Assessment 7

Crisis Counselling

Student Name: ____________________________________

 LESSON 1: UNDERSTANDING METHODS OF CRISIS
INTERVENTION

Assignment

Bill is the sole survivor in a train crash. You are called in to conduct a critical incident
debriefing.
a) What sort of emotional and physical responses do you think Bill may display in
response to this stressful situation?
Bills who have been in an accident may still experience headaches and have trouble going asleep
or staying awake. He may believe that reclaiming his life is not always simple. Bill's emotional
state might include trauma, feeling lost, depression/sadness, fear, and shock.
b) Define CISD.
CISD is a seven-step group psychological process designed to assist people in dealing with the
negative effects of work-related hardship and post-traumatic depressive illness. CISD is a name
given to a collection of protocols that are utilized in a number of contexts with various groups
and are frequently carried out by persons who have been trained in CISD. A CISD is a group
procedure that is generally facilitated. It is generally carried out immediately after a traumatic
incident, when people are thought to be stressed as a result of their trauma exposure. A seven-part
model is used in the majority of CISD methods. Participants are invited to discuss their experiences
during this procedure, which is accompanied by a technical lecture on typical stress responses and how
to handle stress. This early intervention is considered to enable people to express themselves, as well as
provide social and support group for therapeutic elements. CISD is increasingly being utilized in places
other than emergency departments and police stations, such as schools.
c) Describe how you will conduct the CISD.
Typically, people get together and chat one-on-one to share their stories. I'll suggest methods for
dealing with stress and assist Bill in comprehending his sentiments and emotional reactions to
the situation. I'll urge Bill to explain the situation in full from his perspective and explore his
emotions. Obtaining Bill's trust in order to calm him down.
d) How can Bill recognize that he is in a crisis situation and may require
counselling?
By showing his anxiety, lack of attention, dread, depression, and evident terror, Bill recognize
that he is a crisis situation and required counselling.
e) What would be the desired outcomes of this CISD?

A person who has been in an accident may believe that getting their life back to normal is
difficult. You might be worried, furious, afraid, or guilty. You could have problems sleeping,
concentrating, or perhaps being physically unwell as a result.Your astonishment and terror may
dissipate as time passes. However, if you can't get rid of anxiety, sleeplessness, or flashbacks
caused by a prior tragedy. You might be suffering from post-traumatic stress disorder (PTSD)
(PTSD). It's a mental health condition that can emerge after a life-threatening incident, such as a
vehicle accident. The patient may benefit from a critical incident stress debriefing (CISD). This
CISD brings Billy back to his senses and puts him in the proper frame of mind.
 LESSON 2: ETHICAL, PROFESSIONAL AND LEGAL ISSUES

Assignment
a) Sylvia is an employee of the company you work for. She suffers a traumatic
incident. You are called to provide a CISD debriefing and ongoing counselling.
Sylvia finally agrees to continue with the therapy. After a few more sessions, she
begins to make it plain that she finds you physically attractive. She begins to make
suggestive remarks. Bearing in mind the information from the lesson and
appropriate professional codes of conduct, how would you handle this situation?

First and foremost, Sylvia was recommended to you due to a terrible event. Her recommendation
shows that she is in need, and it is not appropriate to take advantage of someone in need just
because she is getting suggestive towards you. Sylvia is most likely displaying transference as a
result of how you have handled her and assisted her so far. The client-counselor connection has
evolved into something more, qualifying for a dual relationship. To completely assist Sylvia in
healing and regulating her thoughts, you must consider what is best, which is to prevent the dual
relationship that may have a bad impact on her. As an alternative, explain the issue to her
thoroughly and thoughtfully, and send her to another professional who can assist her more
effectively than you can.
b) CASE STUDY – Supporting Victims of Hurricanes Survivors of hurricanes, such as Rita and
Katrina, may have lost relatives, friends and acquaintances, possessions and their homes.
Counsellors may be required to help them to overcome their feelings of grief and loss in the
wake of such events. Write around 500 to 750 words on how you would support clients who
had experienced a traumatic event, such as a hurricane or tsunami. Consider what you have
learned in the first two lessons when answering this question.

