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vi Brief Contents
PART III On the Home Front: Crisis in the Human

Services Workplace 539
14 Violent Behavior in Institutions 541
15 Crisis/Hostage Negotiation 579
16 Human Services Workers in Crisis: Burnout, Vicarious

Traumatization, and Compassion Fatigue 612
PART IV No Man’s Land: Facing Disaster 647
17 Disaster Response 649
Index 712
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Contents
PART I B
asic Training: Crisis The Contextual-Ecological Model 18
Psychological First Aid 19
Intervention Theory The ACT Model 20
and Application 1 Eclectic Crisis Intervention Theory 20
CHAPTER 1
Characteristics of Effective Crisis Workers 21
Life Experiences 21
Approaching Crisis Intervention . . . . . . . . . . . . . . . . . 3
Personal Characteristics 22
A Brief History of Crisis Intervention 3
Rewards 23
Grassroots Movements 4
The Importance of Volunteerism 5 Summary 23
The Need for Institutionalism 5 References 24
The Media and the Societal Impetus
for Crisis Intervention 6 CHAPTER 2
The Case Against Too Much “Helping” 7 Culturally Effective Helping . . . . . . . . . . . . . . . . . . . . 28
Definitions of Crisis 7 Multicultural Perspectives in Crisis Intervention 28
Individual Crisis Definitions 7 Culturally Biased Assumptions 29
Behavioral Emergencies 8 Universal Versus Focused Views 30
Systemic Crisis Definitions 8 Working on the Individualist/Collectivist–
Metastasizing Crisis 9 High/Low Context Continuum 30
Characteristics of Crisis 10 Emic Versus Etic Models of Multiculturalism 32
Transcrisis States 11 Awareness of Both Ecology and Multicultural
Transcrisis Differentiated From Posttraumatic Competencies 35
Stress Disorder 11 Shortcomings of a Multiculturalist Approach
Transcrisis Points 12 to Crisis Intervention 36
Theories of Crisis Culturally Effective Helping 38
and Crisis Intervention 13 Positive Aspects of an Effective Multicultural
Basic Crisis Intervention Theory 13 Counselor 39
Expanded Crisis Theory 14 When in Rome, Italy . . . or Georgia 40
Applied Crisis Theory 16 Language Barriers 40
Crisis Intervention Models 17 Religion and Spirituality 40
The Equilibrium Model 17 Support Systems 42
The Cognitive Model 17 Occupation as a Cultural Barrier 42
The Psychosocial Transition Model 18 Geographic Locale as a Cultural Barrier 43
The Developmental-Ecological Model 18 The Dilemma of Local Consultation 44
vii
viii Contents
The Necessity of Acting 45 Acting in Crisis Intervention 87

Training 45 Directive Counseling 88
Where It Stands Now . . . Sorta 45 Collaborative Counseling 89
Summary 46 Nondirective Counseling 89
Action Strategies for Crisis Workers 89
References 46
Summary 93
References 94
CHAPTER 3
The Intervention and Assessment Models. . . . . . . . .50
CHAPTER 5
Introduction 50
Crisis Case Handling. . . . . . . . . . . . . . . . . . . . . . . . . . . 95
A Hybrid Model of Crisis Intervention 51
Handling Crisis Cases Versus Long-Term Cases 95
Task 1. Predispositioning/Engaging/Initiating
Contact 52 Case Handling at Walk-In Crisis Facilities 96
Task 2. Problem Exploration: Defining the Crisis 53 Types of Presenting Crises 96
Task 3. Providing Support 54 Case Handling at a Community Mental Health
Default Task: Safety 55 Clinic 99
Task 4. Examining Alternatives 56 Police and Crisis Intervention 101
Task 5. Planning in Order to Reestablish Control 56 Changing Role of the Police 101
Task 6. Obtaining Commitment 58 Police and the Mentally Ill/Mentally Disturbed 101
Task 7. Follow-up 58 The Crisis Intervention Team (CIT) Program 102
Assessment in Crisis Intervention 59 Transcrisis Handling in Long-Term Therapy 105
Assessing the Severity of Crisis 60 Anxiety Reactions 106
The ABCs of Assessing in Crisis Intervention 60 Regression 106
The Triage Assessment System 61 Problems of Termination 107
The Triage Assessment Form 61 Crisis in the Therapy Session 107
Alternate Forms of the TAF 67 Psychotic Breaks 108
Psychobiological Assessment 69 People With Borderline Personality Disorder 108
Assessing the Client’s Current Emotional Counseling Difficult Clients 111
Functioning 70 Ground Rules for Counseling Difficult Clients 111
Assessing Alternatives, Coping Mechanisms, Confronting Difficult Clients 112
and Support Systems 71
Confidentiality in Case Handling 112
Assessing for Suicide/Homicide Potential 71
Principles Bearing on Confidentiality 112
Summary 72 The Intent to Harm and the Duty to Warn 113
References 73 Summary 115
References 116
CHAPTER 4
The Tools of the Trade. . . . . . . . . . . . . . . . . . . . . . . . . . 75 CHAPTER 6
Introduction 75 Telephone and Online Crisis Counseling. . . . . . . . 119
Listening in Crisis Intervention 75 Case Handling on Telephone Crisis Lines 119
Open-Ended Questions 75 Telephone Counseling Strategies 121
Closed-Ended Questions 76 Making Psychological Contact 122
Restatement and Summary Clarification 76 Defining the Problem 122
Owning Feelings 77 Ensuring Safety and Providing Support 123
Facilitative Listening 79 Looking at Alternatives and Making Plans 124
Basic Strategies of Crisis Intervention 81 Obtaining Commitment 124
Climate of Human Growth 83 Errors and Fallacies 125
Communicating Empathy 83 Regular, Severely Disturbed,
Communicating Genuineness 86 and Abusive Callers 126
Communicating Acceptance 87 Understanding the Regular Caller’s Agenda 126
Contents ix
Handling the Severely Disturbed Caller 128 Phases of Recovery 169

Other Problem Callers 131 Importance of Acceptance 170
Handling the Problem Callers 133 Risks of Treatment 171
Hotlines 134 Multiphasic/Multimodal Treatment 171
Psychotropic Medication 172
The Internet’s Growing Role in Crisis Intervention 135
Individual Intervention 172
Behavioral Telehealth 135
Emergency/Outcry 172
The Appeal of Online Counseling 136
Extinguishing Intrusive Images 173
Problems of Online Counseling 136
Numbing/Denial 173
Netiquette 137
Reflection and Transition 175
Predispositioning 138
Integration 177
Need for Training 140
Virtual Reality 140 Group Treatment 178
Support Groups 178
Legal, Ethical, and Moral Issues of Telephone
The Life Adjustment Group 183
and Internet Counseling 141
Family Treatment 184
Does It Work? 141
Eye Movement Desensitization and Reprocessing
Summary 142 (EMDR) 184
References 142 The Controversy Over EMDR 184
EMDR Therapy 185
Children and PTSD 188
PART II Handling Specific Crises: Support Systems 188
Types of Trauma 189
Going Into the Trenches 147 Etched Memories 189
Developmental Issues 190
CHAPTER 7 Other Responses to Type I Trauma 190
Posttraumatic Stress Disorder. . . . . . . . . . . . . . . . . . 149 Type II Traumas 191
Background 149 Intervention Strategies 192
Therapy 193
Dynamics of PTSD 152
Diagnostic Categorization 152 Moving Beyond the Trauma 195
Complex PTSD 153 Summary 196
Conflicting Diagnoses 153 References 196
The Question of Preexisting Psychopathology 153
Physiological Responses 154
Affective-State-Dependent Retention 155 CHAPTER 8
Children and Neuropathology 155 Crisis of Lethality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Incidence, Impact, and Trauma Type 156 Background 209
Incidence 156 The Scope of the Suicide Crisis 209
Residual Impact 156 Suicide and the Moral Dilemma 210
Importance of Trauma Type 156 The Dynamics of Suicide 211
Vietnam: The Archetype 157 Psychological Theories 211
Intrusive-Repetitive Ideation 159 Sociological Theory 212
Denial/Numbing 159 Interpersonal Theory 212
Increased Nervous Symptom Arousal 160 Existential-Constructivist Framework 212
Dissociation 160 Other Explanations 213
Family Responses 160 Characteristics of People Who Commit Suicide 214
Maladaptive Patterns Characteristic of PTSD 161 Similarities Between Suicide and Homicide 215
The Traumatic Wake of Iraq and Afghanistan 163 Analyzing Suicide/Homicide Notes/Videos 215
The Comprehensive Solider Fitness Program 163 Myths About Suicide 216
Treatment of Adults 164 Assessment 217
Assessment 164 Suicide Clues 217
x Contents
Assessment Instruments 219 Intervention Strategies With Children 275

