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Crisis Intervention > Crisis Intervention-Ch 2, Crisis Intervention Skills > Flashcards

Crisis Intervention-Ch 2, Crisis Intervention Skills Flashcards

1
Q

crisis intervention involves three components

A
  1. the crisis
  2. the individual or group in crisis
  3. the crisis intervener
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2
Q

what is of paramount importance to crisis intervention

A

ability to communicate effectively

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3
Q

who quoted “when the eyes say one thing and the tongue another, a practiced man relies on the first.”

A

Ralph Waldo Emerson

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4
Q

____ _____ is a significant factor in effective communication because it influences the meaning of a message being sent from one person to another

A

Nonverbal communication

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5
Q

several reason for attending and focusing on nonverbal communication.

A
  1. meaning of a conversation is derived mostly from nonverbal communication(voice, face,body)
  2. feelings and emotions are more accurately revealed by nonverbal means
  3. nonverbal portion of a message conveys meanings and intentions that are relatively free of deception and distortion.
  4. nonverbal cues represent more efficient means of communication than verbal cues
  5. nonverbal messages are usually sent without conscious thought and are more accurate indicators of someones true feelings than verbal
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6
Q

The most important function of the human face is the

A

communication of emotions

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7
Q

The ____ also allow one to express emotion

A

eyes

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8
Q

When positive emotions are experienced, the pupils ______. When negative emotions are experienced, the pupils ____

A

enlarge, contract

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9
Q

In the mainstream culture of America, direct eye contact is usually viewed as

A

display of credibility

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10
Q

This type of communicate is a sense of openness that stimulates communication or communicates a sense of unavailability.

A

body cues

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11
Q

open hands and relaxed arms and legs demonstrate _____ while crossed arms and legs communicate ____ and ____

A

openness

inaccessibility and defensiveness

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12
Q

use of space, distance, and territory influence communication and send messages to both speaker and listener

A

proximity

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13
Q

area surrounding our physical selves within which others are generally welcome

A

personal space

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14
Q

___ is related to the closeness with which we allow others during communication

A

distance

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15
Q

Hall identified four zones:

A
  1. intimate distance- 0 to 18 inches
  2. personal distance- 1 to 4 ft
  3. social distance- 4 to 12 ft
  4. public distance- 12 ft or more
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16
Q

____ is defined as that space which we perceive as ours.

A

territory- rigid behavior in elevator, moving when someone sits too close, placing coats between oneself and the person wanting a seat

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17
Q

Amount of space, distance and territoriality are influenced by factors such as

A 
beliefs,
values
gender
age
ethnicity or race
status, personality
degree of acquaintance
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18
Q

vocal qualities and characteristics that allow us to differentiate one person’s vocal cues from another are referred to as

A

paralanguage–loudness, pitch, rate,duration, quality, regularity, articulation, pronunciation and silence

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19
Q

who quoted “to listen well is as powerful a means of communication and influence as to talk well”

A

John Marshal, former chief justice of Supreme Crt

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20
Q

____ is a passive behavior

A

hearing- does not involve attention or effort

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21
Q

____ is an active behavior

A

listening- requires one to not only hear sounds, but to differentiate between the words used

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22
Q

There are essentially four levels of listening

A
  1. nonlistening
  2. marginal listening
  3. evaluative listening
  4. active listening
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23
Q

At the lowest skill level is _____, where the person hearing the noise makes no effort to listen

A

nonlistening

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24
Q

the ___ ____ hears words and sounds, but does not compute the message.

A

marginal listening–Persons in crisis have trouble focusing on the here and now

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25
Q

___ ____ listen to the message, but do not capture the feelings behind the words. They concentrate to an extent, yet they focus on making a rebuttal to speakers message.

A

evaluative listening- empathy is lacking and continually interrupts the speaker without fully listening to the message

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26
Q

Another form of evaluative listening involves __________________, listening. Listener is only interested in the content in the speakers communication that is of relevance to the listeners ends.

A

Just the facts, ma’am”

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27
Q

____ _____ try to understand both the content and the context of the message.

A

active listeners– are keenly aware of nonverbal cues and specific cues to help detect the context. These sensitive, effective listeners respond appropriately to the speakers message

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28
Q

The listening process is not complete without the listener providing _____ to the speaker.

A

feedback

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29
Q

______, as a form of feedback, put the essence of the speakers message into the listeners own words

A

paraphrasing- creates empathy, establishes rapport

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30
Q

____ is the technique of repeating the last word or phrase the subject said and putting a question mark after it.

A

mirroring- helps when listener is at loss for words. Helpful in early stages of crisis, can serve to build rapport.

