Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Crisis > Midterm > Flashcards

Midterm Flashcards

1
Q

Define Crisis

A

upset in psychological equilibrium or baseline level of functioning; caused by stressful event symptoms of stress, anxiety, and depression temporary inability to cope - Duration of 2-3 days - 1 month

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Normative Stress

A

stressful events that happen frequently in normal course of life (ie. break-up or job loss)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Traumatic Stress

A

exposure to actual or threatened: death, injury, sexual violation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Normative Stress is consistent with a Dx of..

A

Adjustment Disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Traumatic Stress is consistent with a Dx of…

A

PTSD or Acute Stress Disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Type I Trauma

A

a single event (Crisis Intervention)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Type II Trauma

A

a series of events in the context of physical/psychological captivity and involving a life or death situation (new level of lower functioning; need Tx for PTSD or long-term Tx)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Factors which influence reaction to trauma (8)

A 
extent of exposure
cause of event
duration
warning
opportunity for action (do better if felt they could help out)
injury to person
extent of community loss
traumatic stimuli (sight/sound/smell)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

3 things that cause Traumatizing Events

A

Human Malevolence
Human Error
Act of Nature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Factors related to the Individual (resilience)

A

Coping
Support
Meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Define Coping

A

activities conscious/unconscious to manage stress

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Define Support

A

what’s available and willingness of indv to use it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Define Meaning

A

perception of the event - precipitating event often corresponds to an important area of the client’s life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is the “homecoming” phenomenon

A

when the individual and their crisis is received negatively by their support system, they are more likely to develop PTSD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Why are borderline patients inappropriate for CI?

A

they have a chronic instability - always in upheaval (cannot maintain a state of crisis for an extended period of time)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Criterion A for Acute Stress and PTSD

A
  1. directly experiencing the traumatic event (s)
  2. witnessing the event as it occurred to others
  3. learning it happened to family/friend
  4. experiencing repeated or extreme exposure to aversive details of the traumatic event (ie. 1st responders/body collectors)

Does NOT apply to exposure through the media

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Acute Stress Disorder DSM

A

9+ of the following from all 5 Categories
Persistent for 3 days - 1 month

  1. Intrusion: intrusive memories, dreams, flashbacks, intense distress/ physiological reaction to reminders
  2. Negative Mood: inability to experience pos emotions
  3. Dissociative Symptoms: derealization, depersonalization, dissociative amnesia
  4. Avoidance: avoid memories/thoughts/feelings, avoid external reminders
  5. Arousal Symptoms: sleep disturbance, irritable behavior, hypervigilence, poor concentration, exaggerated startle response
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

PTSD DSM

A

Duration of +1 month

  1. Intrusion: memories, dreams, dissociative reactions (flashbacks), Intense psychological distress at cues (internal and external), physiological reaction to cues
  2. Avoidance of cues: memories/thoughts/feelings, external reminders
  3. Negative alterations in cognitions and mood: inability to remember important aspect of the event, exaggerated neg belief/expectations, blaming self/others, neg emotional state (fear, anger, shame), no interest in significant activities, detachment from others, inability to experience pos emotions
  4. Alterations in arousal and reactivity: angry outbursts, reckless/self-destructive behaviors, hyper vigalence, poor concentration, sleep disturbance, easily startled
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Define Crisis Intervention

A

Brief therapy (1-6 sessions) with goal of getting the individual back to normal functioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Crisis Intervention - Initial Phone Call

A

stage I
Brief 10 -15 min: serves as triage
Gather basic info
Assess for mental health emergency (potential for emergency, see immediately– No emergency, wait 24hr and meet)
Don’t decrease anxiety too much - manage expectations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Crisis Intervention - First Session (Process)

A 
Take charge
Build rapport/ alliance
Normalize - normal reaction to an abnormal event
Active listening (avoid why Qs)
Client request
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is a client request

A

What they would like to accomplish in the session/time together (ie. advice, just to listen, social help)

You do not have to do it, but must make it explicit so client feels “heard”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Crisis Intervention - First Session (Content)

A

Retell story (chronology)
Hazordous situation prior to?
Establish there is a crisis (degree of impairment and previous baseline)
Assess: Coping, Support & Meaning - adaptive or maladaptive
Assess: Mental health emergency
Assess: traumatic stress/normative stress and symptoms - Dx
Define problem as something that can be changed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

When establishing a crisis..