Consider the plan below:

 Mitigate the impact of an event.
Both Rita and Katrina are natural disasters. One over which we have no control. Furthermore,
hurricanes like these are hardly common occurrences in our daily lives. It is not common to have
hurricanes or other natural disasters on a daily basis. The ultimate objective of the assistance is to
progressively assist the victims in returning to their normal lives. That being stated, we must
remove the victims from the unusual settings in which they did not grow up. To properly assist
them, we must remove them from the region where the disasters occurred; only then can we
begin to return to normalcy, bit by bit. It would be extremely beneficial to offer temporary
shelters that are located far from the initial disaster area. Even though things aren't normal right
now, we can create an environment that is as close to normal as feasible. When natural disasters
strike, electricity is cut off, water supply is disrupted, and if they are not well-prepared, their
food supply will be insufficient. These essentials should be present in the makeshift shelter.
Consider Maslow's hierarchy of needs: no one can progress without first finishing the stage
before them. If you're hungry, uncomfortable, or hurt, you won't be able to completely
comprehend your ideas. It would be beneficial to think about these aspects while creating a
support plan for the victims.
 Encourage a natural healing process in which healthy individuals respond to
unusual experiences in usual ways.
As indicated in the first stage, strive to keep the temporary shelters as normal as possible.
Understand that the victims are behaving the way they are not because they are odd, but because
they are reacting to something outside of their regular routine. Remember that their feelings are
real. It is unsurprising that someone who has been through a disaster will feel a great deal of
worry. We can strive to give Psychological First Aid to these folks once we have met their
fundamental requirements. Mediators can set up a temporary room or a booth to give mental
health services inside the temporary shelter. We must make this available to the whole public.
They can openly chat to a mental health expert and discuss their issues in that room. Some
people will go into the room on their own initiative, while others will not. So, while the booth or
room is empty, make sure you, as a facilitator, go around among the victims within the shelter to
see if anyone looks to be in need. Prior to deployment, anybody who wants to help and be a
member of the support team should be taught. A triage team should be stationed at the booth to
determine who among the patients exhibits typical responses and who need more intensive
treatment.
 Enhance adaptive abilities
While some people will heal properly from the stress, others will have a difficult time doing so.
The fact that the disaster has passed does not mean that your support obligations have ended.
Remember from the last section that there should be a triage team that will identify individuals
who are more likely to recover and those who require more assistance. Even when they leave the
shelters, the assistance should remain. You must keep an eye on individuals and see how they
react to the outcomes. You needed to know if they were dealing well or not because some of
them may have lost their homes, loved ones, and other significant people or things. Prior to the
disaster, it's also critical to keep an eye on individuals who have been diagnosed with mental
disorders. Keep track of their relapse and medicines. It's possible that the facilitators will be
volunteers while they're at the shelter. Now that they are returned to their former areas, the
victims classified as ones who requires further support should be referred to the Social Welfare
agency in charge of their region. If volunteers can no longer devote their time, at least there will
be nurses or social professionals for these individuals to rely on. They can check in on these
folks once a week, and if they show signs of progress, the monitoring will be increased to once a
month, and if they continue to improve over time, social workers and nurses will only see them
once a year until they are no longer visited. The procedure is lengthy, but it would be quite
beneficial in assisting people who have been affected by the rapid shift.
LESSON 3: DANGERS DURING CRISES AND EFFECTIVE
INTERVENTION
Assignment
a) Continuing with the example of Sylvia from the previous lesson. Sylvia states that
she is feeling suicidal. How would you support her in this?
If Sylvia claims she's is feeling suicidal, first and foremost, I must encourage her to seek
specialist advice for her suicidal feelings, as well as support for herself.
A safeguarding agreement will be devised by the specialist and the client, which will be accepted
by both of them. This signifies that the patient has agreed not to attempt suicide, that they might
take different steps, and that if they have suicidal thoughts again, they will call
family/friends/emergency personnel/the therapist. Coping methods may be included in the
contract to help the customer cope with their suffering. If the person believes they are unable to
do so, they may believe that medical therapy or voluntary or involuntary psychiatric
hospitalization is necessary. Family and friend education is also an essential component of the
suicide intervention process. It may be suggested that family counselling, individual therapy,
drug addiction treatment, or mental medication be used. This will be determined by the other
issues she is dealing with.

b) When supporting clients who have experienced a crisis, there are potential dangers
to the counsellor. Write about 500 words on what these crises may be and how the
counsellor could deal with them.

