Crisis Intervention Portfolio Project Reflection

HUSS235 – Crisis Intervention Portfolio Project Directions and Rubric This Assessment is worth 25% of your grade Outcomes Completing this Assessment will help you to meet the following: Course Outcomes • • • Identify and explain the characteristics of a crisis; theories of crisis and crisis intervention; and current crisis intervention models (partial) Summarize the intervention strategies used in a variety of crisis situations such as Post-Traumatic Stress Disorder, suicide, sexual assault, chemical dependency, battering, bereavement/grief, and catastrophic events. Summarize the role crisis intervention plays in the delivery of human services. Demonstrate interviewing skills necessary to employ effective crisis intervention strategies. Program Outcomes AAS Health Services Administration • Demonstrate an understanding of patient/client/customer service needs within the continuum of human and social service environments. AAS Human and Social Services • Demonstrate an understanding of patient/client/customer service needs within the continuum of human and social service environments. • Adapt essential communication skills to interact effectively with supervisors, peers and the public in various human and social settings. • Support the assessment of client concerns and available resources to match support services to improve quality of life of the client/customer/patient. Institutional Outcomes • Information Literacy and Communication – Utilize appropriate current technology and resources to locate and evaluate information needed to accomplish a goal, and then communicate findings in visual, written and/or oral formats. • Relational Learning – Transfer knowledge, skills and behaviors acquired through formal and informal learning and life experiences to new situations. • Thinking Abilities – Employ strategies for reflection on learning and practice in order to adjust learning processes for continual improvement. Deadlines Deadline Activity Due by the end of Week 2 at 11:59pm, ET. Essential Questions Due by the end of Week 3 at 11:59pm, ET. Crisis Call Analysis Due by the end of Week 4 at 11:59pm, ET. Evaluation of Resources Due by the end of Week 5 at 11:59pm, ET. The Home Visit Due by the end of Week 7 at 11:59pm, ET. Upload your Video Presentation of your Information to your ePortfolio Due by the end of Week 7.5 at 11:50pm, ET. Portfolio Project Reflection Scenario HUSS235 – Portfolio Project 2 You have been hired as a Crisis Intervention Specialist for your local Suicide Hotline. You have received a call from Marie, a 32 year old married mother of two- a son, age 5 and a daughter, age 3. Marie has a history of depression and is on disability due to chronic pain. Marie has felt suicidal in the past and has spent time in an in-patient psychiatric facility. Marie stopped seeing her counselor and also stopped taking her anti-depressant medication when her insurance ran out after her husband lost his job one year ago. Marie was a full-time art teacher and has not worked since injuring her back. Marie and her husband, John, moved to Buffalo last year after John lost his job, along with their insurance benefits, as they both have family here. John has been working several low-paying part-time jobs in order to make ends meet. Marie and John have been fighting a lot over the past six months and the fights, which were usually verbal, have now escalated to becoming physical. John has also been spending more and more time at the local bar-spending what little money he has made during the day. Marie has called expressing thoughts of suicide with a specific plan of carrying it out (i.e. overdosing). Marie mentions several times about being in extreme physical pain. She disclosed her husband is currently in jail and is fearful he will soon be released. You also learn her children were placed in a temporary foster home by Child Protective Services. Based on the provided information, you feel a home visit is in order to further investigate the situation. Deliverable Descriptions Week 2: Essential Questions Formulate a response to these essential questions: • What constitutes a crisis? • What characteristics should an effective crisis intervention worker possess? Now you are to create two Essentials Questions you think will help you focus the writing of your Portfolio Project. Briefly discuss how your questions will guide the development of your Portfolio Project. Requirements and Formatting Please follow APA formatting requirements. Refer to the B&SC APA Guidelines located in Student Resources. Week 3: Crisis Call Analysis To prepare for the upcoming home visit, write a paper including the following information: 1. Compose a list of five questions that will help you determine if Marie is in imminent danger of harming herself. Justify your questions by providing explanations as to how these questions will help with your investigation. (HSS PO2/CO5) 2. Prepare a minimum of two hypotheses (what precipitated the crisis) that will help you prepare for what you might encounter during the home visit. Identify any “red flags” and the level of risk. Submit your paper in a Word document. Week 4: Evaluation of Services Upon arriving at the home with the police, you knocked on the door and found it was ajar. After calling Marie’s name several times, you heard sobbing in another room. As you walked through the HUSS235 – Portfolio Project 3 home you saw dirty laundry and toys strewn about. The kitchen sink was filled with dirty dishes, which had attracted flies. The cupboards were opened and appeared bare. It was very dark in the home as the curtains were drawn, and when you tried to turn on the light you noticed there was no power. Once past the living room, you noticed several pill bottles on the bathroom floor. As you entered the bedroom you saw Marie in the corner of the room. She was crying and it appeared she was injured. Marie was holding the pill bottle and you were unclear if any pills were swallowed. From your conversation with Marie, you found out since she left her job, she has become more and more depressed. She also disclosed that she feels inadequate as a parent being unable to provide for her children. A little