Differences Between Crisis Assessment Models and Crisis Intervention Models
Crisis assessment models usually focus on appraising and finding the nature of a crisis. The purpose of these frameworks is to collect information about a person or the situation, evaluate the level of risk, and find effective interventions (Cavaiola & Colford, 2018). Therefore, crisis assessment models help to examine an individual or situation to identify the severity of an issue and the possibility of a problem.
On the other hand, crisis intervention models are intended to offer instant and direct help to people facing a crisis. The main aim is to ease distress, develop coping mechanisms, and restore operative (Cavaiola & Colford, 2018). They usually include physical interaction and active involvement with the individual in a predicament. Crisis intervention models can be proactive by providing services before a crisis or reactive, responding to situations that have already manifested.
There are different crisis intervention models that a criminal justice professional can use. Cognitive Behavior Therapy (CBT) helps professionals to lower the intensity and extent of a client’s crisis (Cavaiola & Colford, 2018). The Critical Incident Stress Debriefing (CISD) model allows people involved in a perilous incident to share their experiences and obtain the necessary support. The Applied Suicide Intervention Skills Training (ASIST) model is intended to address suicide risk.
Multicultural Awareness
Multicultural awareness assists professionals in responding to sensitive cultural issues respectfully and appropriately. It enables them to foster inclusivity and equity when responding to crises (Peterson & Densley, 2018). Multicultural awareness empowers an individual to comprehend that diverse cultures may have exceptional values, beliefs, and practices that impact how people view and cope with an emergency.
With an understanding of cultural variations, respondents can adapt their communication and support approaches to be culturally sensitive. It ensures that everyone affected has equal access to crucial services, information, and support in a crisis, regardless of their cultural background. As such, multicultural awareness ensures that individuals in a crisis are treated fairly and with respect, irrespective of their cultural affiliation.
Moreover, multicultural awareness promotes trust and collaboration between respondents and affected people. In a crisis, individuals are likely to be apprehensive or doubtful of external support due to past, social, or cultural aspects. To create fruitful associations across cultures and among responders, gaining knowledge of cultural diversity, recognizing cultural beliefs, and seeking engagements respectfully is essential (Crisanti et al., 2019). This provides the way for combined efforts, improving the overall efficiency of the response and allowing community members to engage in their recovery actively. A practical understanding of various cultures and knowing the diverse areas of sensitivity can foster trust and collaboration.
Child Abuse, Neglect, and Maltreatment
As demonstrated in the case study, child abuse, neglect, and maltreatment can be seen in an individual’s life. Physical indicators are evident in the case due to cigarette burns on the legs of the child and a finger pad bruise on her forearm. Behavioral indicators include the child being frightened by the presence of the interrogator.
This was exhibited in the case study when the child was running away. Motional indicators are showcased by the child’s fear and seeming discomfort in front of the interviewer. Although the case does not directly mention neglect, the existence of burn marks and the probable absence of effective care may show potential neglect.
Child abuse, neglect, and maltreatment can have serious and long-term physical, mental, and emotional repercussions for children. Physical injuries vary from trivial contusions and incisions to broken bones and long-lasting physical damage (Cavaiola & Colford, 2018). Developmental issues can result in speech delays, learning trouble, and social connection challenges. Mental health issues, such as anxiety, depression, and post-traumatic stress disorder, originate from ineffective parenting, neglect, or exposure to violence (Cavaiola & Colford, 2018). As a result, these problems may impact a child’s physical and mental health in the long term and can adversely influence their future success.
L-A-P-C Intervention Model
The L-A-P-C intervention model is an acronym for Listen, Assess, Plan, and Commit. In the first phase, as a law enforcement officer, I would listen thoughtfully to Clayton’s worries and enable him to reveal his objections to the tree dispute. It is essential to develop a good rapport and foster a safe environment for open communication (International Association of Chiefs of Police, 2018). As shown in the case, Clayton’s daughter has signs of potential abuse, such as cigarette burns and finger pad bruises. Considering these observations, I would assess the situation more by questioning Clayton regarding his daughter’s well-being, particularly addressing the burns and bruises.
Moreover, planning and committing are integral actions for addressing the situation. Drawing from the indicators of probable abuse and Clayton’s frantic reaction, I would create a plan for the safety and welfare of the child. This may include engaging child protective services (CPS) or contacting a specialized unit in the law enforcement agency that handles child abuse cases. To commit, I would coordinate with other pertinent experts from CPS and child advocacy centers to develop an inclusive reaction to the situation. Through collaboration with these professionals, I could collect more evidence, conduct an extensive inquiry, and offer adequate help to the child and the family.
Cultural considerations would be necessary in the Listen, Assess, and Plan stage. During the Listen phase, it would be integral to consider norms and values linked with her culture that highlight reverence and safety. During the assessment phase, it would be significant to fully understand the dynamics, which encompasses being aware of the cultural background of the individuals involved. In the plan step, it would be crucial to ensure that all planned actions contemplate cultural considerations to ensure that the steps taken are effective and safe.
Report Suspected Child Abuse
In this situation, I would follow my state’s authorized reporting process to report suspected child abuse. South Carolina requires anyone with knowledge of or a rational reason to believe that any child is suffering from abuse to instantly report said suspicions to CPS or law enforcement within the vicinity. In addition, the state requires professionals to collaborate when responding to critical situations. After trying to evaluate the condition and foster an understanding of the wounds and the events culminating, I would share my concerns with the CPS or local law enforcement.
Moreover, I would comprehensively describe the situation, the injuries I noticed, and any other information relevant to the incident. However, I would seek a warrant if Clayton fails to allow the agency into the home. I would clarify the need for a health and safety assessment, offer appropriate contact information, such as the address, name of the child, and parent, and acquaint myself with the reporting process in case I face additional questions.
If I encounter a violent person I suspect suffering from Post Traumatic Stress Disorder, I will look for behaviors such as unsystematic thinking, paranoia, and reactivity. I will assess the person’s thoughts, emotions, and previous behaviors to determine the variations between mental health and a substance abuse crisis. I will apply a crisis intervention model, such as CBT, and do my best to ensure the individual feels better when experiencing PTSD. I will refer the individual to a local mental health center, such as Midlands Center for Children and Adolescents, Columbia.
References
Cavaiola, A. A., & Colford, J. E. (2018). Crisis intervention: A practical guide. SAGE Publications.
Crisanti, A. S., Earheart, J. A., Rosenbaum, N. A., Tinney, M., & Duhigg, D. J. (2019). Beyond crisis intervention team (CIT) classroom training: Videoconference continuing education for law enforcement. International Journal of Law and Psychiatry, 62, 104-110. Web.
International Association of Chiefs of Police. (2018). Responding to persons experiencing a mental health crisis. IACP Law Enforcement Policy Center. Web.
Peterson, J., & Densley, J. (2018). Is Crisis Intervention Team (CIT) training evidence-based practice? A systematic review. Journal of Crime and Justice, 41(5), 521-534. Web.