Clinical Interview 219 Assessment 275
Using the Triage Assessment Form in Addressing Therapeutic Options 276
Lethality 220 Need for Affirmation and Safety 277
Intervention Strategies 222 Regaining a Sense of Control 277
The Three I’s 222 Education 278
Older Adults 231 Assertiveness Training 278
Guidelines for Family, Friends, and Associates 236 Intervention Strategies for Child Sexual Abuse:
The Psychological Autopsy 237 The Case of Elizabeth 278
Postvention 237 Disclosure 279
Losing a Client to Suicide 241 Immediate Aftermath 279
Summary 241 Prosecuting the Perpetrator 281
Interviewing the Child 281
References 242
Preparing the Child for Testimony 282
Aftermath 282
CHAPTER 9
Counseling 283
Sexual Assault. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Group Counseling 283
The Scope of the Problem 248 Boundary Issues 284
Underreporting 249 Group Support Work With Nonoffending Parents 284
The Unique Situation of Sexual Abuse/ Preventing Revictimization 284
Rape Survivors 249 Individual Counseling 284
Defining Rape 249
Summary 288
The Dynamics of Rape 249
References 289
Social/Cultural Factors 250
Personal and Psychological Factors 250
Myths About Rape 251 CHAPTER 10
Date and Acquaintance Rape 253 Partner Violence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Date Rape Risk 254 The Incidence of Partner Violence 298
Preventing Date, Acquaintance, and Other Forms
Emerging Approaches to Partner Violence 299
of Rape 254
Dynamics of Partner Violence 300
Intervention Strategies for Rape and Battery:
Psychosocial and Cultural Dynamics 300
The Case of Melody 255
Psychological Factors 304
Immediate Aftermath 255
Stressors 305
The Following Three Months 259
Myths About Battering 306
Adult Survivors of Childhood Sexual Abuse 261 Profiling the Batterer 307
Psychological Trauma and Sequelae 261 The Cycle of Violence 307
False Memories 262 Realities for Abused Women 308
Intervention Strategies for Adult Survivors: Intervention Strategies 309
The Case of Heather 263 Assessment 309
Assessment 264 Components of Intervention 312
Treatment of Adults 265
Shelters 318
Discovery and Admission 265
Counseling Women at Shelters 319
Grounding 266
Follow-Up 322
Validation 267
Extinguishing Trauma 267 Intervention With Children 322
Prolonged Exposure/Cognitive Restructuring 268 Courtship Violence 325
Grief Resolution 269 Stalking 325
Support Groups for Adult Survivors 270 Gay and Lesbian Violence 326
Sexual Abuse in Childhood 271 Prevalence of Violence 326
Dynamics of Sexual Abuse in Childhood 272 Complicating Factors 327
Dynamics of Sexual Abuse in Families 273 Crisis Intervention Involving Gay and Lesbian
Phases of Child Sexual Abuse 274 Violence 327
Contents xi
Treating Batterers 329 The Treatment Group 388

Intervention Models 329 Learning Relationship Skills 389
Treatment Models 330 Accepting Responsibility 389
Hybrid Models 330 Getting Past Denial 390
Treatment Goals 330 Confrontation 391
Assessment 331 Limit Testing 393
The Intake Interview 331 Treatment Secrets 393
Motivation 332 Disrupting Irrational Mental Sets 394
A Typical 24-Session Anger Management Group 332 Overcoming Environmental Cues That Lead
Program Success 337 to Drinking 395
Summary 338 Treating the Family 396
Aftercare and Relapse Prevention 399
References 339
Summary 402
References 403
C H A P T E R 11
Chemical Dependency: The Crisis
of Addiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 CHAPTER 12
Sociocultural Determinants of Substance Abuse 350 Personal Loss: Bereavement and Grief . . . . . . . . . . 414
Alcohol: Number One Abused Substance 351 Terms Critical to Understanding Loss 416
Models of Addiction 352 Dynamics of Bereavement 417

Cultural Dynamics 417
Definitions of Commonly Used Terms 354 Sociocultural Mores 418
The Dynamics of Addiction 356 Spirituality and Religion 419
Defense Mechanisms 356 Conceptual Approaches to Bereavement 420
Enabling and Codependency 358 Stage/Phase Models 420
Children in Alcoholic Families 360 A Counterpoint to Traditional Models 421
Family Rules in Alcoholic Families 361 Assessment Tools 423
Adult Children of Alcoholics 363 Types of Loss 423
Treatment Approaches 365 Death of a Spouse 423
Alcoholics Anonymous (AA) 365 Loss Due to Caregiving 424
Cognitive-Behavioral Therapy (CBT) 366 Death of a Child 425
Inpatient Treatment: The Minnesota Model 367 Bereavement in Childhood 425
Outpatient Programs 367 Bereavement in Adolescence 428
Contingency Management (CM) 368 Bereavement in Elderly People 429
Community Reinforcement Approach (CRA) 368 HIV/AIDS 430
Reinforcement-Based Treatment (RBT) 369 Job Loss 431
Inpatient or Outpatient? 370 Separation and Divorce 432
Contemporary Model 370 Death of a Pet 433
Multivariate Diagnosis 371 Complicated/Prolonged Grief, Bereavement,
Matching Treatment to Client 371 and Mourning Reaction 433
Dual Diagnosis 371 Intervention Strategies 435
Intervention Strategies 372 Being There for Grievers: A Worker Imperative 436
Motivation and Stages of Change 372 Fitting Technique to Style of Grief 437
To Drink or Not to Drink 374 Cognitive-Behavioral Approaches 438
Assessment 375 Narrative Therapy 438
Crisis Points in Chemical Dependency Treatment 381 Attachment Theory and Therapy 439
Detoxification 385 Dealing With Loss 439
Principles of Treatment 385 Sudden Death of a Spouse 439
Treatment Techniques 385 Traumatic Death of a Child 442
Treatment Goals 385 Bereavement in Childhood 447
Treatment Protocol 386 Separation and Divorce 449
Individual Therapy 387 Death of a Pet 453
xii Contents
Bereavement in Elderly People 454 Epilogue 527

Bereavement in an HIV-Infected Client 456 Summary 528
Complicated Grief: Death of a Mother 457
References 529
The Crisis Worker’s Own Grief 461
Is There Any Lemonade in All These Sour Lemons? 462
Summary 463
References 464
PART III On the Home Front:
Crisis in the Human
C hapter 1 3 Services Workplace 539
Crises in Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474
The New-Millennium, Violence-Proof School CHAPTER 14
Building 474 Violent Behavior in Institutions. . . . . . . . . . . . . . . . 541
Conflicting Statistics 476 Precipitating Factors 542
Violence and Youth 478 Institutional Culpability 543
Gangs 479 Universities and Their Counseling Centers 543
Types of Gangs 479 Denial 544
Emergence of Suburban and Rural Gangs 480 Staff Culpability 545
Gang Intervention/Prevention Programs 480
Legal Liability 545
Bullying 485
Cyberbullying 486 Dynamics of Violence in Human Services Settings 546
Individual Intervention 487 Violence Potential Assessment Instruments 546
Bases for Violence 546
The Estranged Violent Juvenile Offender 488
A Comparison of Traits, Characteristics, and Intervention Strategies 549
Behaviors of SVJOs and EVJOs 489 Security Planning 549
Case Study: Seung-hui Cho 493 Commitment and Involvement 549
Screening the EVJO 493 Worksite Analysis 549
Interviewing the Potential EVJO 495 Hazard Prevention and Control 550
Acting 498 Training 552
Record Keeping and Program Evaluation 555
School-Based Suicide Prevention and Intervention 499 Stages of Intervention 555
Risk Factors/Predictors/Cues 500
Preadolescent Suicide 500 The Violent Geriatric Client 564
Child and Adolescent Cases of Suicidal Ideation 501 Mild Disorientation: The Case of Cliff 564
Postvention 505 Distinguishing Between Illusions and
Hallucinations 567
Legal and Ethical Issues of Potentially Violent Severe Disorientation: The Case of Grace 568
Behavior 509
Confidentiality and Duty to Warn 509 Follow-up With Staff Victims 569
Consistency of Intervention 511 Summary 571
The Problem of “Doing Something” in a University References 571
Setting 511
Planning for a Crisis 515 C hapter 1 5
The Crisis Response Planning Committee 516 Crisis/Hostage Negotiation . . . . . . . . . . . . . . . . . . . . 579
The School Crisis Response Team (SCRT) 517
Dynamics of Hostage Taking 580
Implementing the Crisis Plan 519 Types of Hostage Takers 581
Physical Requirements 519 The Mentally Disturbed 581
Logistics 519 Other Hostage Takers 586
Responding to the Crisis 520 Stages and Dynamics of a Hostage Situation 588
Bereavement in Schools 523 Intervention Strategies 591
Group Work 524 Communication Techniques 592
Defining the Boundaries 525 Containing the Scene 593
Transcrisis Intervention 525 Gathering Information 594
The Case of Josh 525 Stabilizing the Situation 594
Contents xiii
Persuading the Hostage Taker to Give Up 596

