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Crisis Counseling
There are many definitions of what constitutes a crisis sufficient to bring a person to counseling. Richard K. James and Burl E. Gilliland defined a crisis as the perception of an event or situation as intolerable and one that exceeds the immediately available resources and coping mechanisms of the person. Unless the person obtains relief, the crisis has the potential to cause severe affective, cognitive, and behavioral malfunctioning. Crisis is both universal and idiosyncratic. No matter how resilient one is, if the duration and intensity of the crisis is severe enough, no one is immune from breaking down. Crisis is also idiosyncratic because what one person may successfully overcome, another may not, even though the circumstances are virtually the same.
For most people, crises are time limited, lasting from 6 to 8 weeks. At the end of this time, people should regain a sense of equilibrium. However, this does not mean the fallout from the crisis is resolved. It simply means people should recover the capacity to function on a day-to-day basis. If resolution of the crisis does not continue or is impeded, the problems stemming from the crisis can become pervasive. The problems will change from an acute state to a chronic state wherein the individual is constantly at risk to fall back into a continuous cycle of crisis. If this happens, the person will be in a transcrisis state.
History of Crisis Counseling
It has only been within the past 60 years that crisis intervention has grown into a field of its own with specific theories and techniques. Groundbreaking work by Erich Lindemann with the survivors of the Boston Cocoanut Grove fire of 1942 and Gerald Caplan's extension of that work forms much of the foundation for crisis intervention. Two historical events in the 1970s hallmark the birth and evolution of crisis intervention as a clinical specialty. The first was the Vietnam War and the perplexing psychological trauma that veterans carried out of it. The second was the women's movement that exposed domestic violence in its many forms. It became clear that no one is immune from the severe emotional distress and psychological disequilibrium that could result from exposure to traumatic events.
There are numerous factors that stand out as influencing the growth of crisis intervention as a clinical subspecialty.
- Suicide. The possibility of dealing with suicidal clients is ever present and is prevalent in all age and racial/ethnic groups. The resulting development of early research on the causes of suicide and suicide intervention techniques by Edwin Shneidman has been one of the seedbeds from which the fertile field of crisis intervention has grown.
- Crisis lines. The advent of telephone crisis and hotlines and, recently, the Internet, has made mental health services available to vast numbers of people who would otherwise be unable or unwilling to avail themselves of mental health services. The ease of access, constant availability, lack of cost, and anonymity of the caller have made the crisis line the most used form of crisis intervention in the world.
- Interpersonal violence. The discovery that more unreported or underreported interpersonal violence takes place than what was previously thought has brought this large crisis population to the attention of counselors. Interpersonal violence has far-reaching effects for the survivors that occur long past the original incident itself and form the basis for what may be called transcrisis states.
- Substance abuse and drug addiction. The rise of substance abuse and the smorgasbord of both prescription and illicit drugs are a fertile breeding ground for personal, interpersonal, and community crisis.
- Posttraumatic stress disorder. In the last four decades, posttraumatic stress disorder (PTSD) has become identified as a major mental health problem. In a world where natural disasters and human-made traumatic events occur on an everyday basis, counselors have realized that those events leave a long and wide wake of residual stress.
- The mentally ill on the streets. With the advent of psychotropic drugs in the 1960s, it was believed that a significant turning point had occurred in the world of mental illness. It was felt that the antipsychotic drugs would allow the large, residential, state mental hospitals to be replaced with less-restrictive community mental health clinics and halfway houses. Unfortunately, this has not happened. The negative side effects of antipsychotic medication and the lack of adequate supervision have influenced the chronically mentally ill to stop taking their medication. Psychotic symptoms quickly resurface and are further compounded when individuals use alcohol or illicit street drugs. These “dual diagnosis” clients may then have very severe and violent psychotic breaks with reality. They also may become a large part of the homeless population. As a result, police departments have become unwilling participants in the community mental health business as they attempt to contain these mentally ill individuals. Indeed, one of the largest groups of professionally trained crisis interventionists is specially trained police officers who operate on Crisis Intervention Teams.
Theories of Crisis Intervention
Crisis intervention theory is in its infancy. To date, emphasis has been on helping people recover from crisis situations rather than on theory development. However, a number of experts in the field have recognized this shortcoming and are beginning to build theoretical models for understanding crisis intervention. Their research focuses on including and using contextual issues that influence individuals' reactions in crises. These researchers are integrating ideas from systems, adaptional, interpersonal, and ecological approaches to understand crisis intervention.