Specialists working with crisis circumstances may potentially be exposed to dangers. Physical
dangers, such as coping with natural catastrophes, violence, and so on, are unavoidable.
However, there are additional dangers. Western Management Consultants conducted study on
582 nurses in Canada in 1996. They discovered that at least one major incident occurred in the
workplace for 65 percent of nurses each year. 37 percent had witnessed the death of a child, and
28% had been the subject of a violent attack, either attempted or actual. 25 percent had had a
breakup, and 52 percent had been intimidated or abused verbally. A patient's death or completion
was reported by 44 percent of those surveyed. The Federal Government of Canada employed a
CISM to help their nurses cope with critical event trauma. They discovered that 99 percent of
nurses who used the CISM programme claimed fewer sick days. It also decreased nurse turnover
by a substantial amount.
Only members of a formally organized support team should arrive when a crisis occurs. They
should not volunteer for a disaster unless they are requested, as having a big group of uninvited
volunteers can be challenging. Taking into account that they may have limited access to water
and food, as well as the fact that there will be many more volunteers, these resources will be put
under greater strain. Personnel must also be supported by the organization. Managing with a
society's death and damage may be emotionally draining for the professionals involved. It can
have an immediate and long-term impact on their performance. The organization must ensure
that every participant of the class is aware of the possible consequences of their participation and
urge them to take advantage of resources available to them. After deployment, all troops should
be screened and participate in post-deployment support programs such as debriefing, defusing,
and other post-trauma assistance.

The participants are expected to perform the same things that the catastrophe survivors are
expected to accomplish. For example, in the next 24 – 48 hours, what are you planning to do to
take care of oneself? What are your plans for "letting go" of this experience? Other actions that
the debriefers team may utilise after a crisis include follow-up phone calls, journaling what
they've done, and so on. Opportunities to have organized conversations with one another about
what transpired. Possibilities to share what they've learnt and what they've learned with others.
This sort of organized strategy can assist team members cope with the aftermath of a tragedy.
Anyone working with CISM should aim to assist people recover as fast as possible while also
preventing long-term consequences. IT enables a person to reclaim their ability to care for
oneself and to assist victims during a crisis.
LESSON 4: DEVELOPMENTAL CRISES
Assignment
a.) Are there any differences in the crises experienced by the male and female
interviews?

According to studies, women do tend than male to be considered on their looks during
interviews, putting strain on female job seekers. Three women discuss the extra time, finances,
and hard work required to prepare for a job interview simply because they are female.

During job interviews, women have a tendency to undersell themselves. They give credit to
others for their accomplishment or minimize their own. They scan the environment for signs of
arrogance or un likability before promoting themselves.

Men, but at the other side, frequently demonstrate their self-assurance. When faced with a highly
competitive environment, they step raise their efforts and are unconcerned with appearing out
with pushy, arrogant, or too ambitious.

b.) Write a short essay on crisis evolving from a developmental perspective. In your
discussion consider, age, gender, family environment, childhood influences and life
events. (Between 500 and 700 words).

There are transitions between the stages of life that we all go through. At clearly defined
occasions during these big transitions, "rites of passage" are frequently seen (e.g., those
surrounding being born, becoming adult, getting married, having children, becoming an elder, or
dying). They're called emergencies since they may last for extended periods of time and generate
a lot of stress, especially if there's not enough advice and assistance to avoid becoming trapped in
transportation.

Every phase of a human's mental development includes some element of connecting to the
others, and how we deal with every topic has a long-term impact on our overall social well-
being. Every phase has psychosocially oriented developmental activities. These duties are
referred to as crises. For example, a senior high school student must learn to be diligent, and this
diligence is taught via family and school social relationships. Two words are commonly used to
describe the duties. Infants, for example, have a job termed "trust-mistrust." They must learn
when to trust and when not to trust. This is a delicate balancing act that we must master.

There is an ideal moment for each step. It's pointless to try to push youngsters into maturity
before they're ready. Slowing down their growth to shield them against life's pressures is also not
a good idea. There is a point in time when each job is at its best. If a stage is well-managed, we
will take away a virtue or societal strength from it. We may acquire cancers or maladaptations if
we don't do well, which might jeopardise our future growth.

The parents of a kid have a significant impact on his or her growth. Mutuality was a term he used
to describe the relationship among generations. Kids can also have an impact on their parents'
growth. When kids come, their lives will be drastically altered, and the parents or guardians) will
be moved along their developmental path. Grandparents and great-grandparents may also affect
us, and they, in turn, may be affected by new family members.

The practical usefulness of Symbolic Modelling is no longer dependent on a developmental

perspective. Instead, it's a much bigger body within which we place our interpretation of the
information we gather over the course of the short hours we spent with a patient. It's more of a
way of thinking than a way of doing. Because these crises are frequently misunderstood as
"regular occurrences," you may be unaware of the strain on your family. Families might find it
difficult to adjust to the loss or addition of a family member, as well as the changes that happen
as children and people grow and age.