Negotiating in a Hostage Situation: The Case PART IV No Man’s Land:
of James 598 Facing Disaster 647
The Crisis Worker as Consultant 603
If You Are Put in the Role of Negotiator 603 C HAP TE R 17
If You Are Held Hostage 604 Disaster Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649
Intervention After Release 605 A Brief History of Disaster Mental Health Provision 649
Crisis Intervention With Hostage Survivors 606
Where the World Is 652
Crisis Intervention With the Hostage Negotiator 608
International Terrorism and Human-Made
Summary 609
Disasters 652
References 609
New Directions and New Visions 654
C hapter 1 6
System Overview 655
Microsystem 656
Human Services Workers in Crisis:
Mesosystem 656
Burnout, Vicarious Traumatization, Exosystem 659
and Compassion Fatigue. . . . . . . . . . . . . . . . . . . . 612 Macrosystem 659
Helping Professionals: Prime Candidates 612 Chronosystem 660
Defining Burnout 613 Defining Principles of a Crisis Intervention
Dynamics of Burnout 614 Ecosystem 664
Cornerstones of Burnout 614 National Crisis Response Teams 665
Research on Burnout Dynamics 615 Vertically and Horizontally Integrated Local
Myths That Engender Burnout 616 Emergency Management Systems 668
Symptoms of Burnout 617 Mental Health Components of Local EMAs 673
Levels of Burnout 617 What Happened With Katrina? 674
Stages of Burnout 617 Psychological First Aid and Psychosocial Support
as Applied to Disaster Survivors 676
Worker–Client Relationships 619
When More Than PFA Is Needed 676
Countertransference 619
The Current State of Affairs 677
Secondary Traumatic Stress/Vicarious
Traumatization/Compassion Fatigue 620 The People of Disasters: Responders and Survivors 678
Compassion Satisfaction 621 Crisis Workers at the Disaster 678
Thoughts of a Mental Health Worker on Katrina
The Culpability of Organizations 621
One Year Later 679
Self-Recognition of Burnout 622 Lessons I Learned From Katrina 681
Intervention Strategies 622 Case Study of the Benefield Family 683
Assessment 623
Focus on the Worker 696
Intervention Through Training 624
Debriefing 696
Intervention With the Organization 624
Debriefing Emergency Workers 697
Self-Care 629
Debriefing Crisis Workers 699
Private Practitioners and Burnout 629
Final Thoughts 702
Intervention With the Individual: A Case Study 630
Summary 702
Epilogue: Cross-Cultural Comparisons 639
References 703
Summary 640
References 640 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 712
Preface
Purpose of the Book ventive measures for their psychological health as they
The primary purpose of this book is to present applied are for their physical health.
therapeutic counseling in general, and crisis interven-
The Case for an Applied Viewpoint
tion in particular, in a way that effectively describes
The materials and techniques we promote in this book
actual strategies to alleviate the crisis. In our experi-
come from two sources: first, the authors’ own experi-
ence, most clients who enter counseling or psychother-
ences in teaching and counseling in crisis situations, and
apy do so because of some sort of crisis in their lives.
second, interviews with people who are currently in the
Although “preventive” counseling is the ideal, personal
trenches, successfully performing counseling and crisis
crisis generally provides the impetus that impels real
intervention. We have obtained input from many differ-
clients into contact with a helping person. This book
ent individuals in the helping professions, whose daily
provides a perspective that puts you into the crisis situ-
and nightly work is dealing directly with human dilem-
ation as it is occurring, enabling you to experience what
mas, and have related their views to the best of current
crisis workers are experiencing as they operate.
theory and practice from the professional literature.
Through many hours of dialogue, these experts have pro-
Rationale vided the most contemporary strategies and techniques
The Primacy of Crisis Intervention in use in their particular fields. They have also reviewed
The two Chinese characters embedded on the front the content of each crisis category and have provided
cover of the book and at the beginning of each chap- much helpful commentary and critique of the ecology
ter symbolize both “danger” and “opportunity.” Those and etiology, tactics and procedures, terminology, and
two elements are the essence of crisis—the human di- developmental stages of the specific crises with which
lemma that is common to all cultures. We believe that they work. Therefore, what you read in the case-handling
practically all counseling is initiated as crisis interven- strategies comes directly from the horse’s mouth.
tion. As much as the helping professions would prefer Where controversies exist in regard to treatment
otherwise, people tend either to avoid presenting their modalities, this text attempts to present as many
problems to a helper until those problems have grown perspectives as possible. Dr. Gilliland has been dead
to crisis proportions, or to become ensconced in situ- for 10 years, so if you encounter problems with the tac-
ational dilemmas that wind up in unforeseen crises. tics and techniques presented in the current edition,
Our ideal objective, as human service workers, is to es- the fault is undoubtedly in Dr. James’s rendition of the
tablish primary prevention programs so effective that current research and therapeutic modalities.
crisis intervention will seldom be needed. However, it The authors have endeavored to incorporate, syn-
appears that people will not be as quick to adopt pre- thesize, and integrate the case-handling strategies of
xiv
Preface xv
the resource people in a comprehensive, fluid, and dy- view of the situation or problem as you read about cri-
namic way that will provide crisis workers with a basic sis workers attempting to grapple with heart- and gut-
set of tenets about effective crisis intervention. This wrenching problems.
book is not about long-term therapy or theory. Nor is Finally, because of a virtually unlimited supply of
it a volume dealing with crisis from only one theoreti- different crisis situations, we have had to make tough
cal perspective, such as a psychoanalytic approach or a decisions about what kinds of problems to illustrate in
behavioral system. The book incorporates a wide diver- the most generic and comprehensive way so as to reach
sity of therapeutic modalities and reflects our eclectic the broadest possible audience. We understand and em-
approach to crisis intervention. pathize very deeply with readers who may have suffered
Specific crises demand specific interventions that terrible crises that are not mentioned in this book and
span the whole continuum of therapeutic strategies. who are puzzled, chagrined, and angry that we have not
The strategies presented in this book shouldn’t be con- given space and time to the particular crisis that they
strued as the only ones available for a particular crisis. have suffered through. For that we apologize. The space
They are offered as “best bets” based on what current available means that we simply cannot include all situ-
research and practice indicate is appropriate and appli- ations. However, what we would like you to do, rather
cable. Yet these strategies may not be appropriate for all than rail at our callous treatment in ignoring your par-
practitioners with all clients in all situations. ticular dilemma, is to imagine how the strategies and
Good crisis intervention, as well as good therapy of techniques you are reading about might apply to the
any other kind, is a serious professional activity that particular crisis you have experienced. We hope that
calls for creativity and the ability to adapt to changing what we say about those crises will help you come to un-
conditions of the therapeutic moment. To that extent, derstand the dynamics of your own crisis a bit better.
crisis intervention at times is more art than science
and is not always prescriptive. Therefore, we caution Basic Relationship Skills. The listening and responding
you that there are no clear-cut prescriptions or simple skills described in Chapter 4 are critical to everything
cause-and-effect answers in this book. else the worker does in crisis intervention. Yet on cur-
sory inspection these techniques and concepts may seem
The Case for an Experiential Viewpoint at best simplistic and at worst inane. They do not appear
The fact that no single theory or strategy applies to every to fix anything because they are not “fixing” skills. What
crisis situation is particularly problematic to those who they do is give the crisis worker a firm basis of operation
are looking for simple, concrete answers to resolve the from which to explore clearly the dilemma the client is
client problems they will face. If you are just beginning facing. Basic listening and responding skills are the pre-
your career in the human services, we hope that while requisites for all other therapeutic modalities.
reading and trying out activities in this book you will Our experience has shown us over and over that stu-
suspend your judgment for a while and be open to the dents and trainees who scoff at and dismiss these basic
experience as you read about crisis workers attempting relationship skills are the ones who invariably have the
to implement theory into practice. most trouble meeting the experiential requirements of
our courses and workshop training sessions. We feel
Moral Dilemmas. An issue that permeates many of the very strongly about this particular point and thus ask
topics covered in this book concerns the emotions they you to read Chapter 4, The Tools of the Trade, with an
generate and the beliefs about what is morally “right” open mind. Students and veterans who operate in a cli-
and what is morally “wrong” that pervade those topics. ent-centered mode may find some of what we propose
People have been willing to go to prison or die because to be pretty close to heresy, because a lot of these tools
of the strong beliefs they hold about many of these top- are directive and judgmental regarding the action to
ics. Where such moral issues and beliefs abound, we be taken—particularly when client safety is concerned.
have attempted to deal with them in as even-handed a Again we ask you to suspend judgment and give these
manner as possible. This book is not about the moral- tools a good tryout in this new venture.
ity of the issues covered, but rather about what seems
to work best for the people who are experiencing the Role Play. If this volume is used as a structured learn-
dilemma. We ask you to read the book with that view ing experience, the case studies in each chapter are
in mind and, at least for a while, suspend your moral a valuable resource for experiential learning. So are
xvi Preface
the exercises your instructor will give you, as are the with verbiage. We did it because the field of crisis in-
videos. It is essential that you observe effective crisis tervention keeps expanding rapidly, as does the knowl-
intervention models at work and then follow up by edge base. Therefore, you need to know the “stuff” to
actually practicing and enacting the procedures you do your job effectively. If you just watch the PowerPoint
have observed. Intensive and extensive role play is an presentations or the video clips, you might get enough
excellent skill builder. A critical component of train- knowledge to pass your instructor’s tests. However, you
ing is not just talking about problems but practicing won’t know enough to help your client or yourself when
the skills of handling them as well. Talking about a you get in a tight spot. So read, read, read.
problem is fine, but attempting to handle a live situ- Finally, if you are never, ever going to be a crisis
ation enables the trainee to get involved in the busi- interventionist, but you are a “consumer,” this book
ness of calming, defusing, managing, controlling, and can still be very useful. Sad to say, but just through
motivating clients. Role play is one of the best ways living, you are going to encounter a lot of the crises
of practicing what is preached, and it prepares human in this book that are going to afflict you, your loved
services workers for developing creative ways to deal ones, your friends, your workplace, and the ecosystem
with the variety of contingencies they may face. Role in which you live. This book can give you the basic
play gives human services workers the chance to find knowledge to deal with the crisis or know when it’s
out what works and doesn’t work for them in the safety time to get help.
of a training situation and affords their fellow students
and trainees an opportunity to give them valuable Organization of the Book
feedback.
Part I, Basic Training
A major problem in role play is the perception of
Part I of the book introduces the basic concepts of crisis
standing up in a class or workshop and risking making
intervention. It comprises Chapters 1, 2, 3, 4, 5, and 6.
a complete fool of oneself. We want to assure you that in
our classes and training sessions we don’t expect perfec- Chapter 1, Approaching Crisis Intervention. Chapter 1
tion. If our students and trainees were perfect at crisis contains the basic rationale and the theoretical and
intervention, they wouldn’t be taking instruction from conceptual information needed for understanding
us in the first place! Therefore, put your inhibitions on applied crisis intervention.
the shelf for a while and become engaged in the role
Chapter 2, Culturally Effective Helping. Chapter 2
plays as if the situations were real, live, and happening
is concerned with how crisis and culture interact.
right now. Further, be willing and able to accept critical
Dealing effectively with people from diverse back-
comments from your peers, supervisors, or instructors.
grounds who are undergoing a crisis or have survived
Your ego may be bruised a bit in the process, but that’s
a disaster mandates an understanding of and sensitiv-
far better than waiting until you are confronted with an
ity to multicultural issues. “Social locations” for both
out-of-control client before you think about what you
worker and client play a major role in crisis interven-
are going to do. Over and over, our students report that
tion work.
this component of instruction was the most profitable
to them and was also the most fun! Chapter 3, The Intervention and Assessment Models.
Give the exercises that go with each chapter your Chapter 3 introduces the new task model for crisis in-
best effort, process them with fellow students or train- tervention as well as the triage assessment system for
ees, and see what fits best with your own feelings, rapidly assessing the severity of the crisis in a multidi-
thoughts, and behaviors. Many times our students and mensional way.
trainees attempt to imitate us. Although it is gratifying
Chapter 4, The Tools of the Trade. Chapter 4 provides
to see students or trainees attempting to be “Dr. J.,” it
a conceptual as well as a skill-building model of crisis
is generally an exercise in futility for them. What they
intervention that applies to all crisis categories. It de-
need to do is view us critically as we model the proce-
scribes listening and relationship skills, strategies, and
dures and then incorporate their own style and person-
practical guidelines for initial intervention in all types
hood into the procedures. We urge you to do the same.
of crises.
More “Stuff.” Some of these chapters are really long. We Chapter 5, Crisis Case Handling. Chapter 5 presents an
didn’t put all that “stuff” in there to beat you to death overview of how crises are handled. Long-term therapy
Preface xvii
is compared with crisis intervention. Different venues In addition to examining the immediate aftermath of
where crisis intervention operates are explored to give sexual assault on both children and adults, this chapter
an overview of the general tactics and strategies that also examines adult survivors of sexual/physical abuse
are used. experienced in childhood.
Chapter 6, Telephone and Online Crisis Counseling. The Chapter 10, Partner Violence. Chapter 10 deals with a
majority of crisis intervention is now done on the tele- crisis that many people in domestic relationships face:
phone. The wave of the future for crisis counseling will being treated violently by their partners. This chapter
most likely be the Internet. This chapter explores the is- provides strategies to help people who are suffering
sues and techniques that are involved in these two me- abuse in any kind of domestic relationship. The chapter
diums of communication. also deals with emerging treatment techniques for the
batterers.
Part II, Handling Specific Crises:
Chapter 11, Chemical Dependency: The Crisis of Ad-
Going Into the Trenches
diction. Chapter 11 deals with one of the most press-
Part II (Chapters 7 through 13) addresses a variety of
ing issues of our day, addiction to substances. Because
important types of crises. Each chapter in Part II de-
chemical addiction is such a pervasive scourge on our
scribes the background and dynamics of the particu-
society, no human services worker in the public arena
lar crisis type to provide a basic grasp of the driving
can escape dealing with its effects. Crises of codepen-
forces behind the dilemma. Although some theory
dency and the long-term effects of substance abuse that
is presented to highlight the therapeutic modalities
create crises in the lives of adult children of addicts are
used, comprehensive theoretical systems are beyond
also examined in this chapter.
the scope of this book. For sources of that informa-
