Introduction
Disasters and catastrophes are the most advanced stages of crisis that were addressed inappropriately or failed to be addressed (WebFinance, Inc, 2010, p.1). Responding to crisis is a very time-sensitive activity, that is, the more the response is delayed the more the evolution of the crisis to its advanced stages takes place. Natural disasters like earthquakes or hurricanes, criminal victimization, mental illness, death and divorce are examples of crises. Crisis management is a set of systematic methods that are used to respond, contain and solve emergencies (WebFinance, Inc, 2010, p.1). By studying crisis management, one acquires the relevant knowledge and approach needed to deal with a crisis that has surpassed the intervention stage. Crisis intervention is similarly a set of methods that give an approach, immediate and short-term assistance of dealing with a crisis (Advameg, Inc., 2010, p.1). Crisis intervention methods aim to benefit individuals who face situations that are likely to be a cause of a crisis. A lack of crisis intervention knowledge in the face of a crisis only adds to poor decision making which worsens the effect of the problem. Crisis intervention knowledge has been discovered to minimize distress and maximize problem solving ability both of which are considered positive outcomes in regards to crisis coping and handling (Advameg, Inc., 2010, p.2).
Main body
The crisis intervention theory put forward by Linder Mann and Gerald Caplan describes individuals facing a crisis as thought-stricken, agitated and suffering from headaches (ArticlesBase.com, 2010, p.1). This theory goes on further to give two classes of crisis namely developmental crisis and situational crisis. The difference between the two according to the theory being that developmental crisis is predictable and expected as opposed to situational crisis, which cannot be predicted.
One purpose of crisis intervention knowledge is to aid individuals facing a crisis to maintain their level of functioning at about the same level it was before the crisis. Once the level has been successfully maintained the knowledge injects new and effective crisis coping skills as it flushes out ineffective ways of coping with the crisis such as substance abuse e.g. alcoholism, isolation, withdrawal etc. Thus, it is not only concerned with maintaining an individual’s level of functioning but as well as improving it (Advameg, Inc., 2010, p.2). Effective copying skills include relaxation techniques, self-expression through writing of an individual’s thoughts or feelings and body exercise to minimize stress and body tension. Another purpose for crisis intervention knowledge is that it seeks to assist an individual in recovering from a crisis as well as prevent the development of long-term problems that are rooted in the crisis. It effectively does these through allowing for a session in which an individual is encouraged to open up and discuss the experiences of the crisis. Crisis intervention enables an individual to acquire an understanding of the crisis together with its response for assessment purposes.
There are crisis intervention techniques available for use when need for intervening in crisis arises (How to Do Things, 2010, p.1 – p.5). One crisis intervention technique is to identify a family member of the affected person who can intervene and make positive impacts as far as the situation is concerned. Depending on the crisis, a conversation or just listening to the affected person will help in solving the issue. Another technique for crisis intervention is to take advantage of ongoing intervention training programs. These training programs assist one in intervening successfully in crisis that go beyond solving through compromise or conversation, a case in point is drug abuse. These training programs can be cheap or free and non-governmental organizations are a group known to finance such training programs. Another technique for crisis intervention is to familiarize oneself with the strategies of hotline crisis intervention. Hotline crisis intervention is a successful method of intervening in crises with the particular advantage of quick recovery from stress or emotions. This is because communication is not done face-to-face (How to Do Things, 2010, p.4). Another technique for crisis intervention is to be well prepared in all aspects and develop a mechanism to dispense the inevitable stress that is because of crisis intervention situations. The four aspects to prepare adequately in are emotional, physical, mental and spiritual.
Other techniques, which are a product of the crisis intervention theory of Linder Mann and Gerald Caplan, are assessing the cause of the crisis followed by carrying out assessment the person affected by the crisis. Thirdly, the counselor identifies and remains restricted to the heart of the solution. The counselor should have a plan with specified tasks. The counselor remains in touch with reality and does not ask questions that tamper with the thinking of the affected person. Finally, the counselor should concentrate on getting the missing information and should not indulge or dwell in past happenings.
The process of crisis intervention has to be undertaken in a supportive manner, that is, with respect to the individual who is affected by the crisis. Crisis intervention is done in sessions and the total length of time of these sessions varies from a single day to weeks with the average total length being four weeks (1 month). A single crisis intervention session can be 20 minutes or not less than 2 hours this among other things depending on the individuals being counseled. Even though crisis intervention is apt for children, adolescents, young and old adults care should to be taken to discourage individuals who have long-standing problems.
