Discussion Board your responses to the following prompts:The primary concern of Amy.Identify Amy’s overall symptom severity on a scale from 1-10.Identify what would b

/ Pharmacology / By

 Discussion Board your responses to the following prompts:The primary concern of Amy.Identify Amy’s overall symptom severity on a scale from 1-10.Identify what would be your next step to help Amy. 

Client Name: ____________________________________________ Time/Date: __________________

Crisis Worker: _________________________ Contact Type: __________ Phone: _______ Office: _______

Field

Crisis Event:

___________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Disposition:

__________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Observations (Check as many that apply)

___
off medication*

___
medication not effective***

___
hallucinating*** (___smells___
sights___sounds___touch)

___
bizarre behavior/appearance

___
poor hygiene

___
absurd, illogical speech***

___
paranoid/suspicious thoughts***

___
flashbacks, loss of reality contact

___
intoxicated/drugged*

___
under the influence of mood-altering
substance

___ other (explain)

___
oppositional defiant to verbal suggestions

___
coercion/intimidation

___
aggressive gestures*

___
reckless behavior

___
self-injurious behavior

___
physically violent*

___
verbal threats to self or others

___
suicidal/homicidal
thinking/verbalizing

___
suicidal/homicidal
gestures/behaviors*

___
suicidal/homicidal plan clear*

___
uncooperative

___
flat affect

___
impulsivity

___
hysterical

___
confusion

___ unable to follow simple directions

___ unable to control emotions

___ cannot recall personal
information (phone,
address)

___ situation perceived as
unreal (spectator)

___ nonresponsive***

Notes:

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


*** psychiatric evaluation recommended * hold for law enforcement officers or EMTs

Figure 3.2 Triage Assessment Form for Crisis Intervention.

SOURCE: Compiled from Triage Assessment Form (TAF), Triage Assessment System for Students in Learning Environments (TASSLE), Triage Assessment Chec

Case of Amy
Amy is a 25-year-old Native American and Caucasian mixed single woman who is seeking counseling due to self-reported anxiety symptoms. She presents as well kept, and was dressed casually wearing a blouse and jeans and fringed leather boots. She has olive skin and light brown medium length hair and smiles as she steps into the office. She sat in a corner on the largest sofa and quickly picked up a decorative pillow which she held in her lap. She stated she lives in an apartment with her pug mix dog named Bandit and has several close family members and friends nearby. Her family upbringing was stable despite living in poverty while on the reservation. Her parents divorced when she was a teen and she relocated with her mother and siblings when she was 15 to a smaller town in North Dakota. She stated her father was a heavy drinker when she was growing up and her mother smoked some cannabis to “mellow” out since “she too struggles with
anxiety.” She states that she has a strong spiritual background which is rooted in her Native American beliefs but has felt disconnected as she does not currently participate in religious ceremonies of her culture. In addition, she has a brother and sister who live nearby, and they see each other and her nieces and nephews most weekends as the family (including extended local relatives) often gather together.
She currently works at a local medical clinic doing billing about 32 hours a week and stated she recently went back to school to pursue an associates nursing degree. She stated “I have been struggling with bad thoughts and panic / worry when I am on campus walking to class.” Upon further evaluation Amy admits that she has flashbacks when walking around on campus to a time when she was on vacation for spring break with her senior class in high school and was sexually assaulted by a former male “friend,” a classmate that she had known for years. She stated that sometimes while walking to class or to the student union building on campus
where there are a lot of students milling about she has flashbacks and recalls being physically and emotionally paralyzed, unable to scream or ask for help despite hearing all kinds of people being nearby at a party. While on campus, she often hyperventilates and feels flush and unable to swallow for several minutes until she can get to her car for “safety.” She stated it “feels like I am going to literally die.” She reports that this occurs more often when she has evening courses and walks alone to her car in a nearby parking garage on campus. She reports that she hasn’t dated or had a relationship since that time but had not “really struggled” with any symptoms except mild anxiety until now as she started talking to a male colleague who recently asked her to go out on a date. She also stated she moved away shortly
after the incident (barely graduating high school due to missing so much and not wanting to attend) and has only told her sister be

Assessment for Crisis Intervention
�

Rick A. Myer

Duquesne University

�

Christian Conte

University of Nevada, Reno

This article describes the triage assessment system (TAS) for crisis interven-
tion. The TAS assesses affective, behavioral, and cognitive reactions of indi-
viduals to crisis events. This assessment model offers clinicians an
understanding of the type of reactions clients are experiencing as well as the
intensity of these reactions. The TAS provides a quick, accurate, and easy-to-
use method that is directly usable in the intervention process. The system
can also be used to monitor clients’ progress during the intervention pro-
cess. Two case illustrations are presented to demonstrate the use of the model.
In addition, the Triage Assessment Form: Crisis Intervention is included as
an Appendix. © 2006 Wiley Periodicals, Inc. J Clin Psychol: In Session 62:
959–970, 2006.