tion, turn to the reference section at the end of each Chapter 12, Personal Loss: Bereavement and Grief.
chapter. Chapter 12 presents a type of crisis that every person
In Part II we provide scripts from real interventions, will sooner or later face: personal loss. Even though
highlighted by explanations as to why the crisis work- the phenomenon of loss has been with us as long as the
ers did what they did. Techniques and cases are used to human species has existed, many people in our contem-
support live tryout, experiencing, and processing of the porary culture are poorly prepared and ill-equipped to
cases and issues in each chapter. deal with it. This chapter provides models and strate-
gies for coping with unresolved grief. It uses ultimate
Chapter 7, Posttraumatic Stress Disorder. Posttraumatic
loss—death—to examine a variety of problems associ-
stress disorder (PTSD) is the linchpin chapter of this
ated with termination of relationships, both for the cli-
section. Many of the chapters that follow deal with
ent and for the crisis worker.
problems that may be precursors of PTSD or, alter-
nately, may represent its manifestations. Chapter 13, Crises in Schools. Schools have become a
focal point for the violence perpetrated by gangs and
Chapter 8, Crisis of Lethality. Chapter 8 focuses on
disenfranchised and socially isolated children and ado-
strategies that crisis workers need in working with peo-
lescents. This chapter examines crises as they impact
ple who are manifesting lethal behavior. Suicidal and
schools from preschool through higher education. It
homicidal ideation flows through many other problems
considers what crisis workers need to do in assessing,
that assail people the human service worker is likely to
screening, and working with the potentially violent
confront, and is a consideration for all providers of cri-
individual student who is estranged from the social
sis intervention services in regard to the safety of both
mainstream of the school. It also deals with what the
those clients and the interventionists.
crisis worker needs to know in dealing with a problem
Chapter 9, Sexual Assault. Chapter 9 address a soci- that has become endemic in youth—suicide. The chap-
etal crisis that practically every human services worker ter describes what goes into making up a crisis response
will eventually encounter—clients who have either team for a school building and a school system, and
experienced or been affected by sexual assault. Sexu- how such teams respond when a crisis occurs. Finally,
ally assaulted clientele are a special population because some of the legal and ethical ramifications of dealing
of the negative moral and social connotations associ- with minors who are contemplating or have engaged in
ated with the dehumanizing acts perpetrated on them. acts of violence are considered.
xviii Preface
Part III, On the Home Front: Crisis in the interpretations than with focusing on practical matters
Human Services Workplace of how to respond in crisis situations, in order to give
Part III (Chapters 14 through 16) concentrates on the you an understanding of some of the general types of
problems of crisis workers themselves and their em- crises you will face and the basic skills you will need to
ploying institutions. do something about them.
Chapter 14, Violent Behavior in Institutions. Chapter 14 New to the Seventh Edition
tackles the little publicized, and badly neglected, type • New videos, available on DVD and through
of crisis that workers in many institutions face daily: CourseMate (both available for packaging with
violent behavior within the walls of the institution. the text), correlate with the text and demonstrate
Regardless of the organizational setting in which they crisis intervention techniques, enabling students
are employed, workers will find in this chapter useful not only to understand the theoretical underpin-
concepts and practical strategies that they and the in- nings of crisis intervention but also to apply them
stitution can put to immediate use with agitated and in crisis situations, thus learning how the theories
potentially assaultive clients. play out in crisis scenarios.
Chapter 15, Crisis/Hostage Negotiation. Chapter 15 • This updated edition includes references to semi-
presents another issue that human services workers pay nal historical works as well as new research.
little attention to, until it happens to them. The taking • Chapter 1, Approaching Crisis Intervention, now
of hostages has become well-publicized through terror- includes an expanded history of crisis intervention.
ism and other acts of violence. However, many hostage • Chapter 2, Culturally Effective Helping, contains
takings occur within the confines of human services extensive new material, in particular the use of
work settings. This chapter provides basic crisis nego- Brown’s social location theory as it applies to cri-
tiation strategies and survival techniques that may en- sis. Videos developed for the text include a live
able a human services worker to contain and survive a scenario using the new theory.
hostage situation. • The discussion of basic intervention skills is now
divided into two chapters in order to make the
Chapter 16, Human Services Workers in Crisis: Burnout, content easier for students to manage. Chapter 3,
Vicarious Traumatization, and Compassion Fatigue. The Intervention and Assessment Models, presents
Chapter 16 is about you and all human services work- the new hybrid task/step crisis intervention model
ers who are in the helping professions. No worker is and an expanded version of the Triage Assessment
immune to stress, burnout, and the crises that go with Form. Chapter 4, The Tools of the Trade, covers the
human services work. This fact is particularly true in basic techniques used in crisis intervention.
crisis work. This chapter should prove valuable for any • The discussion of case handling in Chapter 5, Cri-
worker anywhere whose work environment is frenetic sis Case Handling, has been updated, with more
and filled with crisis intervention or whose personality coverage of borderline personality disorders and
tends to generate compulsive behavior, perfectionism, legal changes that affect how crisis intervention
or other stressors that may lead to burnout. clients may be handled.
Part IV, No Man’s Land • Chapter 6, Telephone and Online Crisis Counsel-
ing, now offers much more discussion of Internet
Part IV focuses on an ecosystem view of crisis and cri-
and telehealth applications.
sis intervention. It also provides an up-close-and-per-
• The coverage of PTSD in Chapter 7, Posttraumatic
sonal picture of the crisis workers who operate at the
Stress Disorder, has been substantively updated
scene of a disaster.
and enhanced, with new content on the new
Chapter 17, Disaster Response. Chapter 17 explores the military wellness programs as well as the use of
theoretical basis and operating paradigm for large-scale traumagrams.
disasters. It also describes a variety of crisis workers as • Chapter 8, Crisis of Lethality, has updated and ex-
they respond to a natural disaster, both how they take panded coverage of both assessment and interven-
care of survivors and how they take care of themselves. tion strategies for lethal clients.
In summary, we have been less concerned with intel- • Case material in Chapter 9, Sexual Assault, has
lectualizing, philosophizing, or providing theoretical been refined to better illuminate issues in all three
Preface xix
segments discussed in the chapter: adult sexual adaptation, borderline personality disorder, domes-
assault, adult survivor of childhood sexual assault, tic violence, psychological autopsy, alcohol addiction,
and child assault. critical incident stress debriefing, PTSD, rape, adult
• Chapter 10, Partner Violence, has expanded com- survivor of childhood sexual assault, violent students,
mentary on shelters and community models of burnout, survivors of disaster, and suicide. Instructors
intervention. can package the DVD with the student textbooks at
• Chapter 11, Chemical Dependency, has expanded the bookstore when placing their textbook order. If the
coverage of behavioral treatment models and how DVD did not come packaged with this text, it can be
they are used in inpatient and outpatient programs. purchased separately at www.cengagebrain.com.
• Chapter 12, Personal Loss, has undergone major
changes. The former stage models have largely been CourseMate Website for Crisis Intervention
supplanted by process-oriented models such as the Strategies, Seventh Edition
dual process and adaptive models of grieving. The CourseMate website includes a suite of student re-
• Chapter 13, Crises in Schools, now includes more sources such as quizzes, activities, an eBook, and ex-
on bullying and cyberbullying, as well as conta- emplar videos developed to accompany this text. These
gion suicide. video clips demonstrate various crisis intervention sce-
• Chapter 14, Violent Behavior in Institutions, has narios through the use of role play by Dr. James and
expanded coverage on treatment of workers who his students. Included scenarios address job loss, child
have been the victims of assault. neglect, cultural adaptation, borderline personality dis-
• Chapter 15, Crisis/Hostage Negotiation, intro- order, domestic violence, psychological autopsy, alco-
duces the SAFE and REACT models that are cur- hol addiction, critical incident stress debriefing, PTSD,
rently being used in hostage negotiation. rape, adult survivor of childhood sexual assault, violent
• Chapter 16, Human Services Workers in Crisis, students, burnout, survivors of disaster, and suicide.
which addresses burnout among human services Instructors can package a printed access code with the
workers, now includes expanded coverage of com- student textbooks at the bookstore when placing their
passion fatigue and compassion satisfaction. textbook order. If the printed access code did not come
• Chapter 17, Disaster Response, provides more his- packaged with this text, instant access can be pur-
torical background on disaster response systems chased separately at www.cengagebrain.com.
and how they have grown. New communications
and planning techniques are discussed, along Instructor’s Ancillaries
with the role of psychological first aid in disaster Online Instructor’s Manual
workers’ responses to survivors. The instructor’s manual includes classroom exercises,
role plays, and case studies, as well as practice test
questions.
Student Ancillaries
DVD for Crisis Intervention Strategies Online Test Bank
Video clips demonstrate various crisis intervention sce- The Online Test Bank contains true/false, multiple-
narios through the use of role play by Dr. James and his choice, and short essay questions with page number
students. Included scenarios address job loss, cultural text references.
Acknowledgments
In writing a book that covers so many diverse areas of appreciate them deeply and have stood in awe and ad-
the human condition, it would be extremely presumptu- miration in regard to how many of them have gone on
ous of us to rely solely on our own expertise and theories to excel in this field.
of truth, beauty, and goodness to propose crisis inter- A special thanks to Emily Meadows, doctoral stu-
vention techniques as the one true path of enlighten- dent and counselor at Memphis Catholic High/Middle
ment to dealing with crises. We decided that the only School, for her excellent work in creating the online
realistic way to present the most current, reliable, and practice quizzes and PowerPoint presentations. You
practical techniques of crisis intervention would be to might want to thank Emily yourself because you are
go straight to the people who do this work day in and going to find those are really helpful in learning the
day out. They are not “big names,” but rather people material and maybe even in getting an A.
who go methodically about the business of crisis inter- We extend our grateful appreciation to the follow-
vention daily in their respective venues. They work in ing professionals who have served as our editors and
such diverse occupational roles as ministers, police offi- other gophers: Seth Dobrin, Senior Acquisitions Editor;
cers, psychologists, social workers, psychiatrists, nurses, Naomi Dreyer, Assistant Editor; Suzanna Kincaid, Edi-
marriage and family counselors, correction counsel- torial Assistant; Elizabeth Momb, Media Editor; Tami
ors, and school counselors. They work in every kind of Strang, Marketing Program Manager; Rita Jaramillo,
agency and institution that deals with people and their Content Project Manager; Caryl Gorska, Art Director;
dilemmas. They range geographically from across the Judy Inouye, Manufacturing Planner; Dean Dauphi-
United States to across the world. They are an encyclo- nais, Rights Acquisitions Specialist; Anne Draus, pro-
pedia of practical knowledge, and we are deeply in their duction manager at Scratchgravel Publishing Services;
debt for the help, advice, time, interviews, and critiques Greg Draus, illustrator and art wizard; Ashley Lien-
they have provided. This book would not be possible ing, text researcher; and Peggy Tropp, copyeditor. They
without their assistance, and we thank them one and all. have practiced their own crisis intervention skills when
We would also like to thank the students in our cri- we have become oppositionally defiant to written com-
sis intervention classes at the University of Memphis. If ments and suggestions.
you watch the videos that accompany this text, you are Finally, we would certainly like to acknowledge the
going to meet some of them up close and personal— following reviewers for their cogent comments and in-
both as crisis interventionists and as wild and crazy cli- sightful critiques.
ents! You will see that as rookies they are not perfect,
but they are pretty darn good. They had fun making the Seventh Edition:
videos, and we hope you will have as much fun practic- Lorraine Barber, Community College of Philadelphia
ing these skills as they did. We want them to know we Renee Henry, Central Texas College
xx
Acknowledgments xxi
Stephany Hewitt, Trident Technical College Jan Hockensmith, Olivet Nazarene University
Debra Johnson, Lindenwood University Debbie l. Hogan, Ferrum College
Nicole Williams, Anne Arundel Community College Pearl Jacobs, Sacred Heart University
Jean Keim, University of Arizona South
Sixth Edition:
Bonnie Kendall, Columbia Basin College
Annette Albrecht, Tarleton State University
Larry Kontosh, Florida Atlantic University
Sarah Altman, Southwestern Community College
Alan M. Lavallee, Delaware Technical & Community
Irene Mass Ametrano, Eastern Michigan University
College
Larry Ashley, University of Nevada, Las Vegas
Eric Ling, Mount Olive College
Faye Austin, Springfield College
J. Barry Mascari, Kean University
Ed Barker, Liberty University
Virginia McDermott, University of New Mexico
Ken Bateman, Amberton University
Richard Mizer, Columbia College/Ft. Leonard Wood
Evelyn Biles, Regent University
Christine Mouton, University of Central Florida
John Boal, University of Akron
Jean Nuernberger, Central Missouri State University
Patricia Bromley, University of Wisconsin–Platteville
Suzette Overby, Riverland Community College
Robert M. Burns, Hesser College
Derrick Paladino, University of North Texas
Tommy Caisango, Webster University
Sue Passalacqua, California State University, Fullerton
Nancy G. Calley, University of Detroit Mercy
Debra Pender, Southern Illinois University/Northern
William F. Cavitt, Troy University, Florida Region
Illinois University
Barbara Chandler, University of Alabama
Beth Potter, Anne Arundel Community College
Joseph C. Ciechalski, East Carolina University
Michael Poulakis, University of Indianapolis
Cynthia A. Cook, Saint Louis University
Mary Rogers, Black Hills State University
Carolyn Dallinger, Simpson College
Lori Rudolph, University of New Mexico
Ronald Dickerson, Trident Technical College
Christopher Schanno, Drexel University
Eustace Duffus, Prairie View A&M University
Shanta Sharma, Henderson State University
James Duffy, Springfield College
Debbie Simpler, Belmont University
Kelly Duncan, Northern State University
Jakob Steinberg, Fairleigh Dickinson University
Louis F. Garzarelli, Mount Aloysius College
Darlene Townsend, Northwest Nazarene University
Patricia Harris, Sandhills Community College
Joy S. Whitman, DePaul University
Daphne Henderson, East Tennessee State University
Shannon Wolf, Southwestern Baptist Theological
Pilar Hernandez, San Diego State University
Seminary
James Herndon, Columbia College
PA R T I
Basic Training
Crisis Intervention Theory and Application
Part I introduces you to the fundamental concepts, theories, strategies, and skills
needed to understand and conduct effective crisis intervention. Chapter 1 presents a
brief historical overview of the field and introduces the conceptual dimensions of crisis
work. Chapter 2 deals with the ecosystemic and multicultural considerations involved
in providing crisis intervention. Chapter 3 serves as a key to the application of assess-
ment and intervention strategies in crisis intervention. Chapter 4 describes the basic
skills and techniques crisis interventionists use. Chapter 5 explains the major compo-
nents of effective case management in crisis intervention. Chapter 6 discusses two of
the main ways that crisis intervention is delivered—by telephone and Internet.
Another random document with
no related content on Scribd:
centre of Russia, and on the other to the new northern through
route, which, via Kotlass and Archangel, is this year to bring
the cereals of Siberia to London."
Great Britain, Parliamentary Publications