A

Accept client’s definition of why they are in crisis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Traumatic Stress with Death…

A

Treat Trauma 1st and Grief 2nd

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Crisis Intervention - Subsequent Sessions

A

Work on Coping, Support & Meaning

Coping - encourage adaptive and confront, undermine, or discourage maladaptive (develop new ones)
Support - provide support, encourage utilization of support, formal support groups
Meaning - (in time) confront grossly inaccurate depictions of reality

Confront avoidances
Limited goals - only focus on equilibrium
Exposure principle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Violation of basic principles

A

Meaning reaction 3 types: personal invulnerability, predictable world, self is positive
—guilt supports these

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Exposure principle

A

Repeated discussion of event = decrease in trauma symptoms

29
Q

Crisis Intervention - Closing

A

Plant seed for future therapy
follow up phone call a few weeks later
don’t get too involved

30
Q

Define Critical Incident Stress Debriefing

A

1 session group meeting of 4 -12 participants who were effected by a traumatic event

Designed to accelerate recovery of first responders (ie. work)

Must occur w/in 72 hours of event and 24hr after phone call

31
Q

Dissociation (4 Types least –> most severe)

A

Emotion
Consciousness
Memory
Identity

32
Q

Critical Incident Stress Debriefing (7 Phases)

A 
Introduction
Fact
Thought
Reaction
Symptoms
Teaching
Re-Entry
33
Q

CISD - Introduction Phase

A

Discuss purpose and what is going to happen (decreases anxiety)

Goals: motivate/ create buy in; and set up rules (confidentiality and NO breaks)

34
Q

CISD - Fact Phase

A

Each member required to answer:
who are you?
what was your role?
what did you see?

35
Q

CISD - Thought Phase

A

Discover what they felt

“what was your 1st thought?”

36
Q

CISD - Reaction Phase

A

Move from cognitive –> emotional

“what part was most awful/ what would you erase?”

37
Q

CISD - Symptoms Phase

A

“what behaviors happened afterwards?”

4 Signals of distress: cognitive, physical, emotional, behavioral

38
Q

CISD - Teaching Phase

A

Normalize and preparation for what will happen in the future - Teach around the incident (grief/stress)

39
Q

CISD - Re-Entry Phase

A

New issues that have not been discussed? - If YES, back to phase 4
No, restate comments to tie the entire process together

40
Q

Define Psychological First Aid

A

Only appropriate for a mass disaster. Go where the people are and no talk/therapy of the event. Used to identify quickly who needs help and who does not.

41
Q

Psychological First Aid - Basic Assessment

A

Identify who needs help/ doesn’t

  1. Concrete needs - food/ shelter
  2. Medical needs
  3. Mental Health:
    - -When did you get out (before/during/after)?
    - -Are your friends/fam safe?
    - -Trouble coping? (no sleep/suicidal thoughts)
    - -Is there a particular person you are worried about?
42
Q

Psychological First Aid (9 Parts)

A 
Preparation
Contact & Engagement
Safety & Comfort
Stabalization
Info Gathering - Current needs and concerns only
Practical assistance
Connection w/ social support
Information on coping
Link w/ services

–No psych intervention for 2-4 weeks

43
Q

Define Emergency Intervention

A

Mental health emergency that requires IMMEDIATE response in an effort to stop potential harm: potential suicide or potential violence

most often happens in the span of a crisis

44
Q

Emergency Intervention - Session Process

A
  1. Assessment: in general and Risk (low/ moderate/ high) that they will act on thoughts
  2. Intervention: what can you do in session to reduce the risk
  3. Disposition/ Plan: containment for high risk (suicide- hospitalization or continual family watch violence- if mentally ill, hospitalize)
45
Q

Wharff Article - FBCI

A

FBCI -Family Based Crisis Intervention is a useful strategy in lieu of hospitalization for suicidal teens. Is is feasible, less intrusive, and cost effective and keeps from disrupting the family, academics, and social aspects of child’s life.

46
Q

Augustin & Fagan Article -

A

What is the purpose of CI teams? - Discusses role of mental health professionals in developing responses to critical law enforcement incidents.