When people marry, have kids, have a kid start education, get a kid reach puberty, have a child
leave home, or when their parents retire, age, or die, they experience a developmental crisis.
Some of the changes are subtle and gradual, while others are sudden and startling.

Adolescents can practice crises. Teenage years is a distressing period. Paternities might feel
tangled and unsatisfied in their connections with the adolescent. The parents might differ and
claim about what must be done, therefore dropping them believability. Yet, occasionally
paternities might feel the requirement to search for support from psychological fitness
specialists. Institutions might seek to assist, but they may criticize the child for dropping out if
they find school to be bored, unsupervised, or embarrassing. Some kids may just attend school to
hang out with pals who have access to drugs, vehicles, and cigarettes, among other things.
Doctors, therapists, and parents may miss the potential of drug or alcohol use because they are
scared or hesitant to offer their kid a drug test. They could believe the youngster when they say
they don't drink or use drugs. A adolescent may also confess to alcohol but not to drug use.
Drugs and a bad peer or social group may have a significant negative impact on a teen's life and
lead them down a negative road.

c.) Using the notes from this lesson, prepare a leaflet for family and friends on how to support
a teenager who is experiencing a crisis.
LESSON 5: POST TRAUMATIC STRESS DISORDER (PTSD)

Assignment
Simon comes to you with post-traumatic stress disorder (PTSD).

d.) Briefly describe PTSD and the symptoms that Simon might display.

Post-traumatic stress disorder

Post-traumatic stress disorder (PTSD) is an emotional condition that can develop after being
exposed to a scary incident or encounter that resulted in or threatened significant physical injury.
Sentimental numbness and sleep problems are common symptoms of PTSD, as are sadness,
anxiety, impatience, and outbursts of wrath. There are also a lot of people that have a lot of guilt
feelings. When symptoms continue for more than a month, PTSD is identified. PTSD is a natural
reaction to a strange circumstance. Tsunamis, acts of terrorism, rape, assault, killing, and other
calamities are not common occurrences. However, some of these signs may take weeks or
months to manifest after the occurrence.

Symptoms

1. Reliving the incident through flashbacks or vivid recollections

2. Experiencing "emotional numbness"

3. A sense of being overwhelmed by what might ordinarily be described daily events, as well as
a lack of enthusiasm in completing routine activities or pursuing regular hobbies

4. Uncontrollable screaming

5. Isolation from friends and relatives, as well as avoidance of social settings

6. Leaning on drink and drugs more and more to get through it

7. Extreme moodiness, irritability, anger, suspicion, or fear

8. Having trouble getting or remain asleep, napping excessively, and having nightmares

9. Regret for surviving the incident or for being unwilling address the problem, alter the course
of events, or avert disaster

10. Worries and a feeling of impending dread regarding the future.

e.) Describe a possible treatment plan for Simon (no more than 500 words)

Dealing with cognitions to modify emotions, ideas, and behaviours is the goal of cognitive-
behavioral therapy (CBT). One type of CBT that is specific to trauma treatment is exposure
therapy. It involves the survivor facing and gaining control of the anxiety and anguish that was
overpowering during the trauma by meticulous, repetitive, thorough envisioning of the event
(exposure) in a secure, controlled environment. Trauma experiences or memories might be
addressed all at once in some instances ("flooding"). For other individuals or traumas, it is
preferable to work up to the most severe trauma gradually by using relaxation techniques
and by starting with less upsetting life stresses or by taking the trauma one piece at a time
("desensitization").

Pharmacotherapy (medication) can help ease the stress, sadness, and sleeplessness associated
with PTSD, as well as the pain and emotional numbness brought on by trauma memories in
certain situations. For most (but not all) clinical trials, many types of antidepressant medications
resulted to patient improvement, and several additional classes of antidepressants have showed
promise.

At this time, no particular drug has emerged as a definitive treatment for PTSD.
However, medication is clearly useful for symptom relief, which makes it possible for survivors
to participate in psychotherapy.

EMDR (Eye Movement Desensitization and Reprocessing) is a comparatively recent therapies

for past trauma that combines elements of occurrence therapy and cognitive-behavioral
counselling with methods (eye movements, hand taps, and sounds) that generate a back-and-forth
variation of recognition across the person's midline. While the research and theory for this type
of treatment are still developing, there is some indication that the therapeutic aspect specific to
EMDR, attention alternation, may aid in the accessing and processing of traumatic information.