(Papers by Command: Miscellaneous Series No. 533,
1900, pages 5-7).
"It may be a wild idea, but Russian engineers are actually

talking of a railroad from Stryetensk to Bering Strait, over a
comparatively easy route that does not enter the Arctic
Circle. This imaginary line, they hope, would connect with the
American line which is now being built to Dawson City, the
distance from which to Stryetensk is about three thousand
miles. If this road ever is completed they figure that New
York will be placed in railroad connection with London,
Calcutta and Cape Town."
A. H. Ford,
The Warfare of Railways in Asia
(Century, March, 1900).
"Siberia and the Amur lands are rich beyond belief. … This
vast territory, long looked upon as a barren waste, is
destined to be one of the world's richest and most productive
sections. In northern France, wheat ripens in 137 days; in
Siberia, in 107. Even heavy night frosts do not injure the
young seed. Under such conditions, the possibilities of
agriculture are practically unlimited. I may add that oats
require, in Siberia and in the Amur country, only 96 days, and
in the regions of the Yenisei only 107. The frost period lasts
only 97 days in the Irkutsk country. Transbaikalia lies
entirely within the agricultural regions; so, too, almost the
entire territory traversed by the Amur as far north as it
runs. Efforts are being made to obtain along the Amur at least
300,000 square kilometers (115,835 square miles) for the
higher forms of northern agriculture. Climatically, the best
of northern Asia's territory, for planting purposes, is the
Usuri country, which, in spite of its vast tracts of wood and
grazing lands, has 195,000 square kilometers (75,292 square
miles) of arable ground. The building of the Trans-Siberian
Railroad has already added to the Empire's wheat product.
"The mineral resources of western Siberia are vast. Between