Keywords: crisis intervention; psychotherapy; trauma; assessment

Effective crisis intervention is dependent on accurate assessment that directly translates
into focusing treatment when it is needed. This assessment should give clinicians the
information required to answer questions such as the following: What resources are needed
for this client to resolve the crisis situation? What approach will be the most effective for
the client at this time? Does the client need to be hospitalized? What support from family,
friends, or community agencies is needed? Is the client contemplating committing suicide
or harming someone else? Answering these questions requires that assessment of clients
in crisis be ongoing, and that reactions be monitored in order to adjust the intervention as
needed. Simple reliance on diagnostic models, standardized tests, or intake protocols can
mislead clinicians in these situations (Hoff, 1995; Myer, 2001). A model specifically
designed for crises is needed to guide the assessment process.

Correspondence concerning this article should be addressed to: Rick A. Myer, Ph.D., Associate Professor,
Department of Counseling, Psychology, and Special Education, Duquesne University, 600 Forbes Avenue,
Pittsburgh, PA 15282; e-mail: [email protected]

JOURNAL OF CLINICAL PSYCHOLOGY: IN SESSION, Vol. 62(8), 959–970 (2006) © 2006 Wiley Periodicals, Inc.

Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/jclp.20282

Triage Assessment System

The triage assessment system (TAS) for crisis intervention (Myer, Williams, Ottens, &
Schmidt, 1992a) provides a framework for understanding clients’ reactions during a cri-
sis. This model integrates research from a variety of sources and presumes that reactions
to crisis events are seen in three domains: (1) affe