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31
Q

___ ____ allows a listener to attach a tentative label to the feelings expressed or implied by speakers verbal and nonverbal communication.

A

emotional labeling- provides the listener with info about the speakers emotional state

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32
Q

____ or _____ can be used effectively for a number of purposes. Used to emphasize a point.

A

silence or effective pauses- A simple but useful discipline is to count slowly to 20 after asking a question

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33
Q

______ enables a listener to let the speaker know how the latter is making the listener feel, why the listener feels that way and what the speaker can do to remedy the situation.

A

“I” messages- conveys the info in a nonthreatening way and does not put the speaker on the defensive. ex: I feel frustrated that we have not been able to come to an agreement.

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34
Q

________ are intended to gather information during communication. These questions, asked by the listener, encourage the speaker to say more without actually directing the conversation.

A

open-ended questions- usually begin with how, what, when and where…They cannot be answered with “yes or “no”. “why” questions should not be used , they tend to move the conversation toward blame,

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35
Q

________ may be made that restate the content, feelings or both of what a person is communicating

A

reflective statements- ex: You sound ___, You feel ___ because ____.

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36
Q

_____ is defined as a process of establishing a relationship of trust, harmony,affinity or accord with another

A

rapport

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37
Q

building a good, positive ____ is essential for effective communication between a crisis intervener and his client

A

rapport

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38
Q

DePanfilis and Salus suggest that there are certain needs of clients that should be considered in building rapport:

A
  1. clients need to be treated as unique individual
  2. clients need to feel comfortable to talk openly and honestly about both negative and positive feelings
  3. clients need an empathetic understanding
  4. clients need to be accepted as people of worth
  5. clients need to believe they are working with someone who is nonjudgemental
  6. clients need to make their own choices and decisions
  7. clients need confidentiality
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39
Q

A continuum (from most open-ended to least open-ended) consists of five types of questions:

A
  1. general questions
  2. focused questions
  3. multiple-choice questions-Children have difficulty with this type of question
  4. yes-no questions-When open-ended questions are not productive. Children tend to give what they believe are right answers
  5. leading questions
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40
Q

who quoted “I am a citizen, not of Athens or Greece, but of the world”

A

Socrates

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41
Q

Decades ago, US was referred to as the melting pot of the world; people from many lands came to US to live and it was expected that they would “melt” into the mainstream culture. However, it never happened, the metaphor has been changed to a salad bowl, which reflects the people of US

A

many groups prefer to maintain their traditions and beliefs and resist assimilation into Eurocentric or Anglo culture.

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42
Q

Leathers define culture as

A

those values, beliefs, customs, rules, laws and communicative behaviors that can be used to differentiate one societal group from another.

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43
Q

Kabagarama suggested that we can divide culture into two components;

A

material- artifacts such as cars, houses, clothers

nonmaterial- values,norms, beliefs, emotions,attitudes

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44
Q

Hall classified world cultures into two categories;

A

low and high context

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45
Q

low context cultures

A

such as US and northern Europe, meaning is derived from the message, while interactions are functionally based. Communicating are more structured and direct with less emotion involved

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46
Q

high context cultures

A

such as East Asian, Arab, southern European, Native America, Latin America and African, meaning is derived from the context in which the communication takes place. Interactions are emotionally based and person-oriented.Process of communicating seems more important in high context cultures, emotions provide channels for all self expression

47
Q

___ ___ can be defined as the ability to recognize and understand differences due to culture and to translate that information into understanding the crisis at hand

A

Cultural competence

48
Q

_____ _____ begins by acquiring the skills and knowledge that enable professionals to both understand their own cultures as well as to understand other cultural perspectives.

A

cross-cultural competence

49
Q

Leathers states, “nonverbal messages are particularly important in intercultural communication because they usually contain sets of implicit ____ or ____ that specify what is and what is not acceptable behavior in a given culture

A

rules or commands

50
Q

Three nonverbal behaviors most strongly associated with intercultural competence are

A
  1. direct eye contact
  2. listening carefully
  3. and smiling
51
Q

____ ____ arise because of the differences in values and norms of behavior between persons of different cultures

A

cultural conflicts

52
Q

Three methods of cross-cultural conflict resolution

A
  1. probe for the cultural dimension
  2. learn about other cultures
  3. alter organizational practices and procedures
53
Q

Crisis intervention with children requires the intervener to be thoroughly familiar with the

A

developmental stages of children

54
Q

crisis intervener must draw from two bodies of knowledge to avoid overestimating or underestimating what the child is able to provide and to ensure the intervener anticipates the childs reaction to crisis