Tomsk and Kooznesk lie 60,000 square kilometers (23,167 square
miles) of coal lands which have never been touched. The coal
is said to be excellent. In eastern Siberia, with its 280,000
square kilometers (108,112 square miles) of fruitful soil,
there are 400 places yielding gold. Rich mineral
deposits—graphite, lapis lazuli; iron mines, particularly rich
in quality (as high as 60 per cent); hard and soft coals, i.
e., black and brown coals—await hands willing to work for
them. To-day, thousands of colonists are hurrying to these
promising lands. Russia's output in gold and silver is already
very large, and is constantly increasing.
"The industries of Siberia are in their infancy; still, they

are growing and are bound to grow, so rich are the rewards
promised. Chemical, sugar, and paper mills have been put up in
several places and are paying well. Even Manchuria, a province so
vast that it might make an empire, is looking to Russia for
its future development. The wealth of this province, like that
of Siberia and all eastern Russia, is ripe for harvesting. The
traffic in Siberia and eastern Russia is increasing faster
than even the advocates of the great Trans-Siberian road
anticipated. The Ob, one of the world's big rivers, emptying
through the Gulf of Ob into the Arctic Ocean, has 102 steamers
and 200 tugs running already. On the Yenisei, 10 steamers
carry the mails regularly. The mouths of both these rivers
were visited last summer by English and Russian ships. This
proves the practicability of connecting eastern and western
Siberia with Europe by water."
United States Consular Reports,

November, 1899, page 411.
An official publication of the year 1900 from St. Petersburg,

furnished to American journals by the Russian embassy at
Washington, is the source of the following statements relative
to the rapid development of the vast Siberian country along
the line of the great railway:
"When viewed with reference to colonization Siberia divides

itself naturally into two zones, extending east and west, and
differing essentially from one another. The first of these
embraces the region traversed by the new Siberian railway, the
more populous southern portion of Siberia, in which the
conditions of climate and soil are favorable to the
development of agriculture and colonization. The other zone
occupies the extensive, deserted northern region, the land of
tundras, or polar marshes, with a constantly frozen subsoil
and a severe climate, a dreary tract of land totally unfit for
agriculture. Between these two zones stretches a broad belt of
forests of tall trees, partly primeval pine and fir, partly
leafy trees. The wealth of these broad agricultural and timber
areas is, moreover, augmented by mineral deposits of every
conceivable nature, as abundant and diversified as those of
America, and into this whole region immigration is pouring in
volume unequalled except in the history of American
colonization. Ever since the serfs were emancipated in 1861
they have formed the bulk of the emigrants from the thickly
populated agricultural districts of European Russia, but the
great tide of settlers in the new territory is only now
assuming tremendous proportions. During the twenty years'
period of 1860 to 1880 about 110,000 persons emigrated to
Siberia, while for the thirteen years from 1880 to 1892 there
were over 440,000, and for the succeeding years since the
great railway has been building the number of immigrants of
both sexes has been as follows:
1893, 65,000;
1894, 76,000;
1895, 109,000;
1896, 203,000;
1897, 87,000;
1898, 206,000;
1899, 225,000.
Total, 971,000.
According to the census of 1897, the population of Siberia had

risen to 8,188,368 inhabitants, of which the Russian peasantry
formed over 25 per cent."
RUSSIA IN ASIA: A. D. 1899 (May).

Steps toward the abolition of transportation.
See (in this volume)

RUSSIA: A. D. 1899 (MAY).
{430}
RUSSIA IN ASIA: A. D. 1900.

Russian railway building and railway projects in
Persia and Afghanistan.
By several writers who seem to have knowledge of what is doing

in those parts of the eastern world, it was reported in the
spring of 1900 that an active projection, planning, and
building (to some extent) of railroads in Persia and
Afghanistan was on foot among the Russians. From Tiflis, it
was said, their plans contemplated a line of rail to Teheran;
thence to be extended by one branch, southward, via Ispahan,
to the Persian Gulf, and by another branch westward to Herat,
in Afghanistan. From their Central Asian acquisitions they had
advanced their railway to within 70 miles of Herat, and were
said to be confidently expecting to push it on, through
Kandahar and through Baluchistan, to the Arabian Sea. If these
extensive plans could be carried out, and if Russian influence
in Persia, said to be growing fast, should become actually
controlling, the Muscovite Power would have made an enormous
gain, by planting itself on the shores of the Indian Ocean.
How far Russia can continue to press forward in this line of
policy without collision with Great Britain and with
Germany—which seems to have aims in the same direction,
through Asiatic Turkey—is an interesting question for the
future.
The following is from a despatch to the "London Times" from

its correspondent at Vienna, February 24, 1901:
"According to trustworthy information from Teheran, Russia is

particularly active just now in Persia and the Persian Gulf. …
The road from Resht to Teheran, which has been built by a
Russian company, is of no value for European trade in the
absence of an agreement with Russia respecting the transit
traffic through that country. European commerce is dependent
upon the long and expensive caravan routes via Trebizond,
Bushire, Baghdad, Mochamera,&c. These occupy from four to six
months."
RUSSO-CHINESE BANK, Concessions to the.

CHINA: A. D. 1898 (FEBRUARY-DECEMBER).
S.
SAGASTA, Señor Praxedes Mateo:

Resignation from Spanish Ministry.

SPAIN: A. D. 1895-1896.

Return to power.

SPAIN: A. D. 1897 (AUGUST-OCTOBER).

Resignation.

SPAIN: A. D. 1899.
SAGHALIEN.

SAKHALIN.
SAHARA, The: French possessions.

NIGERIA: A. D. 1882-1899.
ST. KITTS: Industrial condition.

WEST INDIES, THE BRITISH: A. D. 1897.
ST. LOUIS: A. D. 1896.

Republican National Convention.

UNITED STATES OF AMERICA: A. D. 1896 (JUNE-NOVEMBER).
ST. VINCENT, The British colony of.

WEST INDIES, THE BRITISH: A. D. 1897.
SAKHALIN.
"Of late years … its increasing importance as a place of exile

for Russian political and criminal offenders has invested
Sakhalin with a certain interest, derived, perhaps, more from
penal associations than physical resources, which latter may,
when fully developed, materially affect trade and commerce in
the far East. The island of Sakhalin is 584 miles in length,
its breadth varying from 18 to 94 miles. The southern
extremity is separated from the island of Yezo, twenty miles
distant, by the Straits of La Perouse, and its western coast
by the shallow Gulf of Tartary (at one point barely five miles
across) from the mainland of Siberia. Although Dutch explorers
are said to have landed here in 1643, the first reliable
survey of the island was probably obtained in the year 1787 by
La Perouse. Russian fur traders followed in the early part of
the present century, but it was only in 1853 that,
disturbances having occurred with the natives, a score or so
of Cossacks were stationed at Dui on the west coast. In 1867
negotiations were entered into by the Russian and Japanese
Governments for joint occupation of Sakhalin, but the
subsequent discovery of coal, and consequent influx of Russian
convicts, rendered this arrangement highly unsatisfactory.
Further negotiations, therefore, ensued, with the result that,
in 1875, the island was formally ceded to Russia, Japan
receiving, in exchange, the entire Kurile Archipelago.
"Sakhalin is by no means easy of access. Even during the open

season (from May to September) but very few vessels visit the
island, and, with the exception of the monthly arrival of
convict-ships from Europe, and a couple of small Russian trading
steamers, there is no fixed service with Vladivostok, which, with
the exception of Nikolaefsk, is the only Siberian port whence
Sakhalin may, in three days, be reached. During the winter months
the island is completely ice-bound and unapproachable by water.
Communication with the mainland is then maintained by means of
dog-sledges, and the mails for Europe are dispatched across
the frozen Gulf of Tartary—a journey, under favourable
circumstances, of about three months. …
"Sakhalin is, for administrative purposes, divided into three

districts, viz.: Korsakovsky-Post in the south, Tymovsk in the
north, and Alexandrovsky-Post on the western coast. The
latter, which is situated in the centre of the coal district,
is a picturesque, straggling town of about 7,000 inhabitants,
consisting almost entirely of officials and convicts. This is
the most important penal settlement on the island, contains
the largest prison, and is, moreover, the residence of the
Governor of Sakhalin, a subordinate of the Governor-General of
Eastern Siberia. Alexandrovsky is garrisoned by about 1,500
men, and contains large foundries and workshops for convict
labour, but most of the prisoners are employed in the adjacent
coal mines of Dui. … Korsakovsky-Post, on the south coast, is
the next largest settlement, containing about 5,000 convicts
who are chiefly employed in agricultural pursuits. Although it
may seem a paradox, the remaining prisons in the interior of
the island, Derbynskaya, Rykovskaya, and Onor are not prisons
at all, but huge wooden barracks, innocent of bolts and bars.
Here, also, the work done is solely agricultural."
Harry de Windt,
The Island of Sakhalin
(Fortnightly Review, May, 1897).
SALISBURY, Lord Robert Cecil, Marquis of:

Third Ministry.

ENGLAND: A. D. 1894-1895.
{431}

Correspondence with the Government of the United States
on the Venezuela boundary question.

VENEZUELA: A. D. 1895 (JULY) and (NOVEMBER).

Fourth Ministry.

ENGLAND: A. D. 1900 (NOVEMBER-DECEMBER).

