diagnosis of acute stress disorder should be considered (American Psychiatric Association [APA], 2000). The person with an acute stress disorder has dissociative symptoms and persistently re-experiences the event (APA).
A. Historical Perspectives of Crisis
The basis of our understanding of the biopsychosocial implications of a crisis began in the 1940s when Eric Lindemann (l944) studied bereavement reactions among the friends and relatives of the victims of the Coconut Grove nightclub fire in Boston in 1942. That fire, in which 493 people died, was the worst single building fire in the country’s history at that time. Lindemann’s goal was to develop prevention approa ...
THE RELEVANCE OF SPIRITUAL GROWTH GROUP DYNAMICS IN SPIRITUAL FORMATION OF GR...Celia Munson, BCCC
Small groups are diverse in the way they are done. Spiritual growth group dynamics is well matched with developing and challenging growing believers for genuine spiritual formation and transformation, leading to Christ- likeness. Effective use of spiritual growth group dynamics is a useful aid in developing mature believers who can effectively interact within the larger Christian community. Considering the problem that the church has had with spiritual formation of adults, groups utilizing the structure of growth groups and focus on spirituality should be a key part of the answer.
Crisis Intervention Defusing: A Blblical Case ApproachCelia Munson, BCCC
God comforts us in our suffering so that we may comfort others. The document discusses two biblical examples - Job's friends and God's interaction with Elijah - to illustrate good and bad crisis care. With Job's friends, their care became negative when they blamed Job, argued, and implied superiority. With Elijah, God provided safety, listened to his ventilation, and prepared him for a new normal. Effective crisis care focuses on safety, listening without judgment, and gentle preparation for change.
Looks at different ways of looking at Pastoral Counseling in terms of such things a coaching, discipleship, mentoring, spiritual direction, and historical and clinical pastoral care.
A look at the topic of Grief and Loss and how one can minister to those in the grieving process. While it is somewhat broad-based, most of the presentation is for a Christian ministry to those who have recently lossed a loved one.
Looks at the near-universal phenomenon of "burnout" and focuses specifically as it applies to Christian ministry, as well as addressing this issue holistically.
This presentation takes the ideas of others and revisions them in terms of five major models of chaplaincy (although others are mentioned), based on five major Biblical roles-- Apostle, Deacon, Pastor, Prophet, and Priest.
Self-Care: Belongingness, Boundaries and Healthy Relationships in Pastoral ...Celia Munson, BCCC
This presentation is primarily for pastoral care or clinical chaplaincy trainees in terms of self-care. This is based on the hopefully self-evident point that caregivers need to be holistically healthy to be able to help others.
A very introductory look at Christian Counseling as a pastoral care discipline, with some general principles that are good for the potential counselor to embrace, or at least reflect on, to be effective in counseling.
Bukal Life Care provides spiritual and psychosocial support services including clinical pastoral education, pastoral care, counseling, and disaster response training. It was founded in 2009 in response to a typhoon in the Philippines. Bukal Life Care focuses on the psychological, emotional, and spiritual needs of people in the Philippines through pastoral care practices. It is located on the campus of the Philippine Baptist Theological Seminary in Baguio City and partners with organizations like the College of Pastoral Supervision and Psychotherapy to provide training and certification.
Brief intro to the Bukal Life Care & Counseling Center, Baguio City, Philippines (and its partner, CPSP-Philippines). Seeking to provide holistic training and pastoral care/chaplaincy services.
This document discusses how people create life stories or histories from their past experiences and presents counseling perspectives on helping clients address problematic stories. Key points:
- People interpret their past experiences and connect them into narratives which are their life stories, not objective histories.
- These stories come in various colors, lengths and thicknesses and influence present and future more than the actual past.
- Counselors should listen to clients' stories rather than just facts and help challenge unhelpful stories or develop alternative stories.
- Metaphors like life as different threads or an overall tapestry are used to show stories are interrelated and one's full life can only be understood with broader perspectives.
Some of the values of taking Clinical Pastoral Education. The focus is on our CPSP and CPSP-Philippines certified CPE program at Bukal LIfe Care, but most of the reasons apply to CPE programs all over the world.
