SSW2506 Crisis Intervention
As a Social Service Worker student, one of your required classes is a Crisis Intervention course. This is SSW2506, also recorded under HSC1500, CHLD2506, and COUN2506 depending on which program you’re in, and whether you’re taking it part time or full time.
These resources will help you prepare for the course and ensure you can meet all of the Course Learning Outcomes. From the course outline, we find the following outcomes, which have been linked to the relevant articles:
- Identify relevant types of crisis intervention models that cover assessment strategies and risk assessments
- Apply both the LAPC and the 6-Step Crisis Intervention models to a crisis situation
- Describe the difference between case handling in crisis intervention and long-term counselling
- Identify issues that contribute to violence in the Social Services workplace
- Recognize signs and symptoms of workplace/occupational burnout within the context of crisis theory
- Describe various types of dispositional crises and the strategies used to assess and intervene
- Identify strengths, resources, and challenges of individuals, families, groups, and communities to assist them in achieving their goals.
If you have any comments or questions please use the comments section to let me know.
CRIS1342 Crisis Intervention
Are you a student who is enrolled in Durham College’s crisis intervention course? The following resources will help you prepare for this class and ensure the highest performance you can get. The following course learning outcomes (CLO) are required from this course:
- Define a crisis
- Explain and demonstrate the ABC Model of Crisis Intervention
- Identify and explain the differences between developmental and situational crisis
- Describe and discuss various crises and suggest agency referrals
- Explain intervention strategies for dealing with CIS and PTSD as both an individual and as the organization (s) involved
- Reflect on his / her ability to recognize and employ the characteristics of effective coping behaviour
- Communicate with diverse groups of people to provide customer services in emergency and non emergency situations.
- Identify, choose and practice crisis intervention and conflict resolution techniques involving coworkers or customers in crisis and / or conflict.
Please use the comments section to let me know if you have any suggestions! I’m always open to criticism, changes and improvements.
HSP290 Crisis Intervention and Suicide Assessment
If you’re a Social Service Worker student taking Canadore College’s course in Crisis Intervention and Suicide Assessment you may find the following resources helpful. They are targeted to the Course Learning Outcomes (CLO).
Where you see one post linked at the top, this post covers a majority of the learning outcomes below. Where I feel specific items deserve highlighting, I’ve linked those specific outcomes.
- Analyze the relevance and application of crisis intervention in the social service field.
1.1 Analyze the elements that define a crisis.
1.2 Establish the significance of professional crisis intervention as a form of helping.
1.3 Argue the importance of the timing of intervention for people in crisis.
1.4 Identify a wide range of symptoms or reactions experienced by individuals in crisis.
1.5 Analyze own experiences to develop a profile of the needs of a person in crisis.
1.6 Explore the reframing of a crisis event as an opportunity for the individual or community experiencing it.
- Integrate crisis intervention skills with a helping model.
2.1 Survey own knowledge of the Microskills approach to helping.
2.2 Verify that an interview, particularly an initial interview, is critical in assisting a person in crisis.
2.3 Demonstrate proficiency in communication skills used in the crisis intervention process, including attending, observing and clarifying.
2.4 List the various health and human service settings in the community where crisis intervention is utilized.
2.5 Review the protocol used by health and human service agencies utilize to assist clients in crisis.
2.6 Utilize a helping model to evaluate the degree of risk.
- Demonstrate ability to defuse hostility or aggression precipitated by crisis.
3.1 Review the wide range of symptoms experienced by individuals in crisis
3.2 Identify specific safety procedures, for the helper, when intervening in a crisis situation.
3.3 Anticipate the factors, which must be considered when intervening with a potentially suicidal or threatening individual.
3.4 Define hostile behaviour.
3.5 Recognize the predictable reactions of individuals who experience traumatic events such as assault, death and loss.
3.6 Demonstrate ability to apply crisis intervention skills to providing services via hot line or crisis line.
- Understand the demographics of suicide in Canada.
4.1 Identify high risk or crisis-prone client groups.
4.2 Identify specific services dealing with actively suicidal people, and their respective
4.3 Perform assessment of significant other’s needs, following completed suicide.
4.4 Perform assessment of those who attempt but do no complete suicide.
4.5 Appraise caregiver’s needs in dealing with high-risk situations.
4.6 Perform the role of a helper in a roleplaying crisis situation.
4.7 Apply, in role-play situations, the steps of crisis intervention.
- Understand suicidal behaviour in clients and how such behaviours will affect the caregiver.
5.1 Identify personal issues around the topic of suicide.
5.2 Explain the suicide crisis facing society today.
5.3 Explain suicide intervention, postvention, and prevention.
5.4 Explore social attitudes and myths that relate to suicide
5.5 Identify the incidence of suicide in Canada.
- Demonstrate assessment procedures of depression and suicide risk.
6.1 Describe the link between depression and suicide.
6.2 Explore the link between substance abuse and suicide.
6.3 Explain self report assessment procedures and significant others report procedures.
6.4 Understand the clinical interview in suicide risk assessment.
6.5 Evaluate suicide risk factors
6.6 Define the human services worker’s role and limits in performing the assessment.