47
Q

Cacciatore Article - Firefighters

A

SWs benefit both firemen and the community who they serve by providing services during crisis situations

48
Q

Campbell Article - Riding Third

A

SWs could play a crucial role in the psychosocial needs of patients and ambulance workers.

49
Q

Palmer Article - Crisis after Stroke

A

Proposes a 1 session model

50
Q

Compton Article - Force Preferences and Police

A

CIT trained officers use less force than those who haven’t been trained when working with schizophrenia/ other mental health cases.

51
Q

Kintzle Article - Intervention after Sudden Death

A

Deal with Trauma 1st and Grief 2nd

52
Q

McCart Article - Acute Intervention w/ Victims of Violence

A

Movement towards waiting a few weeks to identify those who need coping then do CBT

Themes (p 173) - People are more resilient than we think –> Avoid prescribing an intervention to every one

53
Q

Callahan Article - School Based CI for Traumatic Events

A

Tier I, II, or III to determine approach

Crisis Plan: 
Team - meets prior to start of school next day (all teachers) - give written statement to be read 1st period
3 days of open doors for SW/Counselors 
Screening
Support Group (two rings)
Assist faculty
Control media - one correspondent
Community meeting if necessary
54
Q

Charuvastra Article - Screen and Treat PTSD in Schools

A

Student jumped off roof to death - all 4th graders outside at time and were sent home w/ parents. Waited 3 months to do screening and referrals. Only Type II determined at risk - 5 had PTSD and were the only ones who received help.

Issue w/ relying on Dx to determine need for help

55
Q

Bonanno Article - Loss Trauma & Resilience

A

Not everyone needs professional help after a trauma

4 patterns:

  1. Resilient - No symptoms (57%)
  2. Recovery - Crisis Response (22%)
  3. Delayed - Come home from war & PTSD (4-6%)
  4. Chronic - Lower level of functioning (16%)
56
Q

Bronish Article - Crisis after Tsunami

A

Friendliness of Thai culture inc neg reactions bc it gave flase hope that family was still alive - neighbors experienced shame (culturally based) if they did not know answer to mortality status and gave affirmations/vague responses

Learned had to keep body handlers away from claiming fam members - made corpses into more than neutral bodies

57
Q

Osofsky Article - Aftermath of Katrina

A

Author out of town and went back

Cop suicide - unable to cope with conflict of helping others vs. helping own family
Concept of not knowing if family was alive for weeks after

58
Q

Hughes - Posttraumatic Stress after VA Tech

A

Stress bc couldn’t find out status of friend’s safety (common theme in most disasters)

59
Q

Callahan Article - Debriefing OK Police

A

Debriefing happened 8 weeks after and was mandatory –> defenses were back up bc no longer in crisis

60
Q

Rosser Article - Psych 1st Aid after Katrina

A

Psych first aid - identify quickly who needs help and who is doing ok/not

61
Q

Vernberg Article -

A

Psych first aid

62
Q

Watson Article -

A

Post 911

63
Q

Hazordous situation

A

Already in a stressful situation and one event can push you into crisis - more vulnerable

64
Q

3 Responses after Crisis

A

New equilibrium : better functioning, same, lower (Type II Trauma - PTSD/ASD/Adjustment Dx)

65
Q

Post-traumatic growth is

A

Reaching a higher level of functioning than that experienced prior to the crisis

66
Q

During Crisis…

A

Uncharacteristically open to using forms of treatment

67
Q

Crisis Intervention Not appropriate for

A

Borderline and Type II trauma - these individuals are no longer in crisis (lower level of functioning)

68
Q

Define Suicide Contagion

A

After one student does it, there is an increase for others (identification and imitation of person - dangerous for already at risk student –> Shifts ambivalence

Debunk “romantic tragedy” ideal

69
Q

CISD Critique

A

Original Claims: reduce time away from work; lessens impact of traumatic stress/PTSD

Arguments:
Not everyone needs it (mandatory)
Could be upsetting/ re-traumatizing
1 session may not be enough
Distress and impairment is not abnormal
PPL can utilize natural healing methods/existing coping
May have competing needs (safety/ food/ house)

Crisis (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions