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Crisis Intervention (crisis + intervention)
Selected AbstractsHow people live with or get over being suicidal: a review of qualitative studiesJOURNAL OF ADVANCED NURSING, Issue 2 2008Richard Lakeman Abstract Title.,How people live with or get over being suicidal: a review of qualitative studies Aim., To systematically review qualitative research which addresses how people live with suicidality or recover a desire to live. Background., Suicide is a pressing social and public health problem. Much emphasis in suicide research has been on the epidemiology of suicide and the identification of risk and protective factors. Relatively little emphasis has been given to the subjective experiences of suicidal people, but this is necessary to inform the care and help provided to individuals. Data sources., Electronic searches of CINAHL Plus with full text, Medline and PsychArticles (included PsycINFO, Social Services Abstracts and Sociological abstracts) were undertaken for the period from 1997 to April 2007. In addition, the following journals were hand searched (1997,2007): ,Mortality', ,Death Studies', ,Archives of Suicide Research' and ,Crisis: The Journal of Crisis Intervention and Suicide Prevention'. Method., A systematic review of the literature and thematic content analysis of findings. The findings were extracted from selected papers and synthesized by way of content analysis in narrative and tabular form. Findings., Twelve studies were identified. Analysis revealed a number of interconnected themes: the experience of suffering, struggle, connection, turning points and coping. Conclusions., Living with or overcoming suicidality involves various struggles, often existential in nature. Suicide may be seen as both a failure and a means of coping. People may turn away from suicide quite abruptly through experiencing, gaining or regaining the right kind of connection with others. Nurses working with suicidal individuals should aspire to be identified as people who can turn people's lives around. [source] Assessment for crisis interventionJOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2006Rick A. Myer This article describes the triage assessment system (TAS) for crisis intervention. The TAS assesses affective, behavioral, and cognitive reactions of individuals to crisis events. This assessment model offers clinicians an understanding of the type of reactions clients are experiencing as well as the intensity of these reactions. The TAS provides a quick, accurate, and easy-to- use method that is directly usable in the intervention process. The system can also be used to monitor clients' progress during the intervention process. Two case illustrations are presented to demonstrate the use of the model. In addition, the Triage Assessment Form: Crisis Intervention is included as an Appendix. © 2006 Wiley Periodicals, Inc. J Clin Psychol: In Session 62: 959,970, 2006. [source] Stopping petrol sniffing in remote Aboriginal Australia: key elements of the Mt Theo ProgramDRUG AND ALCOHOL REVIEW, Issue 3 2006KARISSA PREUSS Manager Abstract Petrol sniffing is a major form of substance misuse in Aboriginal communities across Australia. This practice has detrimental effects on the health and wellbeing of individual sniffers, their families, communities and wider society. There are few examples of programmes that have successfully stopped petrol sniffing. This paper looks at the Mt Theo Program, regularly cited as ,the success story' in petrol sniffing interventions. The aim of this paper is to demonstrate key elements that have contributed towards Mt Theo Program's rare achievement: (1) initially, a multi-faceted approach including an outstation and youth programme, (2) community-initiated, operated, owned basis of the organisation, which incorporates (3) strong partnership between Indigenous and non-Indigenous team members and (4) an ability to operate beyond crisis intervention. [source] Assessment for crisis interventionJOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2006Rick A. Myer This article describes the triage assessment system (TAS) for crisis intervention. The TAS assesses affective, behavioral, and cognitive reactions of individuals to crisis events. This assessment model offers clinicians an understanding of the type of reactions clients are experiencing as well as the intensity of these reactions. The TAS provides a quick, accurate, and easy-to- use method that is directly usable in the intervention process. The system can also be used to monitor clients' progress during the intervention process. Two case illustrations are presented to demonstrate the use of the model. In addition, the Triage Assessment Form: Crisis Intervention is included as an Appendix. © 2006 Wiley Periodicals, Inc. J Clin Psychol: In Session 62: 959,970, 2006. [source] Noways tired: Perspectives of clinicians of color on culturally competent crisis interventionJOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2006Martha Adams Sullivan The authors demonstrate through case material the clinical benefits of utilizing a culturally competent approach to crisis intervention. The focus here is on intervention with racial/ethnic minorities, in particular Black Americans, Latino Americans and Asian Americans; but the authors also address the importance of culturally competent crisis intervention praxis for all clients. © 2006 Wiley Periodicals, Inc. J Clin Psychol: In Session 62: 987,999, 2006. [source] Evaluation of a postgraduate training programme for community mental health practitionersJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2005A. N. GAUNTLETT rmn bsc msc Government guidelines on mental health care in England have considerable implications for the level of competency required by the mental health workforce. Implementing these changes requires the widespread introduction of training initiatives whose effectiveness in improving staff performance need to be demonstrated through programme evaluation. This exploratory study evaluates the impact of a 2-year mental health training programme by measuring skill acquisition and skill application, by identifying the key ingredients for facilitating the transfer of learning into practice, and by examining differences in outcome between the academic and the non-academic students. High skill acquisition and application was reported in the majority of interventions, however, low skill application was reported for some key interventions (assertive outreach, dual diagnosis). Statistically significant differences were found between student cohorts in one intervention for skill acquisition (crisis intervention) and two interventions for skill application (client strengths model; medication management). The main ingredients for facilitating transfer were found to be the credibility of the trainers and training alongside colleagues from their own workplace. Some of the possible explanatory factors for these findings are discussed. [source] School crisis intervention in the Ikeda incident: Organization and activity of the mental support teamPSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 2 2003Naoyasu Motomura No abstract is available for this article. [source] Personal and systems-level factors that limit and facilitate school psychologists' involvement in school-based mental health services,PSYCHOLOGY IN THE SCHOOLS, Issue 4 2010Shannon M. Suldo The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty-nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc. [source] Family Characteristics and Traumatic Consequences Associated with the Duration and Frequency of Sexual AssaultASIAN SOCIAL WORK AND POLICY REVIEW, Issue 1 2009Adi Fahrudin The objective of this study was to analyse the relationship between family characteristics and the trauma associated with the duration and frequency of sexual assault on child survivors in the state of Sabah, Malaysia. Eighty children who reported sexual assault through a one stop crisis centre in an urban hospital were studied. The main research instrument used was adapted from the trauma symptoms checklist for children. The results of the study show that there are significant differences between the symptoms of trauma of victims according to the frequency of sexual assault, but not according to its duration. Social workers need both to understand and to take note of the relationship of the variables of family characteristics, frequency of sexual assault and trauma effects on the victims in their intervention work with child sexual assault survivors who report having been abused. The implications of these findings are discussed in the context of providing crisis intervention by social workers in Malaysia for child victims of sexual assault. [source] Considering a multisite study?JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 2 2002How to take the leap, have a soft landing Although most policymakers agree that a fundamental goal of the mental health system is to provide integrated community-based services, there is little empirical evidence with which to plan such a system. Studies in the community mental health literature have not used a standard set of evaluation methods. One way of addressing this gap is through a multisite program evaluation in which multiple sites and programs evaluate the same outcomes using the same instruments and time frame. The proposition of introducing the same study design in different settings and programs is deceptively straightforward. The difficulty is not in the conceptualization but in the implementation. This article examines the factors that act as implementation barriers, how are they magnified in a multisite study design, and how they can be successfully addressed. In discussing the issue of study design, this article considers processes used to address six major types of barriers to conducting collaborative studies identified by Lancaster or Lancaster's six Cs,contribution, communication, compatibility, consensus, credit, and commitment. A case study approach is used to examine implementation of a multisite community mental health evaluation of services and supports (case management, self-help initiatives, crisis interventions) represented by six independent evaluations of 15 community health programs. A principal finding was that one of the main vehicles to a successful multisite project is participation. It is only through participation that Lancaster's six Cs can be addressed. Key factors in large, geographically dispersed, and diverse groups include the use of advisory committees, explicit criteria and opportunities for participation, reliance on all modes of communication, and valuing informal interactions. The article concludes that whereas modern technology has assisted in making complicated research designs feasible, the operationalization of timeless virtues such as mutual respect and trust, flexibility, and commitment make them successful. © 2002 John Wiley & Sons, Inc. [source] | ||||||||||||||||