As trauma victims may communicate painful material amid the safety, cohesiveness, and
sympathy given by other victims, team therapy is frequently an excellent therapeutic context.
Group members typically feel more secure and able to rely as they better understand and closure
of their suffering. They ready themselves to stay in the moment instead of the past as they
explore and reveal how they manage with trauma-related regret, anxiety, wrath, terror,
confusion, and ego.

Brief psychodynamic psychotherapy concentrates on the emotional tensions brought on by the

tragic event, especially as they connect to early life events. The survivor gains a stronger sense of
self-esteem, develops effective methods of thinking and reacting, and gets to cope more
effectively with powerful emotions by repeating the traumatic experience to a calm, sympathetic,
sympathetic, and non - judgmental counselor. The counselor assists the victim in identifying
current life events that trigger painful memories and exacerbate PTSD symptoms.

f.) What impact is PTSD likely to have on Simon’s family? (No more than 500 words)
Someone suffering from PTSD might be difficult to be around. Dealing with someone who is
often frightened, suffers dreams, and dislikes social settings may wear a family down. Early
study on PTSD shown that it had a negative influence on families.

According to this study, Vietnam veterans experience higher marital issues and family violence.
Their partners are in more pain. Their children have greater behavioural issues than children of
Veterans who do not have PTSD. Families of veterans with the most serious symptoms had the
lowest functioning.

It's possible that it's because people with PTSD have a difficult time experiencing feelings. They
may feel detached from others. They might experience loneliness from others. This may wreak
havoc on close relationships and sometimes even result to behavioural issues in their kids. The
numbness and avoidance associated with PTSD has been related to reduce parental satisfaction.

Because of the veteran's difficulties controlling his wrath, the family may be living in a state of
perpetual upheaval. This type of perceived and even physical protection can be detrimental to all
relatives' psychological health and development. Members of the family may be at a higher risk
of being subjected to verbal abuse (e.g., screaming, name calling) and physical violence (e.g.,
throwing things, aggression). Both veterans with PTSD and their spouses/partners engage in
higher levels of physical abuse. Whenever the survivor does not provide PTSD, all PTSD
survivors and their spouses/partners engaged in greater levels of physical abuse than similar
family members (Jordan et al., 1992; Sherman et al., 2006). These frequent unfavorable
encounters erode household trust and collaboration. Children may develop maladaptive methods
of expressing rage. Although there has been limited study on the kids of abuse survivors, one
study found that children of Vietnam soldiers with PTSD are more likely to have behavioral
issues than children of Vietnam veterans without this illness. Furthermore, these PTSD veterans
report greater parental issues and low income family adaptation than non-PTSD soldiers (Jordan
et al., 1992).

 LESSON 6: VIOLENCE AND SEXUAL ASSAULT

Mrs K. experiences a serious sexual assault.

1. List some of the initial cognitive and emotional reactions she might experience.

People attempt to regulate or prevent the fear reaction on a behavioural level. To put it another
way, Mrs. K attempt to escape the excruciating pain that comes with the bodily and emotional
manifestations of dread and worry. She will go to tremendous efforts to avoid anybody,
anywhere, or anything that reminds them of the attack.

Fear is sometimes triggered or stimulated by a concept or feeling rather than a tangible recall. It's
very uncommon for an assault victim to worry whether the attacker will return to hurt him or her
again, or if someone else is waiting in the shadows to victimize her. It is common for the victim
to feel afraid of being alone.

These ideas are sometimes triggered by specific persons, places, objects, or situations; other
times, the thoughts just enter the victims' brains without any apparent triggers. Mrs. K say that
images of the attack rush through their thoughts, despite their best efforts to avoid thinking about
it. These sorts of experiences, in which terrifying ideas enter their brains, may seem almost
uncontrolled at times and make it difficult to focus.

2. What physiological reactions is she likely to experience?

Shock, panic, anxiety, disorientation, and withdrawal are among short-term consequences. She
continue to be distressed for years. PTSD, depression, eating disorders, sexual dysfunction,
alcohol and illicit drug use, nonfatal suicide conduct and threats, bodily symptoms in the absence
of medical problems, and extreme preoccupations with physical looks are some of the long-term
psychological consequences. The intensity of the attack, previous bad life events, dysfunctional
attitudes, and feelings of powerlessness are all linked to the development of mental health issues.

