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Crisis > Midterm Study Guide > Flashcards

Midterm Study Guide Flashcards

1
Q

“Crisis” is derived from which Greek word?

A

Krisis

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2
Q

What does the Greek word “krisis” mean?

A

Decision or turning point

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3
Q

What symbols does the Chinese word for “crisis” come from?

A

Combination of the symbols for “danger” and “opportunity”

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4
Q

What happens when a crisis continues without assistance or with lack of resources?

A

Builds on itself leading to lower and lower functioning

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5
Q

How many ACEs for someone to be likely to be crisis-prone?

A

4, 5, or more

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6
Q

What expectation can we not have when considering the ACE study?

A

Expectation that the person will respond to the world the same way that we would

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7
Q

What are examples of material resources?

A

Money, food, shelter, transportation, clothing

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8
Q

Who is known for the hierarchy of needs?

A

Maslow

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9
Q

What will happen if one’s needs are not met?

A

Will continue in crisis

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10
Q

What are examples of personal resources?

A

Physical well-being, ego strength, structure

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11
Q

What are examples of social resources?

A

Family, friends, church, work, school

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12
Q

What are the steps to conceptualizing a crisis?

A

1) A precipitating event occurs
2) A person has a perception of the event as threatening or damaging
3) This perception leads to emotional distress
4) The emotional distress leads to impairment in functioning due to failure of an individual’s usual coping methods that previously have prevented a crisis from occurring

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13
Q

What step of conceptualizing a crisis is the most crucial part to identify?

A

The perception of the event

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14
Q

Why is the perception of the event the most crucial part to identify?

A

It is the part that is most readily altered by the counselor

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15
Q

What is demand?

A

The environment’s requirement for a response by the system

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16
Q

What does research show is the most important factor when it comes to demand?

A

Perceived Environmental Demand (PED)

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17
Q

What is coping?

A

The system’s response to the environmental demand

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18
Q

What does research show is the most important factor when it comes to coping?

A

Perceived Coping Resources (PCR)

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19
Q

What is stress?

A

Perceived Environmental Demands (PED) = Perceived Coping Resources (PCR)

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20
Q

What is crisis?

A

Perceived Environmental Demands (PED) significantly exceeds Perceived Coping Resources (PCR) and normal coping resources deteriorate

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21
Q

What is trauma?

A

Perceived Environmental Demands (PED) so significantly exceeds Perceived Coping Resources (PCR) that coping resources deteriorate and basic schemas are destroyed

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22
Q

What is dissociation?

A

Our brain trying to keep us sane; the world doesn’t make sense, and one will do whatever one can to make the world make sense

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23
Q

What happens over time as the Perceived Environmental Demands (PED) increases?

A

Moves from coping to stress point to crisis point to trauma point

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24
Q

What are the problems included in the triage model?

A

Green problem, yellow problem, red problem

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25
Q

What is the green problem?

A

Problems that cannot be helped

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26
Q

What are examples of the green problem?

A

Pregnancy, affair, DUI, terminal illness

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27
Q

What is the yellow problem?

A

Problems that can wait

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28
Q

What are examples of the yellow problem?

A

Afraid to tell parents, need to call a lawyer

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29
Q

What is the red problem?

A

Must be addressed to reduce crisis

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30
Q

What are examples of the red problem?

A

Suicidality, homicidality, substance use, STI, depression/anxiety, safety

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31
Q

What are the steps of the ABC model of crisis intervention?

A

A - achieve rapport
B - boiling down the problem to basics/identifying the problem
C - coping - exploring client’s own attempts at coping and introducing alternative coping behaviors

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32
Q

What are characteristics of a crisis?

A

An event or multiple events which are perceived as…

  • Happening suddenly or unexpectedly
  • Arbitrary and somewhat unstructured
  • Requiring more than available coping resources
  • Potentially dangerous to some element of a person’s life-space
  • Posing the threat of exacerbation of a person’s maladaptive coping responses
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33
Q

What is the option that a crisis offers an individual?

A

Growth, adaptation, and strengthening of coping response

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34
Q

What are the goals of crisis management?

A
  • Attempt to return client to pre-crisis functioning
  • Emotional first aid to stop the emotional bleeding
  • Increase perceived coping resources and options
  • Realistic assessment of demands of crisis events
  • Increase in viability and desirability of available options
  • Problem management (not resolution) of immediate short-term demands and plans for eventually addressing long-term issues at a later date
  • Final problem resolution is delayed for a reasonable period
  • Facilitation of future client services with traditional forms of counseling
  • Present evidence of the pragmatic effectiveness of crisis intervention to client
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35
Q

What are characteristics of crisis management when compared to traditional counseling?

A
  • Every minute may count
  • The immediate “stakes” of an effective intervention to an immediate problem are paramount
  • Stop the downward spiral
  • Counselor’s expectation for problem resolution
  • Immediate, accurate assessment
  • Stress level in session is immediately high
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36
Q

What are characteristics of traditional counseling when compared to crisis management?

A
  • No particular time crunch
  • Effectiveness is not as immediate
  • Waiting for client to “hit bottom”
  • Client resolves problem with counselor’s assistance
  • Assessment may be delayed
  • Stress levels tend to be more moderate
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37
Q

What happened in the 1940s in the history of crisis counseling?

A

Establishment of Wellesley Project after Boston’s Coconut Grove Fire

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38
Q

What happened in the 1960s in the history of crisis counseling?

A

Crisis intervention trend gives rise to suicide prevention movement

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39
Q

What is the Community Mental Health Act of 1963?

A
  • Came directly from President Kennedy
  • Rise of effective psychotropic medication leads to closure of psychiatric institutions and support through community mental health centers; did not work out that way
  • Patients were sent to jail
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40
Q

What happened in the 1970s in the history of crisis counseling?

A

Trend towards de-medicalization of community mental health care

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41
Q

What happened in the 1980s in the history of crisis counseling?

A

Rise of managed care

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42
Q

What is the role of non-professionals, volunteers, and paraprofessionals?

A

Vital in providing services to client populations (ethical with appropriate supervision by trained professionals)

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43
Q

What kind of state do clients in crisis come to counselor in?

A

A vulnerable state of disequilibrium and instability

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44
Q

What are some ethical issues to consider in crisis counseling?

A
  • 1013 - involuntary transportation
  • Diagnosis/misdiagnosis
  • Multicultural competence
  • Fraud
  • Competence/supervision/consultation
  • Self-awareness
  • Dual relationships
  • Confidentiality
  • Informed consent
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45
Q

What are the exceptions to privilege and confidentiality?

A
  • Danger to self or others
  • Abuse or neglect of older adults
  • Abuse or neglect of children
  • Abuse or neglect of people with disabilities
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46
Q

What is multicultural competence?

A

Counselors must not impose personal values on clients, but instead be aware of how their values may be part of the problems that exist

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47
Q

How does rehabilitation counseling relate to crisis?

A

Particularly prone to seeing clients in crisis; normal part of adapting to rehabilitation needs

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48
Q

How does school counseling relate to crisis?

A

Unique features because of the school’s social structure and the sense of community (culture) within the school

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49
Q

What is the professional school counselor’s primary role in crisis?

A

Provide direct counseling service during and after an incident

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50
Q

What should one know prior to seeing their first crisis client?

A

The specific steps and procedures within their school or agency for crisis intervention

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51
Q

What should one use in order to not feel the need to make major decisions alone?

A

Supervision and consultation

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52
Q

How should a counselor judge the severity of the crisis?

A

By the client’s reactions, not some isolated event which “triggered” the crisis

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53
Q

What is a “centered” counselor?

A

Blocks the exacerbation of contagious emotions, such as anger, helplessness, hopelessness, depression, and anxiety

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54
Q

What is the prime goal of crisis intervention?

A

Clarity

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55
Q

When are many poor decisions made?

A

Before clarifying the problem, its options, and its potential consequences

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56
Q

How is a good crisis counselor creative?

A

In outlook and problem solving style

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57
Q

Why are most clients’ creative coping and problem solving limited?

A
  • Cognitive rigidity
  • Dichotomous thinking
  • Poor perceived and/or actual problem solving skills
  • A number of cognitive distortions
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58
Q

What is escape syndrome?

A

When anxious individuals are highly motivated to do anything to terminate an anxious situation rather than resolving it

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59
Q

What is bite-the-bullet syndrome?

A

When some clients want total resolution of their crisis now, when that is just not possible

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60
Q

How does a crisis counselor assist in the outcome of a crisis?

A

May not always end in a successful outcome; assists in creating the possibility of a resolution; actual outcome is affected by myriad of factors far beyond the counselor’s control

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61
Q

What type of crisis counselors do not last long?

A

Control-oriented and achievement-needing crisis counselors

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62
Q

What does an effective crisis counselor create during crisis?

A

An “eye” in the midst of the hurricane so that a temporary respite occurs

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63
Q

Why is a clear, concise contract (verbal and/or written) important?

A

For safety and problem solving between client and counselor

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64
Q

What is at the root of all suffering?

A

The search for meaning

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65
Q

What are some characteristics of the “crisis prone client”?

A
  • General chronic psychosocial instability
  • Poor expression of social interests
  • Low perceived sources of social support
  • Low impulse control and/or little long-term problem solving style
  • Financial pressures
  • Substance abuse issues
  • Various forms of associated mental difficulties
  • Prolonged medical concerns
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66
Q

What are some characteristics of the “crisis client”?

A
  • Strong sense of urgency in the client’s life
  • Overt and covert signs of lower coping
  • Press of perceived demands
  • Indicators of impending stress breakdown
  • High levels of dysfunctional problem solving
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67
Q

What are some life events that precipitate a crisis?

A
  • Accident in home/car/work
  • Legal entanglement
  • Job and/or career disruption
  • Sudden/unexpected major financial burden
  • Threat of disruption of significant intimate family relationships
  • Physical illness and/or mental difficulties
  • Natural disaster/war/famine
  • Alteration of family structure
  • Sanctions or penalty for non-successful performance
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68
Q

What are the 8 fears that are nearly always a concern to individuals dealing with medical crisis?

A
  • Fear of loss of control
  • Fear of loss of self-image
  • Fear of dependency
  • Fear of stigma
  • Fear of abandonment
  • Fear of expressing anger
  • Fear of isolation
  • Fear of death
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69
Q

What should a novice crisis counselor do instead of rushing to fix the crisis?

A

Use their basic skills; calm the client and complete a thorough assessment

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70
Q

What do veteran counselors do when facing a crisis?

A

Communicate empathy and hope first, then move to intervene

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71
Q

What should a counselor do because it will not exacerbate the problem?

A

Ask the client directly about the issue

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72
Q

What are the two things that be gin to slow a crisis down?

A
  • The recognition of viable options

- The availability of social and instrumental resources

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73
Q

What are the stages of a client crisis?

A
  • Impact
  • Coping
  • Withdrawal
  • Adjustment
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74
Q

What happens in the impact stage of a client crisis?

A

Initial reactions to what is an unavoidable and apparently insurmountable problem

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75
Q

What are common reactions to the impact stage of a client crisis?

A
  • Learned helplessness
  • Anxiety, frustration, anger
  • Agitated depression
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76
Q

What is learned helplessness?

A

Belief that efforts will have no effect in producing desired outcomes or preventing undesirable events

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77
Q

What does learned helplessness lead to?

A

Deficits in motivation, cognition, and emotion

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78
Q

What happens in the coping stage of a client crisis?

A

Individual exerts mental and behavior effort to address demands that seem to exceed resources

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79
Q

What does failure to grasp solution create in the coping stage of a client crisis?

A

Feelings of urgency to decrease pressure and increase motivation

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80
Q

What does increased motivation lead to in the coping stage of a client crisis?

A
  • Trying new problems-solving strategies
  • Openness to influence of others
  • More likely to seek help
  • If help is not available, may “cry for help” via suicide attempts
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81
Q

What is emotion-focused coping?

A

Attempts to reduce distressing feelings; leads to increased emotional distress and unrelated to successful problem resolution

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82
Q

What are some examples of emotion-focused coping?

A
  • Problem and emotion distorted, denied, or repressed
  • Restricted viewpoints and unbending attitudes
  • Avoidance through drug and alcohol use
  • Psychological problems become physical problems
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83
Q

What is problem-focused coping?

A

Attempts to alter stressful circumstances; leads to decreased psychological distress and satisfying outcomes

84
Q

What are some examples of problem-focused coping?

A
  • Problem and emotions recognized, explored, and understood
  • Conditions that cannot be changed are accepted
  • Breaking down problems into manageable segments
  • Hope
85
Q

What is hope?

A

The belief that things will get better and that one’s efforts can make a difference

86
Q

What is withdrawal?

A

Occurs if none of the adaptive and maladaptive coping attempts have alleviated the distress

87
Q

What does adjustment lead to?

A

Lifestyle that is more, less, or equally effective compared to pre-crisis

88
Q

How long does it take most crises to resolve?

A

2 months

89
Q

What are some factors that influence outcome?

A
  • Hazardous circumstances
  • Person’s emotional response
  • Personality characteristics
  • Social support
90
Q

What are the stages of crisis intervention?

A
  • Immediacy
  • Control
  • Assessment
  • Disposition
  • Referral
91
Q

What should counselors inquire about in addition to exploring stressors and clients’ perceptions of them?

A

Clients’ emotional distress and functioning levels and how the precipitating events are affecting them

92
Q

What are some ethical checks that a counselor should be aware of?

A
  • Suicide check
  • Homicidal or abuse issues
  • Organic or other concerns
  • Substance abuse issues
93
Q

What is grief?

A

Noun for a deep sorrow

94
Q

What is bereavement?

A

The process of grieving for the persons we love who die

95
Q

What does grief induce?

A

Crisis when we are faced with it and our coping resources are too low to bear the sorrow

96
Q

Why might this grief-induced crisis occur?

A
  • Client development unprepared
  • Pre-grief coping resources already too stressed
  • Client is suffering illness or associated biological impairment
  • Grief occurs soon after previous grief prone episode
  • Client unaccustomed to the intensity of loss-related emotions
97
Q

How do people grieve?

A

In their own unique way

98
Q

What are the most effective coping skills available that should not be removed from the client?

A

Shock and dissociation

99
Q

Who was one of the first to normalize the reactions of “disorganization” to a loss?

A

Bowlby

100
Q

What is the first emotion that a counselor should express for the loss?

A

Empathy

101
Q

What should adults look for in the way that children grieve?

A

Changes in child’s physical behavior, emotional feelings, thinking, and in relationships

102
Q

What should adults be aware of in the way that children grieve?

A
  • Young children may begin to blame themselves for loss
  • Young children may not be able to verbalize the deep pain
  • Young children may not be able to conceptualize the loss
103
Q

What does death exacerbate?

A

All of one’s attachment issues

104
Q

How do 3- to 5-year-olds understand loss?

A
  • Do not understand the permanence of death
  • Ask repeatedly when the deceased person is coming back
  • Are frightened by adults’ grieving
  • Demand a replacement for the deceased
105
Q

What does complicated grief include for 3- to 5-year-olds?

A

Anxiety and regressive behaviors longer than six months after the death

106
Q

How do 6- to 8-year-olds understand loss?

A
  • Understand that death is universal and permanent
  • Assume blame and guilt for the death
  • Mourn through stories, pictures, and remembrances
107
Q

What does complicated grief include for 6- to 8-year-olds?

A

School refusal, physical symptoms, suicidal thoughts, and regressive emotions and behavior

108
Q

How do 9- to 11-year-olds understand loss?

A
  • Demand detailed information about the death
  • Avoid sadness and other strong emotions
  • Increasingly express anger
  • Feel a sense of the deceased’s presence
109
Q

What does complicated grief include for 9- to 11-year-olds?

A

Shunning friends and increased moodiness and misbehavior 3-6 months after the death

110
Q

How do 12- to 14-year-olds understand loss?

A
  • Act callous, indifferent, and egocentric
  • Strongly sense the deceased person’s presence
  • Describe ongoing conversations with the deceased and take comfort in the deceased’s clothing and possessions
111
Q

What does complicated grief include for 12- to 14-year-olds?

A

Refusing to attend school, persistent depression, drug or alcohol use, associating with delinquents, and precocious sexual behavior

112
Q

How do 15- to 17-year-olds understand loss?

A
  • Express thoughtfulness and empathy
  • Resist excessive demands at home
  • Feel overwhelmed by survivors’ emotional dependence and grief
  • Grieve in adult-like ways with sadness and painful memories, but grief is of shorter duration
  • Worry about their own vulnerability and death
  • Have private conversations with the deceased
113
Q

What does complicated grief include for 15- to 17-year-olds?

A

Mood swings, withdrawal from friends and group activities, poor school performance, and high-risk behaviors such as alcohol and drug use (also, sexual behavior)

114
Q

What are the stages of grief for the very young?

A
  • Numbness or protest
  • Yearning and searching
  • Disorganization and despair
  • Reorganize if comfort present
115
Q

What are the stages of grief for older children and adults?

A
  • Denial
  • Anger
  • Bargaining
  • Depression
  • Acceptance
116
Q

What is denial?

A

A refusal to admit and face the loss

117
Q

What is anger?

A

Emotional reaction to being forced to encounter the loss

118
Q

What is bargaining?

A

The attempt to try to escape the loss via negotiation

119
Q

What is depression?

A

Emotional surrendering to the loss

120
Q

What is acceptance?

A

Coming to terms with the loss

121
Q

How long can the stages of grief be expected to last for meaningful loss?

A

A year or more

122
Q

We should be clinically worried about clients who are in extreme grief for how long after a loss?

A

2 years

123
Q

What is a memory box?

A

A helpful way of coping after a loved one passes away; can put items inside of the box that remind you of good memories you had with that person

124
Q

What are nature’s greatest healers?

A

Movement and time

125
Q

What are the steps to effective helping?

A
  • Listen and support
  • Identify the type of loss
  • Determine if loss is single or cumulative and how does the loss add to pre-existing and post loss stressors
  • Decide on intervention
126
Q

What type of loss produces the most problems?

A

Sudden death or prolonged illness

127
Q

What should a counselor ensure to do wherever possible?

A

Normalize, normalize, normalize

128
Q

What is childhood traumatic grief (CTG)?

A
  • Loss was accompanied by horror or terror
  • Loss often sudden and violent
  • Initiation of avoidance symptoms
  • Onset of a variety of intrusive and numbing symptoms
  • Child or adult becomes stuck
129
Q

What was the record in 2015 for teen pregnancy?

A

Record low for U.S. teens

130
Q

How do teen pregnancy rates in the U.S. compare to other western industrialized nations?

A

Significantly higher in the U.S.

131
Q

What is the trend of birth rates per 1,000 females aged 15-19 years between 2007 and 2015?

A

Steady decrease among all races and ethnicities

132
Q

What are the two main functions of a family noted by Minuchin?

A
  • To provide support and nurturance

- To create individuals who can function in society independently of their family of origin

133
Q

What may happen when a family system does not allow both autonomy and nurturance?

A

Teens may engage in self-destructive behaviors in an attempt to meet these needs

134
Q

What are teen mothers more and less likely to do?

A
  • Less likely to get or stay married
  • Less likely to complete high school or college
  • More likely to require public assistance and live in poverty
135
Q

When is teen pregnancy more likely (noted by Samson et al.)?

A
  • Child of a teen parent
  • Low self-esteem
  • Dating at an early age
  • Dating men or boys who are five or six years older
136
Q

Who owns the legal rights of minors in the state of Georgia?

A

Parents

137
Q

What are physicians in Georgia required to do?

A

Offer women seeking abortion information about issues about procedure and information about public and private services available to assist throughout pregnancy, upon child birth, and while the child is dependent

138
Q

What pills can be used to terminate pregnancy medically within the first 10 weeks of pregnancy?

A

Mifepristone and Misoprostol

139
Q

What is the counselor’s role in addressing teen pregnancy?

A
  • Neither to encourage nor discourage any specific procedure or response to unplanned pregnancy
  • Offer information and/or referrals as necessary
  • Provide a shame-free, safe space for clients to discuss fears and confusion
  • Provide psychoeducation and explore options
  • Seek consultation and supervision as necessary
140
Q

What percentage of students have ever been tested for HIV?

A

10%

141
Q

What percentage of “young people” have had sexual intercourse at least once?

A

41%

142
Q

What age group do most reported chlamydia and gonorrhea infections occur among?

A

15- to 24-year-olds

143
Q

What STI tends to be drug resistant and only has one option remaining for treatment in the U.S.?

A

Gonorrhea

144
Q

What percentage of gonorrhea infections are resist to at least one drug?

A

30%

145
Q

Do women or men face the most serious consequences of STIs?

A

Women

146
Q

How many women in the U.S. become infertile each year because of an undiagnosed STI?

A

20,000

147
Q

Which group has particularly high HIV infection rates?

A

MSM (men who identify as heterosexual, but have sex with men)

148
Q

What percentage of all youth do not know they are infected with HIV?

A

60%

149
Q

What groups of men are 40 times more likely to have HIV than other groups of men?