Tribute to Queen Victoria.

ENGLAND: A. D. 1901 (JANUARY).
SALISBURY PLAIN: Purchase by Government.

ENGLAND: A. D. 1897 (FEBRUARY).
SALVADOR.

CENTRAL AMERICA.
SALVATION ARMY, The:

Secession of the American Volunteers.
Late account of the Army's work.
Much feeling in the American branch of the Salvation Army, and

among those who valued its work, was caused in January, 1896,
by an order from the London headquarters of the Army recalling
Mr. Ballington Booth, who had been its American Commander for
nine years. Commander Booth and Mrs. Booth had been remarkably
successful in their organization and direction of the
Salvation Army work, and had won a high place in the esteem,
not only of their own followers, but of the American public at
large. A wide and strong movement of protest against their
removal from the field failed to change the London order,
which was said to be made in obedience to a necessary rule of
the Army against long service in any one post. Miss Eva Booth,
representing her father, General Booth, with Colonel Nicol, from
London, and Commandant Herbert Booth, from Canada, came to New
York as mediators, endeavoring to heal a threatened breach in
the ranks; but their mission failed. Commander Ballington
Booth resigned his office, and withdrew from the Salvation
Army service, declining to return to London. After a time, he
and Mrs. Booth became the heads of a new organization called
the "Volunteers of America," for religious work, not in
rivalry with that of the Salvation Army, but directed more
towards the awakening of the interest of the working people,
Mr. Ballington Booth was succeeded as Commander in America by
a son-in-law of General Booth, Commissioner Frederick St.
Clair Tucker. —For an account of the origin and growth of the
Salvation Army see, under that heading, in the Supplement
(volume 5) of the original edition of this work, or in volume
4 of the revised edition.
Of results accomplished in that part of the work of the

Salvation Army known as the "Darkest England Scheme," General
Booth wrote, early in 1900, an extended account in the "Sunday
Strand." He stated that the public had subscribed altogether
for his scheme about $1,300,000. "It is a debated point," he
wrote, "with the intelligent admirers of the scheme and the
careful observers of its progress whether the benefits
bestowed on the wretched classes for whom it was originated
have been greater within than without our borders. The
copyists of our plan have been legion, both at home and
abroad, in church and state. The representatives of the
different governments specially charged with the
responsibility for the outcast classes have been gradually
coming to appreciate the principles and methods involved in
the scheme, and to show willingness to cooperate in giving it
a chance. They have done this in two ways:
(1) In attempting similar tasks themselves;

(2) in using and subsidizing the army for doing the work for
them.
Many governments make grants to our various institutions in

varying amounts toward the cost of dealing with different
classes of the submerged."
The following is a summary of the agencies which have been set

at work by the general: "We have now 158 shelters and food
depots for homeless men and women, 121 slum posts, each with
its own slum sisters, 37 labor bureaus, (10 labor factories
for the unemployed, 11 land colonies, 91 rescue homes for
women, 11 labor homes for ex-criminals, several nursing
institutions, 2 maternity hospitals for deserted women, an
institution with branches in forty-five countries and colonies
for finding lost and missing persons, together with a host of
allied and minor agencies which I am not able here to
enumerate. The total number of institutions named above is now
545, under the care of more than 2,000 trained officers and
others wholly employed, all working in harmony with the
principles I have laid down for helping the poorest and most
unfortunate of their fellows, and all more or less experts at
their work.
"Nearly 20,000 destitute men and women are in some way or

other touched by the operations of the scheme every day. No
less than 15,000 wretched and otherwise homeless people are
housed under our roofs every night, having their needs met, at
least in part, with sympathy and prayer and the opportunity
for friendly counsel. More than 300 ex-criminals are to-day in
our houses of reformation, having before them another chance
for this life, and in many cases the first they have ever had
for preparing for the life to come. More than 5,000 women
taken from lives of darkness and shame are safely sheltered in
our homes each year, on the way—as we have abundantly proved
in the case of others, in respect of a large proportion of
them—to a future of virtue, goodness, and religion. Over 1,000
men are employed on the land colonies. Many of them are working
out their own deliverance, and at the same time helping to
solve one of the most difficult problems of modern times, and
proving that many of the helpless loafers of the great cities
can be made useful producers on the soil. Over the gates of
every one of these homes, elevators, labor factories, and
colonies there might be written: 'No man or woman need starve,
or beg, or pauperize, or steal, or commit suicide. If willing
to work, apply within. Here there is hope for all.'" General
Booth adds that he has always 2,000 women in the rescue homes
of the army.
SAMOAN ISLANDS, The:

Ending of the joint control of the Islands by Germany,
England and the United States.
Partition between Germany and the United States.
Retirement of England.
Said President Cleveland, in his annual Message to the

Congress of the United States, December 4, 1893: "Led by a
desire to compose differences and contribute to the
restoration of order in Samoa, which for some years previous
had been the scene of conflicting foreign pretensions and
native strife, the United States, departing from its policy
consecrated by a century of observance, entered [in 1889] …
into the, treaty of Berlin [see, in volume 4, SAMOA], thereby
becoming jointly bound with England and Germany to establish
and maintain Malietoa Laupepa as King of Samoa.
{432}
The treaty provided for a foreign court of justice; a
municipal council for the district of Apia, with a foreign
president thereof, authorized to advise the King; a tribunal
for the settlement of native and foreign land titles, and a
revenue system for the Kingdom. It entailed upon the three
powers that part of the cost of the new Government not met by
the revenue of the islands. Early in the life of this triple
protectorate the native dissensions it was designed to quell
revived. Rivals defied the authority of the new King, refusing
to pay taxes and demanding the election of a ruler by native
suffrage. Mataafa, an aspirant to the throne, and a large
number of his native adherents were in open rebellion on one
of the islands. Quite lately, at the request of the other
powers and in fulfillment of its treaty obligation, this
Government agreed to unite in a joint military movement of
such dimensions as would probably secure the surrender of the
insurgents without bloodshed. The war ship Philadelphia was
accordingly put under orders for Samoa, but before she arrived
the threatened conflict was precipitated by King Malietoa's
attack upon the insurgent camp. Mataafa was defeated and a
number of his men killed. The British and German naval vessels
present subsequently secured the surrender of Mataafa and his
adherents. The defeated chief and ten of his principal
supporters were deported to a German island of the Marshall
group, where they are held as prisoners under the joint
responsibility and cost of the three powers. This incident and
the events leading up to it signally illustrate the impolicy
of entangling alliances with foreign powers."
United States, Message and Documents

(Abridgment), 1893-1894.
In his next annual Message, December 3, 1894, the President

thus summarized the later situation in the islands: "The
suppression of the Mataafa insurrection by the powers and the
subsequent banishment of the leader and eleven other chiefs,
as recited in my last message, did not bring lasting peace to
the islands. Formidable uprisings continued, and finally a
rebellion broke out in the capital island, Upolu, headed in
Aana, the western district, by the younger Tamasese, and in
Atua, the eastern district, by other leaders. The insurgents
ravaged the country and fought the Government's troops up to
the very doors of Apia. The King again appealed to the powers
for help, and the combined British and German naval forces
reduced the Atuans to apparent subjection, not, however,
without considerable loss to the natives. A few days later
Tamasese and his adherents, fearing the ships and the marines,
professed submission. Reports received from our agents at Apia
do not justify the belief that the peace thus brought about
will be of long duration. It is their conviction that the
natives are at heart hostile to the present Government, that
such of them as profess loyalty to it do so from fear of the
powers, and that it would speedily go to pieces if the war
ships were withdrawn. … The present Government has utterly
failed to correct, if indeed it has not aggravated, the very
evils it was intended to prevent. It has not stimulated our
commerce with the islands. Our participation in its
establishment against the wishes of the natives was in plain
defiance of the conservative teachings and warnings of the
wise and patriotic men who laid the foundations of our free
institutions, and I invite an expression of the judgment of
Congress on the propriety of steps being taken by this
Government looking to the withdrawal from its engagements with
the other powers on some reasonable terms not prejudicial to
any of our existing rights."
United States, Message and Documents

(Abridgment, 1894-1895).
In the Message of 1895 the subject was again pressed on the

attention of Congress without result.
In August, 1898, Malietoa Laupepa died. By the Berlin Treaty

of 1889 "it was provided that in case any question should
arise in Samoa, respecting the rightful election of King, or
of any other Chief claiming authority over the islands, or
respecting the validity of the powers which the King or any
Chief might claim in the exercise of his office, such question
should not lead to war, but should be presented for decision
to the Chief Justice of Samoa, who should decide it in
writing, conformably to the provisions of the Act, and to the
laws and customs of Samoa not in conflict therewith, and that
the Signatory Governments would accept and abide by such
decision. After the death of Malietoa an exchange of views
took place between the Powers, and it was agreed that there
should be no interference with the right of the Samoans to
elect a King, and that the election should proceed strictly in
accordance with the provisions of the Final Act. Some time
elapsed before any action was taken, pending the completion of
certain ceremonial usages customary in Samoa on the death of a
High Chief. … As soon as the funeral ceremonies were at an end,
deliberation and discussion among the Chiefs ensued. There
were in the first instance several candidates for the
succession. Their number was eventually reduced to two:
1. Malietoa Tanu, the son of the late King.