further into the conversation it was determined Marie did not actually want to die, she just wanted all of her and her family’s problems to go away. As part of your responsibilities as a crisis worker, you are required to provide recommendations of services for Marie and her family. This week, you will research services you would recommend (such as Child Protection Services, the Red Cross, outpatient mental health agencies, etc.). Based on your findings, evaluate how each service would be helpful in Marie’s case. Be sure to provide APA citations as utilized. (HSA/HSS PO1) Week 5: The Home Visit Using the Hybrid Model of Crisis Intervention (CO1), and your findings from the home visit, provide information on the following: • Relevant safety factors • Other issues found in the home that are contributing factors • What services you recommend to Marie and her family and why (HSS PO3) Submit your information in a Word document. Reference: Myer, R. & James, R. (2007). CD-ROM and Workbook for Crisis Intervention (pp 8). Belmont, CA: Brooks/Cole. Week 7: Video Presentation of Information Upload and submit your video presentation to the Crisis Intervention team. The video presentation will consist of the following: • A thorough explanation of how you applied the Hybrid Model of Crisis Intervention to this scenario. (CO1) • A plan for dealing with this family. Be sure to include the contributing factors from the scenario, as well as what you feel would be appropriate recommendations based on service needs. (CO4) *Be sure to upload your video presentation to your ePortfolio account. Week 7.5: Portfolio Project Reflection You will reflect upon the course and how it directly relates to the Bryant & Stratton Workplace Capabilities. This reflection will be delivered orally in the form of either a video, or a PowerPoint with voice over. The finished presentation should be 3-5 minutes in length. HUSS235 – Portfolio Project For this reflection, discuss Problem Solving and two additional Workplace Capabilities as listed in the table below: a) Relate these Workplace Capabilities to your future career. Assess the value of these Workplace Capabilities. b) In your own words, reflect on how this project meets the Program and Institutional outcomes as stated on the first page. Tolerance Interpersonal Skills Persuasion Financial Literacy Bryant & Stratton College Workplace Capabilities Communication Attitude Perseverance Enthusiasm Productivity Dependability Informational Literacy Technological Literacy Reflection Grading Criteria • Student should have a professional demeanor • Student’s voice should be clear and easy to understand • Student should vary his/her tone of voice and use pauses effectively to place emphasis on important points • Student should avoid non-words (“Um,” “Uh,” “You Know”) and practice using professional language For specific grading information, please refer to the Portfolio Project Grading Rubrics. 4 5 Criteria Content 60 points Organization 30 points APA Formatting and Mechanics 10 points Instructor Comments: HUSS235 – Crisis Call Analysis Grading Rubric Exceeds Expectations Meets Expectations 54-60 points Student develops six or more strong questions to help analyze Marie’s condition. Three or more hypotheses were posed, as well as several red flags identified and clearly analyzed. Student identifies Marie’s level of risk with a detailed explanation. 27-30 points Has a strong sequential flow. Sections are clearly defined with smooth transitions. Paragraphs are well-developed with strong evidence for explanations. 9-10 points One or no errors in APA formatting. One or no errors in grammar, spelling, punctuation, or capitalization. It contains no improperly casual speech, including instances of “you” and “I.” Needs Improvement 42-53 points Student develops three to five questions to help analyze Marie’s condition. Two hypotheses were posed with a few red flags identified. Student identifies Marie’s level of risk with minimal explanation. 0-41 points Student develops two or fewer questions to help analyze Marie’s condition. Only one or no hypotheses were posed, no red flags identified. Marie’s level of risk either not explained or missing. 21-26 points Has a flow that is easy to follow with a central focus that leads to the ideas presented by the writer. Transitions are effective. Paragraphs are developed to establish thoughts with explanations. 7-8 points The paper contains two to four errors in APA formatting. May contain two to four errors in grammar, spelling, punctuation, or capitalization. The paper may contain improperly casual speech, including instances of “you” and “I.” 0-20 points No sense of flow among the paragraphs and sections, focus is missing or hard to follow. Project feels disjointed. Transitions are weak. 0-6 points The paper contains five or more errors that make the writer’s points difficult for a reader to understand. Total Points: Points 6 Criteria Content 60 points Organization 30 points APA Formatting and Mechanics 10 points Instructor Comments: HUSS235 –Critical Analysis of Resources Grading Rubric Exceeds Expectations Meets Expectations Needs Improvement 54-60 points Student provides a thorough analysis of more than four critical resources, detailing how the found recommendations have proven successful in the past and how these sources connect to the crisis call scenario. 42-53 points Student provides a critical analysis of two to four critical resources, saying how these recommendations have worked in the past and how these sources connect to the crisis call scenario. 0-41 points Provides critical analysis of one or no critical resources or does not explain how these connect to the crisis call scenario. Recommendations are inappropriate or missing. 27-30 points Has a sequential flow. Sections are clearly defined with smooth transitions. Paragraphs are well-developed with strong evidence for explanations. 21-26 points Has a flow that is easy to follow with a central focus that leads to the ideas presented by the writer. Transitions are effective. Paragraphs are developed to establish thoughts with explanations. 