The skin is the largest organ and its health plays a vital role among the other sense organs. The skin concerns like acne breakout, psoriasis, or anything similar along the lines, finding a qualified and experienced dermatologist becomes paramount.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
2. Goal
To prepare chaplains, clergy, and
laypersons for providing crisis
stress defusing and debriefing
ministry interventions during
disasters.
This is an overview... a starting
point for crisis response.
3. What is a Disaster?
Sudden and/or unexpected event
Affects a number of people, a community,
or multiple communities.
Element of danger to those affected...
particularly injury or loss of human life.
Involves economic loss... particularly to
property.
4. Key Points
1. What separates Disaster from
Inconvenience is PERCEPTION of those
affected. They are the judge, not the care
provider.
2. The care provider's role is NOT to return
things “back to normal.” Rather, the role is
to help those affected come to an
acceptable and healthy “new normal.”
5. NOVA Key Purposes of Providing
Crisis Intervention
Educate people about common crisis reactions
Provide professional and peer validation
Defuse the emotional overload caused by crisis
reactions
Provide focus on how people can begin to cope
positively with the chaos
Help assess whether people need referrals
Provide method whereby people can begin to
organize their thoughts
6. NOVA Key Purposes of Providing
Crisis Intervention
Help individuals begin to address what they are
experiencing now and might experience in the future
Help victims and survivors begin to think about
what provides meaning in their lives
Provide affirmation that many confusing reactions
are not uncommon or abnormal
Reassure survivors that most people can cope well
and encourage them to build on strengths and
adaptive capacities for coping
7. Types of Disasters
Natural Disasters
Man-Made Disasters
Disasters that have both natural and man-
made elements.
This matters, because people ultimately will
deal with “who to blame.” Self? Neighbor?
Outsider? Government? God?
8. Some Things that Commonly Occur
with Disasters
Extensive property damage and financial
loss
Massive loss of life or displacement of
humans and animals
Breakdown of transportation and access.
Interruption of communication and public
utilities.
Social break-down and political confusion
9. Post-Disaster Needs
Two Basic Phases:
Relief. Immediate repair and clean-up
needs. Immediate basic survival needs.
Development. Rebuilding of houses and
community infastructure. Rebuilding
businesses and job development.
Failure to address the Development needs
can perpetuate poverty and dependency
10. Crisis Care Team
Don't Self-deploy. Come by invitation.
Be part of a recognized crisis intervention
team.
Know who is in charge on site, and follow
their direction, and get their permission.
<Review Disaster Response Volunteer
Guidelines>
11. Who are the Victims of Disasters?
Direct Victims: Living in the area of
destruction.
Indirect Victims: Living on the fringes of
the area of destruction. Inconvenienced but
perhaps not devastated.
Hidden Victims: Family and friends of
victims. Also, disaster volunteers,
chaplains, professional caregivers.
12. Types of Victims
Classically, one does Critical Incident Stress
Debriefing, CISD, for disaster response
workers (hidden victims).
For other victims (especially direct victims),
various methods of stress defusing are
used (where focus is more on the now and
future than reliving the past).
13. Prioritization of Care
As a Chaplain or Religious Care Provider,
what needs to be dealt with first?
For purposes of disaster response, we follow
the principles in Maslow's Hierarchy of
Needs.
It is often shown as a pyramid with the idea
that the lower needs on the pyramid must
be met before higher needs can be dealt
with.
15. Hierarchy of Needs
The most foundational is Basic or
Physiological Needs: Air, water, food,
shelter, sleep, body temperature regulation,
emergent medical care, etc.
These must be dealt with at least to some
extent before safety and security can be
dealt with.
<Clarification: Removing the person from
REAL physical danger, is a Basic, not
Safety, Need.>
16. Hierarchy of Needs
After basic needs are dealt with, one can
focus on Safety and Security.
Primarily, this is Subjective. The goal is for
the individual or group to FEEL safe,
secure, stable, and free from anxiety and
fear.
17. Hierarchy of Needs
The next level is Social Needs. This involves
the need for belongingness and affection.
After the disaster, there is a need to
reestablish healthy relationships, and give
and receive affection.
This is vital for individuals, families, and
communities as they develop towards a
“new normal.”
