Dealing with Crisis: A Comprehensive Guide

 
RESPONDING TO A CRISIS
 
Dr. Mike Condra
condram@queensu.ca
Queen’s University
 
Crisis Defined
 
 
 
“People are in a state of crisis when they face an
obstacle
 
that is, 
for a time
, insurmountable by the use
of 
customary methods of problem-solving
      
(Caplan, 1961, p. 18)
Signs of a Crisis
Emotions
Tearful
ness,
Feeling overwhelmed
Feeling helpless
Anxious
Panicky
Thinking
“I can’t cope”
“This is devastating (awful,
terrible)”
“What’ll I do?”
Behaviour
 
Agitation
Jumpiness
Disorganization
Physical
Disheveled appearance
Nausea
Headaches
Changes in eating and/or
sleeping
Crisis Process
 
Perceived
Obstacle
 
Insurmountable
With Present
Coping skills
 
Leads to a
Crisis
Situation
 
Crisis Outcomes
 
Positive outcomes
 from a crisis:
Person may become less defensive, their vulnerability
increases (more open to making changes)
Person may seek help, may deal with ongoing problems
 
Negative outcomes
 from a crisis:
Depression, suicidal ideation
 
Crisis Components
Event
Obstacle
Emotions
Fear
Overwhelmed
Negative self-
talk
Increased
heart rate
Increased
arousal
Decreased
agency
Decreased
coping
 
Results in Overwhelming of Coping Skills
 
What Mentors Are Working On
Emotions
Fear
Overwhelmed
Negative self-talk
Increased heart rate
Increased arousal
Decreased agency
Decreased sense of
self-competence
 
Peer Mentor Strategies
Allow opportunity to
vent
Patient listening
Allow for silence
Help with the internal
monologue
Gentle voice
Engage in deep breathing
or relaxation
Move to a calm
environment
Encourage problem-
solving
Identify possible
solutions
Provide support
 
Crisis Continuum
 
The impact of a crisis is dependent on:
Severity
 of the event,
Level of 
resilience
 (coping skills),
Prior history 
of dealing with crises, and
Current state 
of mental health
 
 
Mild
Disruption
 
Moderate
Disruption
 
Severe
Disruption
 
A Peer Mentor’s Role On a Continuum
 
Mild Disruption
Supportive
 
Moderate Disruption
Supportive/Assistive
 
Severe Disruption
Directive
 
Program Crisis Response Policy
 
1.
Implement the strategies you have learned.
2.
If the crisis exceeds the Mentor’s capacity to respond:
  
Not a life-threatening crisis:
[Insert contact information for a local mental health or crisis
resource, e.g. a mobile mental health crisis response team]
   
A life-threatening crisis:
 
CALL 
9-1-1
3.
Report to the Program Coordinator
4.
Remember to debrief
 
Activity: Crisis Case Scenarios
 
Review the case scenarios in your small group and discuss
the following questions:
 
1.
What tells you this is a crisis?
2.
What is the severity of this crisis?
3.
How can you help your Mentee?
 
Know Your Limits, Respect Your Limits
 
Know your limits
Who we are/our personal values
Our state
The extent of the crisis
Our health
Respect your limits
Program support
Personal support
 
Protect Your Mental Health – Maintain
Personal Boundaries
 
Importance of personal boundaries
Avoid making your Mentee’s crises your own
Avoid carrying the emotional footprint of your mentoring session with you
and into your personal life
Avoid feeling responsible for your Mentee’s mental health situation
 
Some Warning Signs
Feelings of dread about seeing or contacting your Mentee
Disruption of your mental health – e.g. difficulty sleeping
Prolonged worry or rumination about your Mentee and what happened
during your meetings
Inappropriate and excessive contact outside of the Mentoring relationship
How Peer Mentors Can Help
 
Peer Mentors CAN:
Support
Model
Teach
Guide
Be a resource
Promote hope
 
Peer Mentors CAN’T:
Fix
Correct
Solve
Treat
As Mentors, you will have a TREMENDOUS positive impact
on your Mentees
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Crisis can leave individuals feeling overwhelmed, helpless, and unable to cope, affecting their emotions, thoughts, and behaviors. Recognizing the signs of a crisis and understanding the components involved can help in effectively managing and responding to such situations. This guide explores the definition of a crisis, its signs, process, outcomes, and provides strategies for mentors and peer mentors to support individuals in crisis.