A

Gay and bisexual men

150
Q

What is the red problem when facing an STI?

A

Reaction to the STI

151
Q

What is the only 100% effective way to prevent HIV and most other STIs and pregnancy?

A

Abstinence (vaginal, anal, oral)

152
Q

What significantly reduces (though not 100%) STI transmission and pregnancy?

A

Correct and consistent use of male latex condoms

153
Q

What radically increases the chance of HIV/STI in sexually active teens/young adults?

A

Alcohol and drug use

154
Q

What vaccine prevents 9 strains of HPV?

A

Gardasil

155
Q

What types of cancer does HPV more commonly develop into?

A

Anal or oral cancer

156
Q

What type of herpes can later turn into shingles?

A

Chicken pox

157
Q

What age are both boys and girls when they first see pornography?

A

Boys are around 13 and girls are around 14

158
Q

What percentage of male and female college students saw online porn before they were 18?

A

93% of male college students and 62% of female college students

159
Q

What website has more traffic than Pinterest, Tumblr, or PayPal with 80 million visitors a day?

A

Pornhub

160
Q

In terms of sexuality, what leads to stress/crisis response in teens?

A

Emerging sexuality and stress over sexual identity/performance

161
Q

What does presentation of rough images on Snapchat, Facebook, and other social media lead to?

A

Confusion about how to communicate with a partner about sex and expectations

162
Q

What is bullying?

A

Aggressive behavior that is intended to cause stress or harm, involves an imbalance of power, and occurs regularly over time

163
Q

What are some consequences of bullying?

A

Suicide, low self-esteem, mental health issues

164
Q

Who does the U.S. Department of Health and Human Services identify as being at the forefront of bullying intervention?

A

School counselors and teachers

165
Q

What are the primary reasons for teens running away from home?

A

Conflicts with parents or parents actually told them to leave

166
Q

What percentage of cases included teens who reported having been sexually or physically abused?

A

80%

167
Q

What group makes up 20-40% of the 1.6 million homeless youth in America?

A

LGBTQ

168
Q

What percentage of LGBTQ homeless youth are exploited through child prostitution?

A

58.7%

169
Q

Approximately how many females and males in the U.S. are affected by an eating disorder?

A

7 million females and 1 million males

170
Q

What disorder has the highest mortality rate of any mental disorder?

A

Anorexia nervosa

171
Q

What are some signs to watch out for when considering eating disorders?

A
  • Highly emotionally reserved and cognitively inhibited
  • Prefer routine, orderly, predictable environments; adapt poorly to change
  • Show heightened conformity and deference to others
  • Avoid risk and react to appetitive or affectively stressful events with strong feelings of distress
  • Focus on perfectionism, negative self-evaluation, and fears of adulthood
172
Q

What is usually the crisis in the case of an eating disorder?

A

Discovery of the eating disorder or a medical crisis brought on by the disorder

173
Q

What are eating disorders an attempt to do?

A

Regain control fo self and the environment

174
Q

What is the response to disaster for children 1 to 6 years old?

A
  • Startle response
  • Somatic response
  • Sudden immobility/freeze response
  • Heightened arousal
  • Loss of age appropriate verbal skills and motor function
  • Clinging to caregiver/separation anxiety
  • Repeated play of the disaster/trauma event
175
Q

What is the response to disaster for children 7 to 11 years old?

A
  • Behaving like a younger child/regression
  • Anger/aggression
  • Worrying about safety
  • Sleep problems
  • Somatic symptoms
  • Preoccupation with safety/danger
  • Anxiety
176
Q

What is the response to disaster for adolescents?

A
  • Increased withdrawal
  • Self-destructive behavior
  • Becoming more accident prone
  • Shortened sense of the future
  • Suicidal ideation
  • Sleep problems
177
Q

What are interventions when facing children’s and adolescents’ response to disaster?

A
  • Do not punish regressive behavior
  • Create structure and structured activities
  • Provide age appropriate information about the disaster in a calm and factual manner
  • Allow children to mourn in their own way and in their own time
  • Encourage child to help with a family disaster plan
178
Q

What is the key to de-escalation?

A

Do not become escalated yourself

179
Q

What are de-escalation techniques aimed at?

A

Reducing violent and/or disruptive behavior

180
Q

What are de-escalation techniques intended to do?