18. Hierarchy of Needs
The higher level needs are Esteem (including
a sense of competence and confidence)
and Self-actualization (reaching the
potential God has given the person, in the
context he or she lives).
These primarily would be dealt with in the
Development phase of disaster response
rather than Relief phase.
19. Stress and Trauma Response
Stress is: “The non-specific response of the
body to any demand made upon it.”
-Hans Selye
Stress sometimes gets divided into
“eustress” (healthy stress that keeps us
learning and growing), and “distress”
(unhealthy stress that is prolonged or
excessive)
20. Trauma
Trauma is “an event outside the usual realm
of human experience that would be
markedly distressing to anyone who
experienced it.” The event may be personal
or vicarious, exposure to human suffering.
-Mitchell and Bray
Trauma produces Distress
21. Trauma Response
Stress prepares our body for “flight or flight”
response. This can be useful and even
necessary to function briefly at peak
efficiency. Distress, due to trauma or a pile-
up of smaller stressors, can have very
negative results in multiple ways.
24. Three Common Signs a Person is
Suffering from Trauma
1. Reexperiencing the Traumatic Event. Have
trouble concentrating as they relive or
dream the event.
2. Avoiding Memories of a Trauma. Avoid
anything that reminds one of the trauma.
Avoid talking about the trauma. Become
more socially withdrawn.
3. Being constantly anxious and/or easily
agitated.
25. Three Common Signs a Person is
Suffering from Trauma
Dealing with one who is suffering from trauma
is “Stress Defusing.” This involves a
reduction of anxiety (item 3) through
dialogue with a counselor, allowing victims
to share as much of their story as they they
feel comfortable (item 2), while not pushing
them to relive that experience in their mind
(item 1).
Doing this involves “Story-Listening.”
26. The Art of Story-Listening
-Listen – assimilate and integrate to make
meaning of words
-Provide a sense of privacy
-Maintain confidentiality
-Be present in body and spirit
-Be silent sometimes
-Use reflective empathetic listening
-Respect their story... it is their own.
28. Crisis Invention Models
It is not recommended to simply “wing-it” or
go into a counseling session with no plan.
Some models/orgs include:
-CISD (Critical Incident Stress Debriefing)
-NOVA (National Organization of Victim
Assistance)
-PFA (Psychological First Aid)
-OSFA (Operational Stress First Aid)
29. CISD
Critical Incident Stress Debriefing is
commonly used. It is quite structured. It was
developed to do debriefing with first
responders (caregivers).
As such, it is not really recommended for use
with direct and indirect victims.
30. PFA/NOVA/OSFA
Each of these have their own strengths and
weaknesses for direct and indirect victims.
We are going to focus on a Modified version
of the stress defusing developed by NOVA.
The modification reduces the risk of
retraumatization--- re-living the event.
However, the following 5-Cs of OSFA can be
useful, so they will be described on the
following slides.
32. 5 C's
Cover: Help people regain a sense of safety
after a traumatic event. May involve moving
them to a safer place, protecting them from
onlookers, or just letting them know you are
there to help.
Calm: Calm victims by being calm oneself,
showing understanding of the situation, and
coaching on how to become calm.
-www.usfa.fema.gov
33. 5 C's
Connect: Help people connect to family,
pets, friends, social support structure.
Competence: Help them help themselves.
Assist them to connect with social services
and resources for self-care.
Confidence: Help them gain a hopeful sense
of the future, reducing guilt and self-blame.
-www.usfa.fema.gov
34. NOVA
2 Forms:
-Group Crisis Intervention (GCI)
-One on One Intervention
Basic Model
-Safety and Security (past)
-Validation and Ventilation (present)
-Prediction and Preparation (future)
<Note: allow victims to share their stories as they see them...
don't pressure them to “relive” experiences.>
35. Elijah and Crisis Care
The story Elijah is instructive. In I Kings 19,
Elijah was physically exhausted after a
great battle of faith and endurance.
Prepared to be declared victor, he finds that
the battle is far from over and must run for
his life to avoid certain death.
This is a clasic crisis. Elijah felt that there was
no one he coud turn to except God. So he
starts running to escape from his
persecutors, and to “find God.”
