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BSHS 445 Week 2 Assessing the Crisis//tutorfortune.com

BSHS 445 Week 2 Assessing the Crisis//tutorfortune.com<br><br>Click on below link to buy<br>https://tutorfortune.com/products/bshs-445-week-2-assessing-the-crisis<br><br>BSHS 445 Week 2 Assessing the Crisis<br> <br><br>In crisis intervention situations, quick assessments will be necessary. While agencies will each use their own assessment tools, the ABC approach of assessment provides an overview that will be used in some way during any crisis intervention.<br><br>Complete the University of Phoenix Material: Assessing the Crisis.<br><br>Click the Assignment Files tab to submit your assignment.<br><br>Assessing the Crisis<br><br> <br><br>Part 1<br> <br><br>Complete the table below to show a compare and contrast between the hybrid model and psychological first aid model. Be sure to use complete sentences and explain the tasks/steps in your own words. (Do not use only quotations from the text). The first step is completed for you.<br><br><br>Task #<br>HYBRID MODEL<br>PSYCHOLOGICAL FIRST AID<br>Task 1<br>The first task of u201cpredispositioningu201d involves the worker preparing for the first interaction with the client in crisis by demonstrating empathy, introducing themselves, and identifying their intention to the client.<br>The first step is u201ccontact and engagementu201d in which the interventionist aims to initially engage the client in a compassionate manner.<br>Task 2<br> <br><br>Part 2<br> <br><br>Create a progress note* that captures the ABCs of assessmentu2014affective, behavioral, and cognitiveu2014from the client in Scenario 5 in this weeku2019s readings. See the following example before completing the table that follows. The ABC information should be between 260 words combined.<br><br>Affective<br>Client is a 20-year-old single Caucasian female. She reported feeling upset for the last two 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).<br>Behavioral<br>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 assistance 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.<br>Cognitive<br>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.<br> <br><br> <br><br>*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.<br><br> <br><br>Affective<br> <br> <br>Behavioral<br> <br> <br>Cognitive<br>BSHS 445 Week 2 Assessing the Crisis<br>Click on below link to buy<br>https://tutorfortune.com/products/bshs-445-week-2-assessing-the-crisis<br><br>

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BSHS 445 Week 2 Assessing the Crisis//tutorfortune.com

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  1. BSHS 445 Week 2 Assessing the Crisis//tutorfortune.com Click on below link to buy https://tutorfortune.com/products/bshs-445-week-2-assessing-the-crisis B S H S 4 4 5 We e k 2 A s s e s s i n g t h e C r i s i s   I n c r i s i s i n t e r v e n t i o n s i t u a t i o n s , q u i c k a s s e s s me n t s w i l l b e n e c e s s a r y . Wh i l e a g e n c i e s w i l l e a c h u s e t h e i r o w n a s s e s s me n t t o o l s , t h e A B C a p p r o a c h o f a s s e s s me n t p r o v i d e s a n o v e r v i e w t h a t w i l l b e u s e d i n s o me w a y d u r i n g a n y c r i s i s i n t e r v e n t i o n . C o mp l e t e   t h e U n i v e r s i t y o f P h o e n i x Ma t e r i a l :   A s s e s s i n g t h e C r i s i s . C l i c k   t h e A s s i g n me n t F i l e s t a b t o s u b mi t y o u r a s s i g n me n t . A s s e s s i n g t h e C r i s i s   P a r t 1   C o mp l e t e t h e t a b l e b e l o w t o s h o w a c o mp a r e a n d c o n t r a s t b e t w e e n t h e h y b r i d mo d e l a n d p s y c h o l o g i c a l fi r s t a i d mo d e l . B e s u r e t o u s e c o mp l e t e s e n t e n c e s a n d e x p l a i n t h e t a s k s / s t e p s i n y o u r o w n w o r d s . ( D o n o t u s e o n l y q u o t a t i o n s f r o m t h e t e x t ) . T h e fi r s t s t e p i s c o mp l e t e d f o r y o u . T a s k # H Y B R I D MO D E L P S Y C H O L O G I C A L F I R S T A I D T a s k 1 T h e fi r s t t a s k o f “ p r e d i s p o s i t i o n i n g ” i n v o l v e s t h e w o r k e r p r e p a r i n g f o r t h e fi r s t i n t e r a c t i o n w i t h t h e c l i e n t i n c r i s i s b y d e mo n s t r a t i n g e mp a t h y , i n t r o d u c i n g t h e ms e l v e s , a n d i d e n t i f y i n g t h e i r i n t e n t i o n t o t h e c l i e n t . T h e fi r s t s t e p i s “ c o n t a c t a n d e n g a g e me n t ” i n w h i c h t h e i n t e r v e n t i o n i s t a i ms t o i n i t i a l l y e n g a g e t h e c l i e n t i n a c o mp a s s i o n a t e ma n n e r . T a s k 2   P a r t 2   C r e a t e   a p r o g r e s s n o t e * t h a t c a p t u r e s t h e A B C s o f a s s e s s me n t —a ff e c t i v e , b e h a v i o r a l , a n d c o g n i t i v e —f r o m t h e c l i e n t i n S c e n a r i o 5 i n t h i s w e e k ’ s r e a d i n g s . S e e t h e f o l l o w i n g e x a mp l e b e f o r e