3. Describe how Mrs K’s husband might react to this situation.

Mrs. K’s husband is not a supportive husband as he blamed her for this incident. He might try to
live with his wife but it may also possible that he later on believes that her wife lost all family
value and destroyed the relationship as well as family life.

4. How might the reactions of Mrs K. be similar to victims of violent assault?

Yes, she also have a similar reactions to other victims of violent assault. Mrs. K might also
respond to frightening situations on three levels: physical, mental, as well as behavioural. These
physical, emotional, and behavioural reactions to fear and anxiety may all happen at the same
time. Most of the time, though, they happen at the same time and affect or interact with one
another. For example, experiencing traumatic event-related thoughts, flashbacks, or nightmares
(mental responses) typically results in a bodily reaction, such as fast breathing, elevated heart
rate, and muscular tightness. These responses may lead to behaviours that assist Mrs K. avoid the
stimuli that prompted the mental and physical reactions in the first place.

5. What do you think the essential intervention modes are for support of victims of violence
& sexual assault?

Yes, intervention modes are essential for support of victims of violence and sexual assault. It
should help the victims that they can

 Inform someone about what occurred.

 Obtain assistance in locating resources in their region.
 get emotional support from professional counsellors and therapists
  receive medical assistance from highly qualified physicians, nurses, and support
personnel
 Obtain assistance in comprehending the criminal justice system's operation.

6. Briefly describe ways that the assault or torture victim in your story or film coped with
the trauma. (E.g. withdrawal, hostility, counselling, amnesia etc).

The Accused is a judicial drama film from the United States that was released in 1988. Sarah
Tobias, a teenage waitress, is gang raped by three guys at a small pub in the film. She and
Kathryn Murphy, a deputy district attorney, went out to prosecute the rapists and the individuals
who assisted in the crime's commission. It is partly inspired on the 1983 gang rape of Cheryl
Araujo in New Bedford, Massachusetts, and the ensuing prosecution, which gained national
attention. It is set in Washington state but shot mostly in Vancouver, British Columbia. Classism,
misogyny, post-traumatic stress disorder, slut shaming, victim blaming, and women's
empowerment are all explored in the film.

 LESSON 7: CRISES AND DRUG ADDICTION

1. Write a brief report on your findings from the set task. Explain the high use of drugs by
persons suffering PTSD or victims of sexual assault. (no more than 500 words).
PTSD is a mental and emotional disorder that produces extreme anxiety, unwelcome memories,
as well as nightmares, all of which impede day-to-day functioning. It is found that the majority
of people with stress disorder will seek comfort from their unpleasant experiences by using drugs
or alcohol at some time.
When there is a history of persistent drug misuse, addiction and mental problems are often
encountered simultaneously.
We may think, incorrectly, that addressing the trauma would prevent alcohol and drug addiction.
However, since the drug has hijacked our reward system, we may develop long-term tolerance
(needing more of the substance to get the same benefit) and withdrawal symptoms (physical
repercussions and pain when substance use ceases).
Addiction problems must always be treated simultaneously with trauma therapy for these
reasons, since drug misuse will continuously undermine all other therapies by weakening our
memory, perception, and judgement.
Trauma problems should also be treated simultaneously with addiction treatment, since the
existence of trauma symptoms increases the likelihood of drug misuse.

Clients must understand how addictive drugs have helped them survive in order to be successful
in recovery: which trauma symptoms have they been trying to address through drinking and
drugging? We need to know this because when we enter sobriety, our trauma symptoms will
worsen, and we'll require coping skills to deal with PTSD triggers as they arise. Addiction and
PTSD symptoms and triggers must both be addressed in relapse prevention programmes.
2. Give a case example to illustrate the association between PTSD and alcohol or drug
abuse. You might use a real life example, or one taken from films like the 4th of July.
For the third time, Sandra has sought therapy. Her alcohol detox has been completed for three
weeks. Janet's counsellor, on the other hand, observes that she remains emotionally flat, hyper
vigilant and easily startled, and tired as a consequence of vivid nightmares that keep her up at
night. Her heart races and she sweats when she is jolted awake. Janet likes to read in her spare
time rather than engage in the loud taunting and story-telling that the other customers engage in
to connect. If she's being honest, the noise makes her want to rip their heads apart, which makes
her feel terrible. It's the same reason she ignores her family at home and turns to alcohol to "de-
stress."

