University of Phoenix Material
Assessing the Crisis
Part One
Watch the Scenario 6 video clip, “Crisis Line.” Using the hybrid model, provide an example of each step illustrated in the video.
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Example of each step |
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Predispositioning, engaging, and initiating contact |
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Providing support |
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Examining alternatives |
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Planning in order to reestablish control |
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Obtaining commitment |
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Following up |
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Part Two
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Create a progress note* that captures the ABCs of assessment—affective, behavioral, and cognitive—from the video in Part One. See the following example before completing the table that follows.
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Affective |
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Client is a 20-year-old single Caucasian female. She reported feeling upset for the last 2 months since her boyfriend broke up with her. Client appeared to be depressed, as evidenced by tearfulness during the session. Client denied any suicidal or homicidal ideation (SI/HI) and reported no past history of danger to self or others (DTS/DTO). |
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Behavioral |
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Client was asked if there have been times in the past that she felt this way. She stated the last time she felt like this was a year ago when she failed her math final. This writer explored strategies with the client that helped the last time she felt this way. The client reported that she has been able to get a lot of Helpance from talking with her friends and running. She stated her friends are very supportive and that running helps her feel better about herself. Client agreed that if she continued feeling this way over the next 24 hours, she would call her best friend and go for a run. |
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Cognitive |
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Client appeared to be clear and logical in her thinking. Client denied any auditory or visual hallucinations (AH/VH) or delusions. She was future-oriented and has a plan in place if she does not start feeling better. |
*A progress note is a note used to document interaction with a client. A good example of a common process note is a SOAP note. Many agencies use the SOAP note to document contact with clients. SOAP notes refer to the following type of assessment: subjective, objective, assessment, and plan.
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Affective |
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Behavioral |
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Cognitive |
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