A

knowledge of crisis intervention

knowledge of child develoment

55
Q

several considerations that should be taken into account when working with young children

A
  1. establish credibility and develop rapport.
  2. intervener should use the childs language, clarifying any area of confusion
  3. aware of child level of comfort.
  4. preschool childrens thinking is very concrete; thinking and speech are not organized logically. They understand that space, distance, and time is nonlogical and nonlinear. They are egocentric.
56
Q

effective communication is ethical. Communication must be based on ___,____ and ___

A

honesty, trust and respect

57
Q

Honest communication is part of _____ as an intervener

A

genuineness

58
Q

who quoted “Peacemaking is not easy. In many ways, it is much more difficult than making war. But its great rewards cannot be measured in ordinary terms

A

Jimmy Carter

59
Q

Weeks identified seven elements that characterize most conflicts

A
  1. diversity and differences
  2. needs
  3. perceptions
  4. power
  5. values and principles
  6. feelings and emotions
  7. Internal conflicts
60
Q

A key to handling conflict and crisis is to recognize that if you

A

cannot control yourself, you cannot control the situation.

61
Q

most conflicts involve _______ and ______

A

feelings and emotions

62
Q

_______ depends on how one understands the situation in which ______ is needed

A

self-regulation

63
Q

Much of ability to self-regulate is tied to the degree of stress associated with a situation. Many emotional reactions are tied to the “fight or flight” response to stress, which activates what Mischel and DeSmet call our

A

“hot system,” enabling us to respond without thinking to a threat. Stress thus deactivates the “cool system”, which allows us to reason and deal with conflict calmly.

64
Q

The stressful nature of conflict is also enmeshed in a process of ______, in which one attempts to identify the causes of one’s own behavior and that of others.

A

attribution

65
Q

In some cases, parties to a conflict have a “fixed pie” perception, which is

A

the other party’s gain is our loss. There must be a winner and a loser.

66
Q

Conflict is also aggravated by _______judgements about fairness.

A

egocentric

67
Q

who quoted “ Those who in quarrels interpose, Must often wipe a blood nose”

A

John Gay

68
Q

This is the process of becoming aware of a conflict, diagnosing its nature and employing an appropriate methodology to diffuse the emotional energy involved and enable the disputing parties to understand and resolve their differences

A

Conflict management

69
Q

Differences are most likely to be resolved when all parties display

A

assertiveness- parties enter the conflict with goals clearly in mind and make their goals clear to each other.

70
Q

Berenson and Mitchell have found that people who ________ confront tend to be more emphatic, better helpers.

A

constructively

71
Q

___________ is by far the most essential skill for crisis intervention

A

communication

72
Q

Individuals have two main concerns when they approach a conflict:

A
  1. One of these concerns is people, both themselves and others.
  2. equally important is resolution of the conflict
73
Q

This resolution style is best demonstrated by military or quasi-military organizations, especially during emergency situations.

A

control suppression resolution style

74
Q

this resolution is illustrated by a low concern for resolution of the conflict and a superficially high emphasis on people.

A

ignoring style of conflict resolution- this style is best represented by those who act as if small differences exist when major problems are present

75
Q

In on-site intervention, the ______style is often not an option, since a crisis situation precipitated the intervention.

A

ignoring style

76
Q

this style places low emphasis on both people and on solution of the conflict.

A

withdrawal style-this results because of the self-imposed insulation surrounding the individual.

77
Q

this style is the ultimate form of social irresponsibility. Individuals with this style, look the other way, quit their job, leave school, get divorced

A

withdrawal style

78
Q

This style places high emphasis on both people and on resolution of the conflict

A

problem-solving style-benefits of conflict resolution are clear to individuals who employ this style.

79
Q

_______ approaches to conflicts would seem especially suited to community policing, where officers have a long-term commitment to the resident of a particular beat

A

problem-solving

80
Q

three basic points to remember about the styles of conflict resolution:

A
  1. people develop their styles for reasons that make sense to them
  2. no one style is better than another in every situation
  3. people change their style to adapt to the demand of new situation
81
Q

In _____, the practitioner is a party to the conflict

A

negotiation

82
Q

in _______, the practitioner mediates or adjudicates a conflict

A

third-party intervention

83
Q

one of the pioneers of crisis intervention training for police officers was ______, who equated crisis intervention and conflict management and his approach was widely accepted.