7-8 points The paper contains two to four errors in APA formatting. May contain two to four errors in grammar, spelling, punctuation, or capitalization. The paper may contain improperly casual speech, including instances of “you” and “I.” 0-20 points No sense of flow among the paragraphs and sections, focus is missing or hard to follow. The overall Part Two of the Portfolio Project feels disjointed. Transitions are weak. 0-6 points The paper contains five or more errors that make the writer’s points difficult for a reader to understand. 9-10 points One or no errors in APA formatting. One or no errors in grammar, spelling, punctuation, or capitalization. It contains no improperly casual speech, including instances of “you” and “I.” Total Points: Points 7 Criteria Content 60 points Organization 30 points APA Formatting and Mechanics 10 points Instructor Comments: Exceeds Expectations HUSS235 – Home Visit Grading Rubric Meets Expectations 54-60 points Safety factors identified are thoroughly explained and analyzed. Identifies and explains other contributing factors found. Provides a thorough explanation of recommendations for the family. 27-30 points Has a strong sequential flow. Sections are clearly defined with smooth transitions. Paragraphs are well-developed with strong evidence for explanations. 9-10 points One or no errors in APA formatting. One or no errors in grammar, spelling, punctuation, or capitalization. It contains no improperly casual speech, including instances of “you” and “I.” Needs Improvement 42-53 points Safety factors are identified and explained. Identifies other contributing factors found. Provides a brief explanation of appropriate recommendations for the family. 0-41 points Safety factors and/or contributing factors are weak, inappropriate, or missing. Recommendations are missing or inappropriate. 21-26 points Has a flow that is easy to follow with a central focus that leads to the ideas presented by the writer. Transitions are effective. Paragraphs are developed to establish thoughts with explanations. 7-8 points The paper contains two to four errors in APA formatting. May contain two to four errors in grammar, spelling, punctuation, or capitalization. The paper may contain improperly casual speech, including instances of “you” and “I.” 0-20 points No sense of flow among the paragraphs and sections, focus is missing or hard to follow. Project feels disjointed. Transitions are weak. 0-6 points The paper contains five or more errors that make the writer’s points difficult for a reader to understand. Total Points: Points 8 Criteria Content 60 points Organization 20 points Video Presentation 20 points Instructor Comments: HUSS235 – Video Presentation of Information Grading Rubric Exceeds Expectations Meets Expectations 54-60 points Thoroughly explains application of Hybrid Model of Crisis Intervention to the scenario. Includes a strong plan with multiple steps and suggestions for dealing with the problem. Provides a thorough explanation of recommendations for the family. 18-20 points Has a strong sequential flow. Sections are clearly defined with smooth transitions. Paragraphs are well-developed with strong evidence for explanations. 18-20 points Student’s voice is clear and easy to understand with various vocal tones, uses professional language with limited to no non-words. Student appears professional with strong lighting to see clearly. Includes extra media to support presentation material. 42-53 points Student explains application of Hybrid Model of Crisis Intervention to the scenario. Plan is included with suggestions for dealing with the problem. Provides a brief explanation of appropriate recommendations for the family. 14-17 points Has a flow that is easy to follow with a central focus that leads to the ideas presented by the writer. Transitions are effective. Paragraphs are developed to establish thoughts with explanations. 14-17 points Student is understandable with some varying in vocal tone, uses professional language with a few instances of nonwords. Student appears professional with adequate lighting. Needs Improvement 0-41 points Student’s explanation of Hybrid Model of Crisis Intervention in connection to the scenario lacks details, which makes it difficult to understand. Recommendations are missing or inappropriate. 0-13 points No sense of flow among the paragraphs and sections, focus is missing or hard to follow. Project feels disjointed. Transitions are weak. 0-13 points Difficult to understand the student’s speech due to mumbling or monotone, includes many instances of non-words. Student does not appear professional. Video may be missing. Total Points: Points 9 Criteria Reflection Presentation 50 points Oral Presentation 50 points Instructor Comments: HUSS235 – Portfolio Project Video Reflection Grading Rubric Exceeds Expectations Meets Expectations Needs Improvement 45-50 points 35-44 points 0-34 points The required Workplace Capability and two Program Outcomes were fully connected, a second workplace capability was also addressed. Presentation is engaging. Student appears organized and prepared for presentation. Content was presented in video format and careful attention was paid to both student appearance and demeanor to ensure both were professional and appropriate for the workplace. 45-50 points Student’s voice is clear, easy to understand, and confident. Tone of voice is varied and pauses are used to highlight main points and show excitement for the subject. No instances of non-word usage is noted. The required Workplace Capability and Program Outcomes were connected to the project. Presentation is organized and easy to follow. Content was presented as a PowerPoint with voiceover. Student is easy to understand and the presentation is representative of workplace-appropriate language. The Workplace Capability and Program Outcomes were loosely connected, partially missing, or none presented. Presentation is disorganized and not easy to follow or appropriate. 35-44 points Student’s voice is clear and easy to understand. Tone of voice is varied at times to highlight main points with minimal nonword usage are noted. 0-34 points Student’s voice is not clear and/or hard to understand. Tone of voice is not varied to emphasize important points. Four or more instances of non-word usage are noted. Total Points: Points …