  2. c o mp l e t i n g t h e t a b l e t h a t f o l l o w s . T h e A B C i n f o r ma t i o n s h o u l d b e b e t w e e n 2 6 0 w o r d s c o mb i n e d . A ff e c t i v e C l i e n t i s a 2 0 - y e a r - o l d s i n g l e C a u c a s i a n f e ma l e . S h e r e p o r t e d f e e l i n g u p s e t f o r t h e l a s t t w o mo n t h s s i n c e h e r b o y f r i e n d b r o k e u p w i t h h e r .   C l i e n t a p p e a r e d t o b e d e p r e s s e d , a s e v i d e n c e d b y t e a r f u l n e s s d u r i n g t h e s e s s i o n . C l i e n t d e n i e d a n y s u i c i d a l o r h o mi c i d a l i d e a t i o n ( S I / H I ) a n d r e p o r t e d n o p a s t h i s t o r y o f d a n g e r t o s e l f o r o t h e r s ( D T S / D T O ) . B e h a v i o r a l C l i e n t w a s a s k e d i f t h e r e h a v e b e e n t i me s i n t h e p a s t t h a t s h e f e l t t h i s w a y . S h e s t a t e d t h e l a s t t i me s h e f e l t l i k e t h i s w a s a y e a r a g o w h e n s h e f a i l e d h e r ma t h fi n a l . T h i s w r i t e r e x p l o r e d s t r a t e g i e s w i t h t h e c l i e n t t h a t h e l p e d t h e l a s t t i me s h e f e l t t h i s w a y . T h e c l i e n t r e p o r t e d t h a t s h e h a s b e e n a b l e t o g e t a l o t o f a s s i s t a n c e f r o m t a l k i n g w i t h h e r f r i e n d s a n d r u n n i n g . S h e s t a t e d h e r f r i e n d s a r e v e r y s u p p o r t i v e a n d t h a t r u n n i n g h e l p s h e r f e e l b e t t e r a b o u t h e r s e l f . C l i e n t a g r e e d t h a t i f s h e c o n t i n u e d f e e l i n g t h i s w a y o v e r t h e n e x t 2 4 h o u r s , s h e w o u l d c a l l h e r b e s t f r i e n d a n d g o f o r a r u n . C o g n i t i v e C l i e n t a p p e a r e d t o b e c l e a r a n d l o g i c a l i n h e r t h i n k i n g . C l i e n t d e n i e d a n y a u d i t o r y o r v i s u a l h a l l u c i n a t i o n s ( A H / V H ) o r d e l u s i o n s . S h e w a s f u t u r e - o r i e n t e d a n d h a s a p l a n i n p l a c e i f s h e d o e s n o t s t a r t f e e l i n g b e t t e r .     * A p r o g r e s s n o t e i s a n o t e u s e d t o d o c u me n t i n t e r a c t i o n w i t h a c l i e n t . A g o o d e x a mp l e o f a c o mmo n p r o c e s s n o t e i s a S O A P n o t e . Ma n y a g e n c i e s u s e t h e S O A P n o t e t o d o c u me n t c o n t a c t w i t h c l i e n t s . S O A P n o t e s r e f e r t o t h e f o l l o w i n g t y p e o f a s s e s s me n t : s u b j e c t i v e , o b j e c t i v e , a s s e s s me n t , a n d p l a n .   A ff e c t i v e     B e h a v i o r a l       C o g n i t i v e B S H S 4 4 5 We e k 2 A s s e s s i n g t h e C r i s i s Click on below link to buy https://tutorfortune.com/products/bshs-445-week-2-assessing-the-crisis

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