A

Morton Bard

84
Q

Durand refers to Crisis Intervention/Conflict Management as an ____ ____

A

integrated concept-allowing all types of people to participate or be included

85
Q

________ as described in Chapter One, is used at the site of a problem as a form of emotional first aid to restore the person in crisis to the level of coping ability that was available to them before the onset of the crisis

A

crisis intervention

86
Q

The intervener takes a _____ stance in comparison to therapist in clinical settings

A

directive

87
Q

A person in crisis is a poor candidate for mediation as it is commonly understood. Referred to as

A

classic mediation-

88
Q

a collaborative conflict resolution process in which two or more parties in dispute are assisted in their negotiations by a neutral and impartial third party and empowered t voluntarily reach their own mutually acceptable settlement of the issues.

A

mediation

89
Q

Mediator may control the ____, but parties determine the ___

A

control, outcome

90
Q

Mediation assumes that there is a ____ of ____ between the participants

A

balance of power

91
Q

If the mediator treats the parties as equal when they are not, the mediator is essentially siding with the more powerful party.

A

the assumption of mediator neutrality is perhaps most problematic in situations of spousal abuse in family conflict.

92
Q

For on-site interveners, ______ ____ is not usually a viable option.

A

classic mediation

93
Q

available thru nonprofit agencies, used to mediate, arbitration and related techniques to settle disputes

A

alternative dispute resolution

94
Q

referring disputants to such agencies, which are often called ______ _____ _____, if often effective way for on-site interveners to handle conflicts

A

Neighborhood Justice Centers

95
Q

Classic mediation is based on the idea that ___

A

“It takes two to tango”

96
Q

this ____ ____ response treats the state as the victim of crime. Aims to punish the offender, not aid the victim.

A

retributive justice

97
Q

the ____ ____ approaches focuses on accountability for the offender and healing and closure for victim

A

restorative justice

98
Q

This is a process that provides interested victims the opportunity to meet their offenders in safe and structured setting. (property crimes, minor asslt)

A

Victim-offender mediation, VOM
VOM does not treat parties as equal disputants
primarily dialogue driven, rather than settlement driven. Not done in a field setting

99
Q

Classic mediation and victim-offender mediation are methods ill suited to

A

field settings

100
Q

goal of police officers in handling disputes in the field is often to gain ______ with their wishes

A

compliance

101
Q

compliance is also an issue in _______ policing. this involves efforts to persuade or coerce nonoffending person to take actions which are outside the scope their routine activites

A

third-party policing

102
Q

police can quell conflict with overwhelming coercive force, but that approach has two negative consequences:

A
  1. it leave the original source of the conflict intact

2. often transfers or engenders anger toward the police.

103
Q

____ ______ is an effective tool for defusing conflict, generating rapport and establishing open communications.

A

constructive confrontation. Johnson model seems best suited for on-site intervention. Johnson has noted that the purpose of constructive confrontation is not to win or show up other people, but rather to inform and assist people to act on the supplied info.

104
Q

Confrontation is a form of communication. _____ is first step in conflict resolution, helps parties more readily and clearly diagnose the problem or nature of conflict. Steps of confrontation management is

A

Confrontation

  1. Confrontation- 1st step in conflict resolution
  2. identify problem
  3. identify the goal
  4. describing behavior
  5. make an understanding response
  6. ask clarifying questions
  7. make supportive statement
105
Q

Inherent to any helping relationship are ___,____ and ____

A

empathy, warmth, and genuineness

106
Q

Confrontation management, interveners must first identify the problem and convey that problem to the other party. It is best to identify the problem by using ___, ___ or ___ personal statements followed by a feeling word.

A

I, me or my

107
Q

Individuals can make clarifying statements and elicit answers to clarifying questions. Best to formulate clarifying questions with any of following interrogatives

A

who,what, where, when and how.

Avoid asking “Why”

108
Q

Summary, the steps involved in confrontation management include

A
  1. make personal statement followed by a feeling word
  2. make a relationship statement
  3. describe behavior
  4. make understanding response
  5. make clarifying responses or ask clarifying questions
  6. make supportive responses
  7. summarize and be receptive to feedback
109
Q

Ability to _____ in a variety of ways is essential skill for crisis interveners.

A

communicate

110
Q

____ as well as ____ skills are necessary to build positive rapport

A

nonverbal and verbal skills

111
Q

_____, ______ and _____ mediation are most often applicable in a field setting.

A

negotiation, crisis intervention and police mediation

112
Q

_______is distinguished from formal mediation by the necessity of working in situations where consent and invitation to mediate have not been extended. Police mediate and persuade in incidents as well, but the mediating role is accepted as an alternative to more coercive measures. Shadow of coercion tinges the common ground reached in short-term mediation

A

Police mediation

113
Q

This method of dealing with conflict that is very productive is

A

Constructive confrontation

Crisis Intervention (12 decks)

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