A

Reduce/eliminate the risk of violence during the escalation phase, through the use of verbal and non-verbal communication skills

181
Q

What are characteristics of effective de-escalators?

A
  • The ability to empathize
  • Appear non-threatening and have a permissive, non-authoritarian manner
  • Open
  • Supportive
  • Coherent
  • Non-judgmental
  • Confident, without appearing arrogant
182
Q

Why is the ability to empathize vital?

A

It makes the clients feel understood and validates their experiences

183
Q

What are effective de-escalators able to create even when anxiety is being experienced internally?

A

An appearance of calm

184
Q

What is a sense of calm conveyed by counselors believed to do?

A

Help clients manage feelings of anger and aggression and communicate to clients that despite their anger, they are trusted not to be violent

185
Q

What does calmness convey to the client?

A

That the counselor is in control of the situation

186
Q

What are some strategies for controlling anxiety?

A
  • Focusing attention on assessment of the client, rather than own feelings
  • Acknowledging feelings of fear, rather than attempting to deny them
  • Avoid personal feelings toward the client
187
Q

What are some verbal and non-verbal skills to utilize during de-escalation?

A
  • Using a calm, gentle, and soft tone of voice
  • Tactful language and the sensitive use of humor
  • Body language should express concern for the patient
  • BE aware of body language in terms of posture, intention movements, eye contact, proximity, touch, and facial cues
  • Active listening
188
Q

Why should efforts to establish a bond with the client displaying aggression be made?

A

To foster a sense of mutual regard

189
Q

What should the focus of engaging with a client be on?

A

Promoting the autonomy of the client, through minimizing restriction as far as possible

190
Q

What are decisions regarding whether or not to intervene based on?

A
  • Knowledge of the client
  • Meaning of behavior
  • Whether the clients’ behavior deviates from their “normal” presentation
  • Dangerousness of behavior
  • Impact on others
  • Impact on the setting
  • Staff resources
191
Q

What assessments must be made to ensure safe conditions for de-escalation?

A

An assessment as to what level of staff support is necessary to safely de-escalate the client and an assessment of the area, in terms of potential weapons and exits for staff to leave the area safely

192
Q

What are some strategies for de-escalation?

A
  • Be empathic
  • Try to understand the issue
  • Respect personal space
  • Use non-threatening body language
  • Avoid direct confrontation
  • Set limits
193
Q

What is culture?

A

Any group of people who identify or associate with one another on the basis of some common purpose, need, or similarity of background

194
Q

What are the three steps of psychological first aid?

A
  • Direct
  • Protect
  • Connect
195
Q

What percentage of the U.S. population aged 12 or older needed treatment for an illicit drug or alcohol problem in 2007, and what percentage of those people actually received treatment at a speciality facility?

A

9.4% needed treatment, and only 10.4% of those who need treatment received treatment

196
Q

How many U.S. teens and young adults admit that they are binge drinkers?

A

More than 1 in 4

197
Q

What is binge drinking?

A

Having four or more drinks for women, and five or more drinks for men over about 2 hours

198
Q

What is the only way to determine if drug or alcohol use is an issue?

A

An excellent assessment as a component of your triage

199
Q

What is a common component of drug and alcohol problems as well as the main barrier to helping the client feel better?

A

Denial

200
Q

What should a counselor always check for during assessment for drug and/or alcohol abuse?

A
  • Always check all the risk factors
  • Always check all possible sources
  • Always check for interactions
201
Q

What are the questions for the CAGE addictions test?

A
  • Have you ever felt you should CUT down on your drinking?
  • Have you ever been ANNOYED when people commented on your drinking?
  • Have you ever felt GUILTY or bad about your drinking?
  • Have you ever had an EYE OPENER first thing in the morning to steady your nerves or get rid of a hangover?
202
Q

What are two aspects that affect drug usage and the values around such?

A

Culture and SES

203
Q

What is related to increased substance usage?

A

Stress

204
Q

What is an expected component of recovery?

A

Relapse

205
Q

What may or may not be related to substance dependence?

A

Functionality

206
Q

What increases suicide risk and poor impulse control?

A

Substance usage

207
Q

What are aspects of treatment for drug or alcohol abuse?

A
  • Address denial
  • Present options to client and emphasize the strengths to build upon
  • Support decision making
  • Follow-up

Crisis (2 decks)

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