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- Physical Activity Counseling (Vol. 2)
- Positive Psychology (Vol. 2)
- Private Practice Career Counseling (Vol. 4)
- Rehabilitation Counseling (Vol. 2)
- School Counseling (Vol. 1)
- School Psychology (Vol. 1)
- Trait-Factor Counseling (Vol. 4)
- University Counseling Centers (Vol. 1)
- Theories
- Action Theory (Vol. 4)
- Attachment Theory (Vol. 4)
- Brown's Values-Based Career Theory (Vol. 4)
- Career Construction Theory (Vol. 4)
- Common Factors Model (Vol. 2)
- Confucianism (Vol. 3)
- Constructivist Theory (Vol. 2)
- Counseling Theories and Therapies (Vol. 2)
- Critical Race Theory (Vol. 3)
- Deficit Hypothesis (Vol. 3)
- Etic-Emic Distinction (Vol. 3)
- High-Context Communication (Vol. 3)
- Holland's Theory of Vocational Personalities and Work Environments (Vol. 4)
- Krumboltz Happenstance Learning Theory (Vol. 4)
- Low-Context Communication (Vol. 3)
- Model Minority Myth (Vol. 3)
- Orthogonal Cultural Identification Theory (Vol. 3)
- Person-Environment Interactions (Vol. 2)
- Personality Theories (Vol. 2)
- Personality Theories, Behavioral (Vol. 2)
- Personality Theories, Cognitive (Vol. 2)
- Personality Theories, Evolutionary (Vol. 2)
- Personality Theories, Five-Factor Model (Vol. 2)
- Personality Theories, Phenomenological (Vol. 2)
- Personality Theories, Psychodynamic (Vol. 2)
- Personality Theories, Social Cognitive (Vol. 2)
- Personality Theories, Traits (Vol. 2)
- Positivist Paradigm (Vol. 2)
- Roe's Theory of Personality Development and Career Choice (Vol. 4)
- Self-Efficacy/Perceived Competence (Vol. 2)
- Social Cognitive Career Theory (Vol. 4)
- Social Identity Theory (Vol. 3)
- Super's Theory (Vol. 4)
- Theory of Work Adjustment (Vol. 4)
- Tiedeman's Decision-Making Theory (Vol. 4)
- Therapies, Techniques, and Interventions
- Adlerian Therapy (Vol. 2)
- Adventure Therapy (Vol. 1)
- Art Therapy (Vol. 1)
- Behavior Therapy (Vol. 2)
- Brief Therapy (Vol. 2)
- Career Interventions (Vol. 4)
- Cognitive Therapy (Vol. 2)
- Cognitive-Behavioral Therapy and Techniques (Vol. 2)
- Conversion Therapy (Vol. 1)
- Corrections Applications (Vol. 1)
- Crisis Counseling (Vol. 2)
- Critical Incident Stress Debriefing (Vol. 2)
- Developmental Counseling and Therapy (Vol. 2)
- Dialectical Behavior Therapy (Vol. 2)
- Evidence-Based Treatments (Vol. 2)
- Expectations About Therapy (Vol. 2)
- Eye Movement Desensitization and Reprocessing (Vol. 1)
- Feedback in Counseling, Immediate (Vol. 1)
- Feminist Therapy (Vol. 1)
- Forensic Applications (Vol. 1)
- Free Association (Vol. 2)
- Gay, Lesbian, and Bisexual Therapy (Vol. 2)
- Group Therapy (Vol. 2)
- Harmful Psychological Treatments (Vol. 2)
- Homework Assignments (Vol. 2)
- Humanistic Approaches (Vol. 2)
- Hypnosis (Vol. 1)
- Individual Therapy (Vol. 2)
- Integrative/Eclectic Therapy (Vol. 2)
- International Approaches (Vol. 4)
- Interpersonal Learning and Interpersonal Feedback (Vol. 2)
- Metaphors, Use of (Vol. 2)
- Mindfulness (Vol. 1)
- Music Therapy (Vol. 1)
- Narrative Therapy (Vol. 2)
- Outcomes of Counseling and Psychotherapy (Vol. 2)
- Paradoxical Interventions (Vol. 2)
- Phrenology (Vol. 1)
- Play Therapy (Vol. 1)
- Projective Techniques (Vol. 2)
- Psychoanalysis and Psychodynamic Approaches to Therapy (Vol. 2)
- Psychoeducation (Vol. 2)
- Rational Emotive Behavior Therapy (Vol. 2)
- Refraining (Vol. 2)
- Self-Help Groups (Vol. 2)
- Socratic Method (Vol. 2)
- Solution-Focused Brief Therapy (Vol. 2)
- Therapist Interpretation (Vol. 2)
- Therapist Techniques/Behaviors (Vol. 2)
- Therapy Process, Individual (Vol. 2)
- Transactional Analysis (Vol. 2)
- Transference and Countertransference (Vol. 2)
- Translation Methods (Vol. 3)
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