Sandra, like many other clients in treatment, especially those with a history of repeated relapses,
will continue to struggle with her alcohol use until her treatment team understands that she needs
to address the symptoms of Post-Traumatic Stress that are causing her sobriety to be jeopardized
.
3. How might you apply your understanding of the relationship between drugs or alcohol
and trauma to help a client suffering from trauma? (There is not one correct answer to this
question. Use your own judgement and what you have read).
The use of drugs to dull or divert from the symptoms of PTSD is at the heart of the link between
PTSD as well as substance abuse. The attempts individuals undertake to avoid remembering,
thinking about, or experiencing emotions connected to the trauma they experienced are one of
the characteristics of PTSD. Substance abuse is a method for individuals with PTSD to disturb
their brain's regular functioning and temporarily shut out unpleasant emotions.

In my opinion, Substances lose their effectiveness with time, requiring individuals to use more of
them to get the same result. PTSD symptoms increase when individuals use drugs more often to
escape the unpleasant withdrawal symptoms. This may easily turn into a problem.

Any mental health condition's treatment and rehabilitation are hampered by substance misuse.
Recovery from PTSD includes being able to reintegrate with memories, thoughts, and emotions
that they have repressed or ignored, which may be made more difficult by drug use. Drugs may
dull emotions and interfere with thinking and memory, making it difficult for individuals with
PTSD to process events while taking drugs.

Substance abuse may make PTSD persist longer by extending the avoidance cycle. It has the
potential to make exposure therapy and other standard PTSD treatments ineffective. Substance
abuse may exacerbate PTSD symptoms by disrupting sleep and making prescribed psychiatric
medicines ineffective.

 LESSON 8: FAMILY CRISES

1. You are to support a family through a major crisis (this can be of your choosing). Using
your notes from your set task, write as much as you can about the actual crisis e.g. suicide,
illness, abuse and the effects that it may have on the family.

One family crisis that may arise is divorce or parental separation. There are a variety of variables
that influence how children deal with divorce. Some of these variables are under our control as
parents, while others are beyond our control. According to studies, the transition phase for
families may last anywhere from one to three years, and in some cases as long as five years,
depending on the circumstances surrounding the divorce. It is important for parents to understand
that children will respond in a variety of ways. Some of them may be short-term responses to the
crisis nature of divorce. Others may be long-term responses that may be good or bad, depending
on how well parents can assist their children. The level of conflict between parents, how parents
adapt to divorce, the information children are given about the divorce, the level of support
available to the kid, and the child's personality are all variables that may influence adjustment. a
child's capacity to cope with stress a child's age and developmental level

2. Using the notes from the set task, consider which method/therapy you consider most
useful for the crisis in question 1 and write notes on how you would respond to the
particular crisis.

Cognitive-behavioral therapy (CBT). is the most prevalent kind of divorce counselling. CBT
combines cognitive and behavioural therapy with the goal of assisting divorcee in understanding
how your ideas and beliefs affect your behaviours and emotions.

This kind of treatment focuses on altering the client's behaviour and habits that are causing him
or her emotional distress. The client has a greater understanding of the thoughts and behaviours
that contribute to his bad mood, as well as methods for positive transformation. To put it another
way, CBT teaches how to identify and alter your negative and harmful thinking patterns and
behaviours. The theory is that if you become more aware of how your harmful ideas are affecting
many areas of your life, you can question and alter them to reflect a more accurate picture of the
reality.

3. Using the same method/therapy as you used in question 2, what potential problems occur
when using this particular therapy?

CBT has following problems:

To get the most out of the procedure, you must commit to it — a therapist can assist and advise
you, but they will require your cooperation.

Attending frequent CBT sessions and doing any additional work in between sessions may take
up a lot of time, so it may not be appropriate for individuals with more severe mental health
issues or learning disabilities.
It entails facing your feelings and fears – It concentrates on the person's ability to alter
themselves (their ideas, emotions, and behaviours) - it does not address any larger issues in
systems or families, which often have a major effect on someone's health and welfare.

 LESSON 9: CRISES AND CULTURAL ISSUES

1. How can cultural values influence the likelihood of seeking professional help in crisis
situations and receptivity to that help? Be specific.