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  1. RESPONDING TO A CRISIS Dr. Mike Condra condram@queensu.ca Queen s University

  2. Crisis Defined People are in a state of crisis when they face an obstacle that is, for a time, insurmountable by the use of customary methods of problem-solving (Caplan, 1961, p. 18)

  3. Signs of a Crisis Emotions Thinking Tearfulness, Feeling overwhelmed Feeling helpless Anxious Panicky I can t cope This is devastating (awful, terrible) What ll I do? Physical Behaviour Disheveled appearance Nausea Agitation Jumpiness Headaches Disorganization Changes in eating and/or sleeping

  4. Crisis Process Leads to a Crisis Situation Insurmountable With Present Coping skills Perceived Obstacle

  5. Crisis Outcomes Positive outcomes from a crisis: Person may become less defensive, their vulnerability increases (more open to making changes) Person may seek help, may deal with ongoing problems Negative outcomes from a crisis: Depression, suicidal ideation

  6. Crisis Components External Situation Internal State Event Physical State Emotions Obstacle Self-Efficacy Increased heart rate Fear Decreased agency Overwhelmed Increased arousal Negative self- talk Decreased coping Results in Overwhelming of Coping Skills

  7. What Mentors Are Working On Internal State Physical State Emotions Self-Efficacy Increased heart rate Fear Decreased agency Increased arousal Overwhelmed Decreased sense of self-competence Negative self-talk

  8. Peer Mentor Strategies Internal State Physical State Allow opportunity to vent Patient listening Allow for silence Help with the internal monologue Gentle voice Self-Efficacy Engage in deep breathing or relaxation Move to a calm environment Encourage problem- solving Identify possible solutions Provide support

  9. Crisis Continuum The impact of a crisis is dependent on: Severity of the event, Level of resilience (coping skills), Prior history of dealing with crises, and Current state of mental health Mild Severe Disruption Disruption Moderate Disruption

  10. A Peer Mentors Role On a Continuum Mild Disruption Severe Disruption Supportive Directive Moderate Disruption Supportive/Assistive

  11. Program Crisis Response Policy 1. Implement the strategies you have learned. 2. If the crisis exceeds the Mentor s capacity to respond: Not a life-threatening crisis: [Insert contact information for a local mental health or crisis resource, e.g. a mobile mental health crisis response team] A life-threatening crisis: CALL 9-1-1 3. Report to the Program Coordinator 4. Remember to debrief

  12. Activity: Crisis Case Scenarios Review the case scenarios in your small group and discuss the following questions: 1. What tells you this is a crisis? 2. What is the severity of this crisis? 3. How can you help your Mentee?

  13. Know Your Limits, Respect Your Limits Know your limits Who we are/our personal values Our state The extent of the crisis Our health Respect your limits Program support Personal support

  14. Protect Your Mental Health Maintain Personal Boundaries Importance of personal boundaries Avoid making your Mentee s crises your own Avoid carrying the emotional footprint of your mentoring session with you and into your personal life Avoid feeling responsible for your Mentee s mental health situation Some Warning Signs Feelings of dread about seeing or contacting your Mentee Disruption of your mental health e.g. difficulty sleeping Prolonged worry or rumination about your Mentee and what happened during your meetings Inappropriate and excessive contact outside of the Mentoring relationship

  15. How Peer Mentors Can Help Peer Mentors CAN: Support Model Teach Guide Be a resource Promote hope Peer Mentors CAN T: Fix Correct Solve Treat As Mentors, you will have a TREMENDOUS positive impact on your Mentees

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