Stephanie Garahana, Melanie Rangel, Marissa Sanchez, Alyssa Smith

SW 3400 Impact of Child Abuse

Group Portfolio Part II
October 29, 2023
Crisis and Safety Method Interventions

Agency/Case Management

● Crisis Methods

Crisis plans are a best practice and are indicated in all plans with a client under case
management. The following information was obtained from the Department of Human
Services’ A Field Guide on Case Management for Children with Serious Emotional
Disturbances and Their Families. The first intervention in a crisis is to be prepared and
proactive prior to the crisis. Plan for the worst-case scenario and involve the family in the
planning. Use past crisis information to inform a current plan. Analyzing past behaviors
provides valuable insight into current crisis planning. In the plan, consider the following:

● Have a 72-hour rule, that no plan decisions are made until at least 72 hours after
the crisis has passed. This protects against hasty decision-making and
overreaction.
● Crisis happens at all hours so plans should provide 24-hour occurrence
contingencies. Plans should include interventions that cover times outside of
regular business hours.
● Crisis plans evolve and change. They are not a one-time occurrence and should
reflect modifications taking into account what has been effective. They should
also reflect the child/family’s growth and ability to manage a crisis.
● Build in natural supports and involve the family in planning. Ensure members
understand their role in the plan. Ensure members are clear on what they should
be doing at the time of a crisis so they can focus on that in the event one occurs.

Direct Interventions should always be taken from a trauma-informed approach so as not

to further escalate or traumatize the client. While there are various models for crisis
intervention, the Hybrid Model is often preferred because it is not linear, and crises are
not linear. The Hybrid Model steps, as explained in Crisis Intervention Strategies by
Richard James and Burt Gilliland. are:

1. Predispositioning/Engaging/Initial Contact: This is the way in which the

caseworker approaches the client. It is interacting with the client in a way that they
see you as support and an ally. Introducing yourself if the client does not know you,
addressing them by name, and letting them know what to expect are the first steps
that help to form a psychological connection. The approach needs to be non-
threatening and helpful. It is also prudent to clarify intentions.
 2. Problem Exploration- Defining the Crisis: This is not an in-depth psychological
evaluation. Rather it is understanding what the events were that led up to the crisis
and seeing the situation through the perception of the client. To accomplish this, it is
essential to use active listening skills, empathy, genuineness, and positive regard.

3. Providing Support: In this step, communicating to the client that you are there
with them to help and provide support is the goal. Before any psychological support
can be effective, it is important to address physical support first. Other forms of
support include emotional, social, logistical, and informational. Throughout crisis
intervention, safety is always the first consideration. This safety is a concern for
the client, the worker, and the community.

4. Examining Alternatives: This is considering options. When a client is in crisis,

they often don’t think about options, but they also cannot process a variety of choices.
Often they may see no options or develop tunnel vision. There are situational supports
such as people the client did not consider who care about them, coping mechanisms,
or actions to get through the current situation, and positive and constructive thinking
patterns that involve reframing to change the client’s perspective.

5. Planning in Order Reestablish Control: This step flows from step 4 and involves
making plans. These plans are meant to mobilize the client. You may have to return
to the crisis and help them move forward. This is not long-term, but immediate
planning. It is crucial that the planning is collaborative with the client as much as
possible. Giving them a sense of control and autonomy is important.

6. Obtaining Commitment: This step may seem redundant, but it flows from step 5
and is important in giving the client autonomy and checking for understanding of
what is happening next and what actions need to be taken. Asking the client, a
question like “What are we going to do?” so the client is clear on what the caseworker
is doing and what they are doing. It is clear and concise.

7. Follow-up: This is short-term at the moment, and it involves ensuring the plan is
working and that everyone concerned is safe.

It is important to note that what crisis intervention looks like may be different from client
to client and how interaction takes place should be age appropriate to the client. When
working with children, using vocabulary that is appropriate is important. It also cannot be
emphasized enough that a trauma-informed approach is essential. Also, this is not a linear
approach. You may have to return to problem exploration, reassure and provide support,
and continue to build rapport and trust multiple times throughout the intervention.

● Safety Methods

Safety is a critical concern in an agency or case management setting, particularly when

dealing with vulnerable individuals, such as children. During the initial assessment of
creating a case plan, assess the child and their family to determine their strengths and
 other qualities that might pose barriers to the success of their client. Implementing some
of the following safety methods may help ensure the safety and well-being of the child.