36. Read I Kings 19:1-18
Safety and Security. Verses 3-9a. Elijah
flees to a place of physical safety (away
from his persecutors), emotional safety (a
cave with no one else around), and spiritual
security (in Mount Sinai... the “mountain of
God”).
God gave him food and drink and
encouraged him to rest so Elijah could go
where he felt safe and secure, but
otherwise did not interfere, blame, or
correct.
37. Read I Kings 19:1-18
Ventilation and Validation. Verses 9b-14
God asks Elijah what he is doing here,
inviting Elijah to “tell his story.” God does
not challenge or condemn what Elijah said.
God demonstrates His power to Elijah but
relates to him with a comforting voice in the
cave.
38. Read I Kings 19:1-18
Prediction and Preparation. Verses 15-18
God gives Elijah new tasks... no more battles.
He gives him a helper who will become his
successor.
Only after giving Elijah a “new normal” and
help for his future, does God correct a
mistaken view... his view of being the only
one faithful to God. There are others...
Elijah's work was not fruitless and he is not
alone.
40. What about Children and Those
with Special Needs
Some people need special care. This
presentation cannot cover all
circumstances. But here are some thoughts
regarding children who have suffered
through a disaster.
<Other groups requiring specialization
include the very aged, and those with
physical or mental disabilities.>
41. Myths about Children and Disaster
Myth #1: Children are better off not knowing.
Children will create answers if not given
answers. They need to know the truth, but
the presentation and scope of the truth
should be age appropriate.
Myth #2: Children forget bad events easily.
Simply not true... most adults remember
bad things from their childhood quite vividly.
42. Myths about Children and Disaster
Myth #3: Boys should not express sadness.
Both boys and girls need to be able to
express the feelings they are having.
However, neither should be pressured to
express feelings before they are ready... or
only in specific prescribed ways.
Myth #4: Living through difficult times makes
you stronger. Questionable. Difficult times
may demonstrate preexisting inner strength
that was not known before.
43. Working with Children
Dealing with crisis with children depends on
age. But some activities can be done that
help instill a sense of SAFETY,
PREDICTABILITY, and CONTROL.
Some things include: Relaxation exercises
and art activities. Additionally, use activities
where the child starts focusing on what they
have and what hope there is in the future.
44. Compassion in Crisis
Demonstrating compassion is being present
in the suffering, sensitive to human
diversity, providing the ministry of care in
crisis.
Demonstrating compassion involves giving
the gift of your undivided attention while
TRYING to understand what they have
been through.
Concern: Compassion fatigue (from burnout
and secondary trauma)
45. “Red Flags” in Crisis Intervention
TRYING TO DO TOO MUCH
Trying to “wing it” with no specific intervention
plan
Trying to convert victims (a crisis is a poor time
psychologically for a major change and an
informed change)
Trying to debate theological issues with
traumatized victims or survivors
Trying to meet spiritual needs without listening to
the physical, emotional, and/or social needs
Trying to answer “why?” questions
46. “Red Flags” in Crisis Intervention
ETHICS/BOUNDARY ISSUES
Guard what has be entrusted to you... Maintain
confidentiality
Respect victim vulnerability. Do not probe too
deep.
Guard personal standards. Don't share much of
your own Personal Information
Don't help TOO much (Decide on your limits).
Don't flirt or have “Dual Relationships”
Don't lie (Instead, give “truth with hope”)
47. What Victims Want to Tell Disaster
Chaplains
Don’t explain
Don’t try to take away my pain
Stay close to me
Remember me when everyone else
has gone back to their normal
routines
48. What Victims Want to Tell Disaster
Chaplains
Listen to my doubts
Don’t be afraid of my anger
Be patient with me
Remind me that this isn’t all there is
to life
49. References
“Crisis Care Chaplain Training Manual.” Virginia Baptist
Mission Board, 2007.
“Helping Child Survivors of Disasters: A Practical Guide for
Caregivers.” IBM, Corporate Citizenship & Corporate
Affairs, 2008.
“Crisis Response Stress Defusing Handy Reminders.”
National Organization of Victim Assistance.
“Divine Intervention: The Flight of Elijah in Dialogue with
Crisis Care” by R. Munson, Bukal Life Care Journal, 2012.
www.usfa.fema.gov