The following is a 1-week – Monday through Friday – crisis intervention-training program for front line law enforcement personnel in jails, courts and operations. The training is aimed at teaching participants techniques that will help them in recognizing potential mental instability so that they can de-escalate violent encounters. It consists of 5 sessions, each session is two hours long and the sessions are on a daily basis with a fifteen minutes tea break. The course lectures are Dr. George Mann and Dr. Ivy Smith, George Smith is a qualified and renowned psychiatrist while Ivy Smith is a senior lecturer in Sociologist at the University of Middletown. The two lecturers are expected to cover eleven modules that make up the training program. The following table gives a list of topics that are to be covered on each day of the week.
Table 1: Training program schedule
On Monday, September 20th, 2010 is the introduction topic to be covered by Dr. George Mann. This topic includes a brief history of the study of crisis and crisis intervention as well as an overview of the training program and the projected achievement. Here participants will be introduced to terminology as relates to this field. The objective of this topic is that participants can clearly define what a crisis is; they can comfortably use the terminologies they have learnt and can give various examples of crises. The importance of this topic is to foster a feeling of appreciation of the training program in the participants and give them a solid foundation from which they can build their skills.
On Tuesday, September 21, 2010, the class covers psychology and mental instability with Dr. George Mann. This topic introduces psychology and mental instability. It is a detailed topic aimed at making the participants understand and appreciate how human mind works as well as its disorders and their causes. The objective and importance of this topic is to enable the participants identify mental instability as a problem; identify its causes and effects. The importance of this topic is that the participants identify crises as a major cause of mental instability and after that develop an appreciation for the next topic, which is Crisis, Crisis Management, Crisis intervention, Crisis Intervention Theory and Crisis Intervention Techniques.
On Wednesday, September 22, 2010 participants learn Crisis, Crisis Management, Crisis intervention, Crisis Intervention Theory and Crisis Intervention Techniques with Dr. George Mann. This topic picks up from the introductory topic to give a more in depth study of crisis and crisis intervention. In addition, crisis management is included as a precautionary measure. The objective of this topic is that the participants understand to detail the topic of crisis and crisis intervention through discussions of the crisis intervention theory and crisis intervention techniques. The importance of this topic is that the participants are well equipped with the knowledge and appropriate skills of crisis intervention that have flushed out the traces mental instability in them. Another importance of this topic is that it also gives them further skills on how to manage mental instability in the event it occurs.
On Thursday, September 23, 2010, the participants learn about self-improvement with Dr. Ivy Smith. In this topic, they will learn about Ethics, Critical Thinking Skills, and Continuous Personal Development (CPD) as other tools of self-improvement. The objective of this topic is for the participants to identify and learn other vital tools of self-improvement. The importance of this topic is that the participants learn self-improvement tools that improve their decision-making abilities and that enable them to manage and strategize how they will achieve their objectives.
Ethics are the principles by which you decide what is right and wrong. Ethics form the basis on which a person or an organization determines which action is fit to take as a response to the various situations, which they encounter. Ethics constitute the standards of behavior that promote proper coexistence in a community or a society. Critical thinking skills are aimed at helping an individual or organization act purely objectively and rationally. The characteristics of critical thinking are rationality, self-awareness, honesty, open-mindedness, discipline and judgment. Knowledge in ethics and critical thinking skills is useful in bettering ones decision-making abilities. Continuous Personal Development (CPD) is a process through which an individual identifies short and long-term goals and develops a continuous development plan that will guide him/her in achieving the goals. Knowledge in CPD is important in helping an individual achieve the goals he or she has set.
Conclusion
On Friday, September 24, 2010, the participants cover the conclusion topic with Dr. George Mann. This topic is a recap of what the participants have learned and it includes an exam. The objective of this topic is to remind the participants of what they have learned. The importance of the topic is hammer in what the participants have learned. The exam acts as a way of grading the participants and helping them identify places in the training program that they should make improvements.
References
Advameg, Inc. (2010) Crisis intervention.
ArticlesBase. (2010). Crisis intervention theory. Web.
How to Do Things. (2010). How to get trained in crisis intervention techniques.
WebFinance, Inc. (2010). Crisis. Web.
WebFinance, Inc. (2010). Crisis management. Web.