 Discussion Board your responses to the following prompts:The primary concern of Amy.Identify Amy’s overall symptom severity on a scale from 1-10.Identify what would be your next step to help Amy.  Client Name: ____________________________________________ Time/Date: __________________ Crisis Worker: _________________________ Contact Type: __________ Phone: _______ Office: _______ Field Crisis Event: ___________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Disposition: __________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Observations (Check as many that apply) ___ off medication* ___ medication not effective*** ___ hallucinating*** (___smells___ sights___sounds___touch) ___ bizarre behavior/appearance ___ poor hygiene ___ absurd, illogical speech*** ___ paranoid/suspicious thoughts*** ___ flashbacks, loss of reality contact ___ intoxicated/drugged* ___ under the influence of mood-altering substance ___ other (explain) ___ oppositional defiant to verbal suggestions ___ coercion/intimidation ___ aggressive gestures* ___ reckless behavior ___ self-injurious behavior ___ physically violent* ___ verbal threats to self or others ___ suicidal/homicidal thinking/verbalizing ___ suicidal/homicidal gestures/behaviors* ___ suicidal/homicidal plan clear* ___ uncooperative ___ flat affect ___ impulsivity ___ hysterical ___ confusion ___ unable to follow simple directions ___ unable to control emotions ___ cannot recall personal information (phone, address) ___ situation perceived as unreal (spectator) ___ nonresponsive*** Notes: _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ *** psychiatric evaluation recommended * hold for law enforcement officers or EMTs Figure 3.2 Triage Assessment Form for Crisis Intervention. SOURCE: Compiled from Triage Assessment Form (TAF), Triage Assessment System for Students in Learning Environments (TASSLE), Triage Assessment Chec Case of Amy Amy is a 25-year-old Native American and Caucasian mixed single woman who is seeking counseling due to self-reported anxiety symptoms. She presents as well kept, and was dressed casually wearing a blouse and jeans and fringed leather boots. She has olive skin and light brown medium length hair and smiles as she steps into the office. She sat in a corner on the largest sofa and quickly picked up a decorative pillow which she held in her lap. She stated she lives in an apartment with her pug mix dog named Bandit and has several close family members and friends nearby. Her family upbringing was stable despite living in poverty while on the reservation. Her parents divorced when she was a teen and she relocated with her mother and siblings when she was 15 to a smaller town in North Dakota. She stated her father was a heavy drinker when she was growing up and her mother smoked some cannabis to “mellow” out since “she too struggles with anxiety.” She states that she has a strong spiritual background which is rooted in her Native American beliefs but has felt disconnected as she does not currently participate in religious ceremonies of her culture. In addition, she has a brother and sister who live nearby, and they see each other and her nieces and nephews most weekends as the family (including extended local relatives) often gather together. She currently works at a local medical clinic doing billing about 32 hours a week and stated she recently went back to school to pursue an associates nursing degree. She stated “I have been struggling with bad thoughts and panic / worry when I am on campus walking to class.” Upon further evaluation Amy admits that she has flashbacks when walking around on campus to a time when she was on vacation for spring break with her senior class in high school and was sexually assaulted by a former male “friend,” a classmate that she had known for years. She stated that sometimes while walking to class or to the student union building on campus where there are a lot of students milling about she has flashbacks and recalls being physically and emotionally paralyzed, unable to scream or ask for help despite hearing all kinds of people being nearby at a party. While on campus, she often hyperventilates and feels flush and unable to swallow for several minutes until she can get to her car for “safety.” She stated it “feels like I am going to literally die.” She reports that this occurs more often when she has evening courses and walks alone to her car in a nearby parking garage on campus. She reports that she hasn’t dated or had a relationship since that time but had not “really struggled” with any symptoms except mild anxiety until now as she started talking to a male colleague who recently asked her to go out on a date. She also stated she moved away shortly after the incident (barely graduating high school due to missing so much and not wanting to attend) and has only told her sister be Assessment for Crisis Intervention � Rick A. Myer Duquesne University � Christian Conte University of Nevada, Reno This article describes the triage assessment system (TAS) for crisis interven- tion. The TAS assesses affective, behavioral, and cognitive reactions of indi- viduals to crisis events. This assessment model offers clinicians an understanding of the type of reactions clients are experiencing as well as the intensity of these reactions. The TAS provides a quick, accurate, and easy-to- use method that is directly usable in the intervention process. The system can also be used to monitor clients’ progress during the intervention pro- cess. Two case illustrations are presented to demonstrate the use of the model. In addition, the Triage Assessment Form: Crisis Intervention is included as an Appendix. © 2006 Wiley Periodicals, Inc. J Clin Psychol: In Session 62: 959–970, 2006. Keywords: crisis intervention; psychotherapy; trauma; assessment Effective crisis intervention is dependent on accurate assessment that directly translates into focusing treatment when it is needed. This assessment should give clinicians the information required to answer questions such as the following: What resources are needed for this client to resolve the crisis situation? What approach will be the most effective for the client at this time? Does the client need to be hospitalized? What support from family, friends, or community agencies is needed? Is the client contemplating committing suicide or harming someone else? Answering these questions requires that assessment of clients in crisis be ongoing, and that reactions be monitored in order to adjust the intervention as needed. Simple reliance on diagnostic models, standardized tests, or intake protocols can mislead clinicians in these situations (Hoff, 1995; Myer, 2001). A model specifically designed for crises is needed to guide the assessment process. Correspondence concerning this article should be addressed to: Rick A. Myer, Ph.D., Associate Professor, Department of Counseling, Psychology, and Special Education, Duquesne University, 600 Forbes Avenue, Pittsburgh, PA 15282; e-mail: [email protected] JOURNAL OF CLINICAL PSYCHOLOGY: IN SESSION, Vol. 62(8), 959–970 (2006) © 2006 Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/jclp.20282 Triage Assessment System The triage assessment system (TAS) for crisis intervention (Myer, Williams, Ottens, & Schmidt, 1992a) provides a framework for understanding clients’ reactions during a cri- sis. This model integrates research from a variety of sources and presumes that reactions to crisis events are seen in three domains: (1) affe

Why Choose Us

  • 100% non-plagiarized Papers
  • 24/7 /365 Service Available
  • Affordable Prices
  • Any Paper, Urgency, and Subject
  • Will complete your papers in 6 hours
  • On-time Delivery
  • Money-back and Privacy guarantees
  • Unlimited Amendments upon request
  • Satisfaction guarantee

How it Works

  • Click on the “Place Your Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
  • Fill in your paper’s requirements in the "PAPER DETAILS" section.
  • Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
  • From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.