1. Cultural Sensitivity: Be culturally sensitive in safety planning. It is important to

recognize that different clients may have unique cultural or language
considerations. Being open-minded and respecting boundaries can ensure the best
outcome when considering safety methods and planning.
2. Client Education: Educate your clients, both child and family, about safety
measures that are taken at your agency and that will be implemented in their case
plan. Provide resources and information to help protect the family and help them
make informed decisions.
3. Feedback System: Establish procedures for you and your clients to share feedback
and report any safety concerns. Encouraging an open and transparent
communication culture is vital in advocating for and ensuring the safety of the
child.
4. Collaboration: If needed, collaborate with other agencies, such as law
enforcement, mental health professionals, and social services, to ensure a
coordinated response to cases involving safety concerns.

Remember that safety is an ongoing concern, and it’s important to regularly review and
update safety methods and protocols to address emerging risks that are tailored to your
client and their needs.

● Clinical Treatment Facilities (therapy and counseling)

1. Crisis Interventions
During a crisis, a therapist can use a variety of skills and tools to help that client
feel safe, understood, seen, and heard. While the therapist may be primarily
focused on the long-term well-being of the client, they play a pivotal role in their
health. These skills can aid a counselor in successfully helping their client during
a crisis:
1. Active Listening: As the counselor focuses on truly listening to the
client, they will be able to recognize any signs of risk. They will also
be able to truly help the client. This skill may be one of the most
important.
2. Patience: Sometimes a client may not be ready to discuss the details of
their experience. They may not want to verbally talk at all. As a
therapist, it is important to know that silence is valid. Silence can be
just as important as conversation. A therapist’s body language,
actions, and expressions during silence can stabilize or threaten a
client’s ability to feel secure and safe in this environment.
3. Expression Therapy: A client may require abstract treatment.
Depending on their age, they may be more able to adequately express
their feelings through drawing, painting, singing, listening, or
touching. Utilizing their senses may help them to feel comfortable. In
some counseling settings, animals are brought in to bring a sense of
comfort and safety to the client.
 2. Safety Interventions
Safety intervention refers to all the decisions and actions required throughout CPS
involvement with the family to ensure that an unsafe child is protected. Safety
intervention respects the constitutional rights of each family member and utilizes
the least intrusive intervention to keep a child safe (Child Protective Services
Safety Intervention Standards, 2022). Such methods that social workers can use
are:
1. Not allowing victims of child abuse in the same therapy session as the
perpetrator due to power and control, fear, etc. (supported by the
power and control wheel identifying safety protocol)
2. Ensure the safety and well-being of children by conducting
assessments, developing safety plans, and, if necessary, working with
other agencies to remove children from harmful situations (social
worker license, 2023).
3. Ensure to provide emotional support and guidance to children and
their families affected by neglect.
4. Make sure the victim of child abuse has access to the emergency crisis
number as well as their social worker's direct number to be reached in
case of an emergency. They should also have the contact information
of any adult that they feel they can trust to help them in any situation.
Safety intervention also consists of, collecting information about the family to
assess child safety, identifying and understanding present and impending danger
threats; evaluating parent/caregiver protective capacities, determining if a child is
safe or unsafe, and taking necessary action to protect an unsafe child (Child
Protective Services Safety Intervention Standards, 2022).
References

Child Protective Services Safety Intervention Standards. (2023).

https://dcf.wisconsin.gov/files/cwportal/policy/pdf/safety-intervention-standards.pdf

Crosson-Tower, C. (2020). Understanding Child Abuse and Neglect (10th ed.). Pearson
Education (US). https://online.vitalsource.com/books/9780135170915

James, R. K., & Gilliland, B. E. (2016). Crisis Intervention Strategies (8th ed.). Cengage
Limited. https://online.vitalsource.com/books/9781337531061

Methods social workers use to address childhood neglect. SocialWorkerLicense.com. (2023,

January 5). https://www.socialworkerlicense.com/methods-social-workers-use-to-address-
childhood-neglect/

Odendaal, J. S. J. (2000). Animal-assisted therapy — magic or medicine? Journal of

Psychosomatic Research, 49(4), 275–280. https://doi.org/10.1016/s0022-3999(00)00183-5

Utah Department of Human Services. (2004). A Field Guide on Case Management for Children
With Serious Emotional Disturbances And Their Families. (3rd ed,).
https://dsamh.utah.gov/pdf/case_management/cm_field_guide_children.pdf