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Author Hoff, Miracle.

Title Crisis education and service program designs : a guide for administrators, educators, and clinical trainers / Miracle R. Hoff and Lee Ann Hoff
Published New York : Routledge, [2012]
Online access available from:
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Description 1 online resource (xxxiv, 244 pages) : illustrations
Contents Machine generated contents note: SECTION I BACKGROUND AND OVERVIEW OF THE CRISIS FIELD -- 1. Significance and Urgency of Crisis and Psychosocial Care -- Chapter Outline -- Biopsychosocial Approach to Human Services -- Crisis Model in Human Services -- Example: David Jones -- Example: Jane Warren -- Key Issues and Events Affecting Crisis and Psychosocial Care -- U.S. Joint Commission, Evidence-Based Practice, and Recovery -- Primary Care and Prevention -- International Attention to Violence Prevention and Victim-Survivor Care -- Role of Crisis Care in Suicide Prevention -- Integrating Crisis Protocols Into Routine Health Care -- Example: Kevin Barnes -- Collaborative Versus Hierarchical Service Delivery Models -- Crisis Intervention, Psychiatric Emergency Stabilization, and Brief Treatment -- Example: Debriefing Following Suicide -- Research and Theory Development -- Crisis Service Delivery: Differential Approaches -- Evaluating the Content and Context of Training, Education, and Service Programs -- References -- 2. Illustrations of Education, Training, and Comprehensive Service Needs in Crisis and Psychosocial Care -- Chapter Outline -- Suicidal Woman Using Several Resources -- Example 1 Alice Smith -- Key Concepts and Training Issues -- Comprehensive Service Needs -- Abuse of Caregiver and Risk of Older Adults in Home Care -- Example 2 Cabots -- Key Concepts and Training Issues -- Comprehensive Service Needs -- Immigrant Woman's System Struggles -- Example 3 Fatimah Okoro -- Key Concepts and Training Issues -- Comprehensive Service Needs -- Violence in Learning and Work Environments -- Example 4 Juan Lopez -- Key Concepts and Training Issues -- Comprehensive Service Needs -- Young Woman Unable to Escape Bullying -- Example 5 Ashley Johnson -- Key Concepts and Training Issues -- Comprehensive Service Needs -- Psychosociocultural Crisis Paradigm -- References -- SECTION II EDUCATION AND TRAINING PROGRAM DEVELOPMENT AND IMPLEMENTATION -- 3. Essentials of Educational and Clinical Training Programs -- Chapter Outline -- Standards for Crisis Training Programs -- Core Content for Education and Training in Crisis Theory and Practice -- Example: Anxious Student -- Knowledge -- Attitudes -- Skills -- Qualifications of Educators and Trainers in Crisis and Psychosocial Care -- Continuing Education for Educators and Trainers -- Certification of Individual Crisis Practitioners -- References -- 4. Implementing Core Crisis Content -- Chapter Outline -- Diversity of Training Goals -- Example: Medical and Psychosocial Care -- Defining Objectives in Behavioral Terms -- Creating a Climate for Training -- Implementing the Course Content: Methodologies -- Lecture -- Readings -- Modeled Role-Play -- Role-Play -- Clinical Practice for Crisis Trainees -- Evaluating the Training Process and Outcomes -- References -- 5. Differential Application of Core Crisis Content -- Chapter Outline -- Diversity of Training Recipients -- Community and Cultural Context of Crisis Training -- Example: The HAVEN Program -- Example: Rural Stress Resource -- Assessing Attitudes, Background, and Needs of Trainees and Students -- Tailoring a Training Program in Interaction With Trainees -- In-Service Training and Continuing Education Programs -- Example: Emergency Department Training -- Community Gatekeeper Training -- Example: Community Gatekeeper Training -- References -- SECTION III CRISIS SERVICE ORGANIZATION, MANAGEMENT, AND DELIVERY -- 6. Service Program Planning and Development -- Chapter Outline -- Diversity of Service Needs -- Governing Body -- Example: Stepping Stones Resource Center (SSRC) -- Institutional and System-Related Barriers -- Funding -- Example: United Way -- Example: Shelter for Homeless Women -- Assessment of Needs and Resources -- Political Considerations -- Community Visibility and Public Relations -- Example: Media Outreach -- References -- 7. Essential Program Elements and Organizational Structure -- Chapter Outline -- Overview of Essential Elements -- Telephone Service -- Example: Rural Telephone Services -- Example: 2 -- 1-1 Resource Line -- Online Crisis Service -- Example: National Sexual Assault Online Hotline -- Face-to-Face Service: Walk-In and Outreach -- Example: Akron Police Department -- Emergency Medical and Psychiatric Service -- Example: Prevention and Life-Saving Collaboration -- Example: Emergency and Crisis Care in a Metropolitan Trauma Center -- Special Populations -- People Who Are Homeless -- Example: Shelter and Mental Health Services in Boston -- Example: The Social Enterprise Intervention (SEI) for Youth -- Older Adults -- Veterans and Their Families -- Example: Traditional Roles Redefined -- Community Linkage and Coordination Network -- Example: The Need for Networking -- Example: Contracts and Managed Care -- Example: The Support Network -- Example: FirstLink -- References -- 8. Program Management and Evaluation -- Chapter Outline -- Staff Screening and Selection -- Staffing Patterns -- Team Relationships in Crisis Work -- Role of Volunteers -- Qualifications of Clinical Supervisors -- Differentiating Supervision From Related Functions -- Maintaining a Program -- Addressing Staff Burnout and Vicarious Traumatization -- Special Issue: Chronicity -- Data Collection and Utilization -- Example: Identifying Victims of Domestic Violence -- Evaluation -- Centrality of Program Evaluation -- Accreditation of Crisis Programs -- References -- SECTION IV CLOSING THE GAP BETWEEN ESSENTIAL KNOWLEDGE, ATTITUDES, AND SERVICE DELIVERY SKILLS -- 9. From Classroom to Interdisciplinary Service Models: Diversity Perspectives -- Chapter Outline -- Distinct and Complementary Missions of Education and Service Providers -- Listening to Students About Educational Goals and Career Mission -- Example: Teaching Undergraduate Nursing Students About Incest -- Curriculum Issues: Generalists, Undergraduate, and Graduate Education -- Example: Evidence-Based Essential Content -- Undergraduate Education as Foundation -- Professional Education, Accreditation, and Licensure Requirements -- Interdisciplinary Graduate Certificate Program: Violence, Crisis, and Human Rights -- Unique Challenges of Online Learning on Value-Laden Topics -- Program Description -- Purpose and Significance -- Background and Sources of Development -- Theoretical Assumptions Underpinning the Program -- Course (or Module) Requirements for Certificate(s) on Violence, Crisis and Human Rights -- Diversity of Learning Goals -- Crisis Program Models -- Boston Center for Refugee Health and Human Rights -- Emerge: Counseling and Group Education to Stop Domestic Violence -- Psychiatry and Mental Health: Oporto, Portugal -- Child Witness to Violence Project (CWVP) -- Boston Area Rape Crisis Center (BARCC) -- Casa Myrna Vazquez: Metropolitan Service for Abused Women -- Workplace Violence Prevention for Nurses -- References -- 10. Crisis Consultation and Community Education -- Chapter Outline -- Consultation: Nature and Purposes -- Consultative Relationship -- Criteria and Procedures for Crisis Consultation -- Client Consultation Illustrations -- Example: Acute Psychiatric Disturbance -- Example: Diabetic Patient Paranoid About Insulin -- Example: Government Administrator -- Example: Depressed Student Abusing Alcohol -- Example: Student, Teacher, and Themes of Violence Toward Self and Others -- Example: Abusive Student -- Program Consultation -- Example: Human Resources Department and Job Loss -- Community Education -- References
Summary "Crisis Education and Service Program Designs, 2nd ed, is a guide to educators, administrators, and clinical trainers who may otherwise feel ill-prepared to teach crisis theory and practice. It provides a framework for more systematic inclusion of crisis content (e.g. critical life events, violence, victimization, suicide and psychiatric emergencies) in the formal preparation of health and human service professionals. Further, it offers criteria for developing programs and practice protocols that balance attention to the psychosocial and biomedical needs of people in distress and crisis. By clearly delineating what crisis care is and is not, the revised Crisis Education and Service Program Designs shows that this facet of mental health care is neither a mere "band-aid" (as previously thought) nor a panacea for what ails the healthcare system. Instead, it is an essential element of the total health-service delivery system that recognizes the whole human being, not only his or her medical or psychiatric diagnosis. Readers will find that this book fills the current gaps in knowledge and training; contributes to a more holistic practice by all human service professionals; and shows educators and practitioners how to adopt a nondual approach to working with trauma survivors' minds and bodies"--Provided by publisher
Notes Revised edition of: Creating excellence in crisis care / Lee Ann Hoff, Kazimiera Adamowski. 1st ed. c1998
Bibliography Includes bibliographical references and index
Notes Print version record
Subject Crisis Intervention -- methods.
Crisis Intervention -- education.
Mental Health Services.
Crisis intervention (Mental health services) -- Study and teaching
Crisis intervention (Mental health services) -- Study and teaching.
MEDICAL -- Mental Health.
MEDICAL -- Psychiatry -- General.
PSYCHOLOGY -- Clinical Psychology.
PSYCHOLOGY -- Mental Illness.
PSYCHOLOGY -- Psychopathology -- General.
Form Electronic book
Author Hoff, Lee Ann.
Hoff, Lee Ann. Creating excellence in crisis care
LC no. 2011018663
ISBN 0203831330