When compared to European Americans, Asians and Asian Americans report

seeking help from close friends and family members less often to cope with stress. Other studies
have shown that Asians and Asian Americans are less likely than European Americans to seek
professional psychiatric treatment. Previous research has linked the disparity to a variety of
variables, including cultural shame and dependence on informal social networks. Another reason
for cultural variations in professional assistance seeking was investigated in the current study.
We hypothesized that the observed cultural differences in seeking professional assistance are a
result of culture-specific interpersonal interaction patterns. The Collection of Behaviours toward
Wanting Mental Health Services, that also measures professional help trying to seek propensity,
psychological openness to acknowledging psychological problems, as well as indifference to the
stigma of seeking professional help, was completed by undergraduate students in Japan as well
as the United States for this study. In comparison to Americans, the Japanese expressed a higher
aversion to seeking professional assistance. Furthermore, the link between culture and
professional help-seeking attitudes was mediated in part by the usage of social support seeking
among close friends.

2. Explain culture shock and its possible manifestations in a client

The process of adjusting to a new culture is known as "culture shock." It is a period in a person's
life when they become conscious of the contrasts and/or conflicts in values and traditions
between their home culture and the new culture they are immersed in. Anxiety, perplexity,
homesickness, and/or rage are common emotions.

3. Compare your society’s typical responses to the responses described by people from
different cultures, noting both similarities and differences.

Communication is successful when both parties understand one other. We have a natural
inclination to interpret information based on our own assumptions and ideas. However, while
interacting with individuals from various cultural backgrounds, we must be aware of the risk of
misinterpreting their intended meanings, as well as theirs. This is not always simple since
discrepancies between the message we get and our perception of it may not be apparent. An
essential intercultural competency is the ability to recognize and rectify erroneous or misleading
interpretations in an intercultural context. Making communication as clear as possible, clarifying
and giving information about problems that may seem apparent in a monocultural context, and
verifying that the individuals with whom we are talking have grasped what we mean, is one
approach to prevent intercultural misunderstanding. Experience indicates that if we do this, we
will not only improve the quality and efficacy of communication, but we will also promote the
formation of good connections while learning new things about ourselves and others from other
cultures.

4. Write a brief report on your findings from the set task (500 words max.)

Culture refers to a collection of common attitudes, beliefs, assumptions, as well as values that
assist to influence behaviour and produce unique artefacts. Some elements of culture (behaviour,
objects) are visible, while others are not (according to this definition) (attitudes, beliefs, values).
We tend to connect cultures with countries and nations when we concentrate on the external
manifestations of culture, particularly "high culture" - literature, painting, sculpture, and music.
However, the truth is much more complex: cultural distinctions exist not just across areas of the
globe, major faiths, and nations, but also amongst ethnic, religious, linguistic, and regional sub-
groups within countries. As a result, even if we know a person's nation, location, and ethnic or
religious group, we can't anticipate how he or she would act in a certain scenario. As a result, it's
usually best to avoid talking about cultures and their exchanges or conflicts, preferring instead to
talk about people's "cultural backgrounds," their cultural affiliations, and intercultural encounters
between people who perceive themselves or are perceived by others as culturally different. At
the same time, it is important to realise that not all distinctions between individuals can be
explained in terms of culture. Despite having the same cultural background, a group of migrants
may have diverse views, goals, expectations, preferences, attitudes toward others, and behaviour
patterns. These distinctions arise from the reality that each refugee is a unique individual with
unique traits and a unique tale to tell. The group is divided into gender groups, and members do
not reply to your queries until the most senior person has spoken or someone else has taken the
floor. They do not ask inquiries and instead wait patiently for information and directions about
what to do. Only two young men seem to be eager to participate more actively in the learning
process, but they hold off until they observe how the rest of the group acts. 2. Men and women
are free to engage with one other. When there is a need for clarification or they want to know
something, the majority of group members ask questions. A few members of the group, on the
other hand, stay quiet, avoid eye contact, don't reply to inquiries, and maintain a low profile.
Some members of either group may regard the situation to be natural and pleasant, while others
may be shocked and irritated. However, a number of reasons may be driving the behaviours
described: Some of the group's members may be acting as they would in their own nation. Some
people, having realized the significance of group solidarity, may be acting in ways they believe
the group expects, which may vary from how they would act at home. Some may act in line with
personal beliefs formed after leaving their own country. This diversity shows that, although
cultural traditions are essential, we should not use them to explain everything. Labeling and
stereotypes should also be avoided. Encourage the group to develop its own culture, with agreed-
upon norms and common meanings, to reduce the likelihood of intercultural conflict and
misunderstanding while providing linguistic assistance. This entails making it obvious that the
group is a safe place where people are free to express themselves, their needs, and their views,
and where everyone agrees to treat one another with openness, respect, and solidarity. In certain
instances, gentle encouragement will be required to enable group members to act in ways that
vary substantially from how they'd be supposed to behave in their own country.