Assessing the Crisis

BSHS/445 Version 1

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.
Tasks in the hybrid model

Example of each step

Predispositioning, engaging, and

initiating contact

When Amy (the pregnant woman) called into the crisis hotline, a
woman named Brittney greeted her. Brittney informed Amy she
had reached the crisis hotline.

Exploring problems: defining the

crisis

Brittney then asked Amy what she could help her with. Amy was
unsure in the beginning as to how she needed help. She was able
to tell Brittney that she was driving to Oklahoma City and her car
broke down on the side of the road, and that she was very scared.
The more Brittney talked to Amy, the more Amy told her more
crisises she needed help with. She also was escaping an abusive
boyfriend and was thinking of robbing a liquor store with a gun for
money to move forward.

Providing support

Brittney was listening to everything Amy said, and reassuring her

that she would stay on the phone until CHP arrived. Brittney also
assured Amy that she understood she was scared, needed help,
and that she was sending help.

Examining alternatives

Amy told Brittney she had a gun and was going to rob a liquor
store as an alternative. Brittney assured her that would not be a
good idea and that she may hurt herself or someone else if she did
that. Brittney told Amy that the officers would be able to find her
shelter, food, and a way to get to her sister in Oklahoma City. Amy
agreed that would be the best idea.

Planning in order to reestablish

control

Amy seen a police car approaching her, and Brittney told her that
was a good thing and to flag them down. Brittney also informed
Amy that the officers are trained in dealing with crisis situations
and would be able to help her.

Obtaining commitment

Brittney asked that Amy hand over the gun to the officers so that
Amy did not hurt herself or anyone else with gun. Amy agreed to
do this, only if Brittney talked to the officers and explained the
situation and asked them to help her. Brittney also let Amy know
that the officers would not let her abusive boyfriend hurt her or her
unborn child.

Following up

Brittney told Amy that the officer would also help her come up with
a safety plan and that they would discuss how Amy wants to move
forward in Oklahoma City.

Part Two
Create a progress note* that captures the ABCs of assessmentaffective, behavioral, and cognitive

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Assessing the Crisis

BSHS/445 Version 1
from the video in Part One. See the following example before completing the table that follows.
Affective
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).
Behavioral
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.
Cognitive
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.
Affective
Clients name is Cecily, a single mother of a four-year-old boy named Jimmy. Cecily was just recently
served divorce documents. Cecily seems to be extremely emotional, suicidal, unstable, depressed, as
evidenced by the emotions throughout the session. Cecily admitted to have felt suicidal at one point, but
would not leave her son behind in that kind of act.

Behavioral
Her husband leaving her and their son overwhelms Cecily. In hopes to save their marriage, Cecily
moved near her estranged husband to try to save their marriage, but her husband did not want a second
chance. Cecily had a job in place before she moved and unfortunately, the job fell through, causing her
to depend on a college friend for shelter. Cecily felt as if her and her son were a burden to her friend.
The writer asked Cecily if her friend was in the same predicament how she would react, and she stated
she would help in every way possible. Cecilys friend has been a huge support for her to try to cope with
her life as it now was. The writer offered resources to help her find a job if she was willing to provide
details of her work experience. Cecily agreed to receive help from the call center in hopes to find a job to
help provide for herself and her son Jimmy.

Cognitive
Client appeared to be distraught throughout the conversation, but toward the end of the conversation

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Assessing the Crisis

BSHS/445 Version 1
seemed to understand she would be receiving help. By the end of the conversation, she was provided
with future goals and a plan in place to help her & her son to begin a successful future together.

Copyright 2013 by University of Phoenix. All rights reserved.