2. The High Chief Mataafa.
This Chief had been in rebellion against Malietoa Laupepa, but

had suffered defeat, and with other Chiefs had been deported,
by agreement between the three Powers, to the Marshall
Islands. On the recommendation of the Consular officers at
Apia, the Powers, in July 1898, consented to his return. … On
the 19th September, Mataafa and the other exiled Chiefs landed
in Samoa. It does not appear that he took any overt steps to
claim the vacant throne, but a section of the natives
pronounced in his favour and announced on the 12th November to
the Consuls and to the Chief Justice that he had been duly
elected King. On the 13th November the opposing faction
declared that the real election of a King had not taken place,
and on the following day announced that their choice had
fallen upon Malietoa Tanu. Both parties appealed to Mr.
Chambers, the Chief Justice, who considered himself then in a
position to take cognisance of the matter, according to the
provisions of the Final Act, a question having arisen 'in
Samoa respecting the rightful election or appointment of
King.'"
Great Britain, Parliamentary Publications

(Papers by Command: Samoa, Number 1, 1899).
The decision of the Chief Justice was in favor of Malietoa

Tanu, and the adherents of Mataafa took up arms, defeating
those of the favored candidate and driving many of them to
take refuge on British and German ships of war. Subsequent
events were related by the President of the United States in
his Message to Congress, December 5, 1899, as follows: "In
this emergency a joint commission of representatives of the
United States, Germany, and Great Britain was sent to Samoa to
investigate the situation and provide a temporary remedy.
{433}
By its active efforts a peaceful solution was reached for the
time being, the kingship being abolished and a provisional
government established. Recommendations unanimously made by
the commission for a permanent adjustment of the Samoan
question were taken under consideration by the three powers
parties to the General Act. But the more they were examined
the more evident it became that a radical change was necessary
in the relations of the powers to Samoa. The inconveniences
and possible perils of the tripartite scheme of supervision
and control in the Samoan group by powers having little
interest in common in that quarter beyond commercial rivalry
had been once more emphasized by the recent events. The
suggested remedy of the Joint Commission, like the scheme it
aimed to replace, amounted to what has been styled a
'tridominium,' being the exercise of the functions of
sovereignty by an unanimous agreement of three powers. The
situation had become far more intricate and embarrassing from
every point of view than it was when my predecessor, in 1894,
summed up its perplexities and condemned the participation in
it of the United States. The arrangement under which Samoa was
administered had proved impracticable and unacceptable to all
the powers concerned. To withdraw from the agreement and
abandon the islands to Germany and Great Britain would not be
compatible with our interests in the archipelago. To
relinquish our rights in the harbor of Pago Pago, the best
anchorage in the Pacific, the occupancy of which had been
leased to the United States in 1878 by the first foreign
treaty ever concluded by Samoa, was not to be thought of
either as regards the needs of our Navy or the interests of
our growing commerce with the East. We could not have
considered any proposition for the abrogation of the
tripartite control which did not confirm us in all our rights
and safeguard all our national interests in the islands. Our
views commended themselves to the other powers. A satisfactory
arrangement was concluded between the Governments of Germany
and of England, by virtue of which England retired from Samoa
in view of compensations in other directions, and both powers
renounced in favor of the United States all their rights and
claims over and in respect to that portion of the group lying
to the east of the one hundred and seventy-first degree of
west longitude, embracing the islands of Tutuila, Ofoo,
Olosenga, and Manua."
United States, Message and Documents (Abridgment),

1899-1900, volume 1.
The compensations to England "in other directions" were given

by Germany, in the following provisions of a treaty signed at
London, November 14, 1899:
"ARTICLE II.
Germany renounces in favour of Great Britain all her rights
over the Tonga Islands, including Vavau, and over Savage
Island, including the right of establishing a naval station
and coaling station, and the right of extra-territoriality in
the said islands. … She recognizes as falling to Great Britain
those of the Solomon Islands, at present belonging to Germany,
which are situated to the east and southeast of the Island of
Bougainville, which latter shall continue to belong to
Germany, together with the Island of Buka, which forms part of
it. The western portion of the neutral zone in West Africa, as
defined in Article V of the present Convention, shall also
fall to the share of Great Britain. …
"ARTICLE IV.
The arrangement at present existing between Germany and Great
Britain and concerning the right of Germany to freely engage
labourers in the Solomon Islands belonging to Great Britain
shall be equally extended to those of the Solomon Islands
mentioned in Article II, which fall to the share of Great
Britain.
"ARTICLE V.
In the neutral zone the frontier between the German and
English territories shall be formed by the River Daka as far
as the point of its intersection with the 9th degree of north
latitude, thence the frontier shall continue to the north,
leaving Morozugu to Great Britain, and shall be fixed on the
spot by a Mixed Commission of the two Powers, in such manner
that Gambaga and all the territories of Mamprusi shall fall to
Great Britain, and that Yendi and all the territories of Chakosi
shall fall to Germany.
"ARTICLE VI.
Germany is prepared to take into consideration, as much and as
far as possible, the wishes which the Government of Great
Britain may express with regard to the development of the
reciprocal Tariffs in the territories of Togo and of the Gold
Coast.
"ARTICLE VII.
Germany renounces her rights of extra-territoriality in
Zanzibar, but it is at the same time understood that this
renunciation shall not effectively come into force till such
time as the rights of extra-territoriality enjoyed there by
other nations shall be abolished."
To the treaty was appended the following "Declaration":
"It is clearly understood that by Article II of the Convention

signed to-day, Germany consents that the whole group of the
Howe Islands, which forms part of the Solomon Islands, shall
fall to Great Britain. It is also understood that the
stipulations of the Declaration between the two Governments
signed at Berlin on the 10th April, 1886, respecting freedom
of commerce in the Western Pacific, apply to the islands
mentioned in the aforesaid Convention. It is similarly
understood that the arrangement at present in force as to the
engagement of labourers by Germans in the Solomon Islands
permits Germans to engage those labourers on the same
conditions as those which are or which shall be imposed on
British subjects nonresident in those islands."
Great Britain, Parliamentary Publication,

(Papers by Command: Treaty Series, Number 7, 1900).
Article III of the general treaty between the United States,

Germany and Great Britain stipulated: "It is understood and
agreed that each of the three signatory Powers shall continue
to enjoy, in respect to their commerce and commercial vessels,
in all the islands of the Samoan group, privileges and
conditions equal to those enjoyed by the sovereign Power, in
all ports which may be open to the commerce of either of
them."
United States, 56th Congress, 1st Session,

Senate Document Number 157.
{434}
On the 17th of April, 1900, an "instrument of cession" was

signed by the marks of twenty-two chiefs, conveying to the
United States the islands of the Samoan group lying east of
the 171st degree of west longitude, and the American flag was
raised over the naval station at Pago-Pago. From Pago-Pago,
March 27, 1901, a Press despatch announced: "The natives under
the United States Government number 5,800, according to a
census just taken, while the natives in the other islands
under German rule number 32,000. The population has increased
very slightly in the last thirty years, and the main cause of
this failure to increase is the infant mortality, due to the
violation of the simplest health principles in the care and
diet of children. … Reports from the six islands under United
States control show that the natives are improving in general
conditions, and that they show a desire to keep their houses
neat and to educate their children. Not a single native has
been arrested for drunkenness since the Americans assumed
control of Tutuila island."
SAMPSON, Rear-Admiral William T.:

Commanding North Atlantic Station.
Blockade of Cuban ports.

UNITED STATES OF AMERICA: A. D. 1898 (APRIL-MAY: CUBA).

Operations at Santiago de Cuba.
UNITED STATES OF AMERICA: A. D. 1898 (APRIL-JUNE).

Destruction of Spanish squadron.

UNITED STATES OF AMERICA: A. D. 1898 (JULY 3).
SAN DOMINGO.

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(eBook PDF) Crisis Intervention

Strategies, 7th Edition

PART III On the Home Front: Crisis in the Human

15 Crisis/Hostage Negotiation 579

16 Human Services Workers in Crisis: Burnout, Vicarious

PART IV No Man’s Land: Facing Disaster 647

17 Disaster Response 649

The Necessity of Acting 45 Acting in Crisis Intervention 87

Handling the Severely Disturbed Caller 128 Phases of Recovery 169

Assessment Instruments 219 Intervention Strategies With Children 275

Treating Batterers 329 The Treatment Group 388

Models of Addiction 352 Dynamics of Bereavement 417

Bereavement in Elderly People 454 Epilogue 527

Persuading the Hostage Taker to Give Up 596

Great Britain, Parliamentary Publications

"It may be a wild idea, but Russian engineers are actually

"The mineral resources of western Siberia are vast. Between

"The industries of Siberia are in their infancy; still, they

United States Consular Reports,

An official publication of the year 1900 from St. Petersburg,

"When viewed with reference to colonization Siberia divides

According to the census of 1897, the population of Siberia had

RUSSIA IN ASIA: A. D. 1899 (May).

See (in this volume)

RUSSIA IN ASIA: A. D. 1900.

By several writers who seem to have knowledge of what is doing

The following is from a despatch to the "London Times" from

"According to trustworthy information from Teheran, Russia is

RUSSO-CHINESE BANK, Concessions to the.

See (in this volume)

SAGASTA, Señor Praxedes Mateo:

See (in this volume)

SAGASTA, Señor Praxedes Mateo:

See (in this volume)

SAGASTA, Señor Praxedes Mateo:

See (in this volume)

See (in this volume)

SAHARA, The: French possessions.

See (in this volume)

ST. KITTS: Industrial condition.

See (in this volume)

ST. LOUIS: A. D. 1896.

See (in this volume)

ST. VINCENT, The British colony of.

See (in this volume)

"Of late years … its increasing importance as a place of exile

"Sakhalin is by no means easy of access. Even during the open

"Sakhalin is, for administrative purposes, divided into three

SALISBURY, Lord Robert Cecil, Marquis of:

See (in this volume)

SALISBURY, Lord Robert Cecil, Marquis of:

See (in this volume)

SALISBURY, Lord Robert Cecil, Marquis of:

See (in this volume)

SALISBURY, Lord Robert Cecil, Marquis of:

See (in this volume)

SALISBURY PLAIN: Purchase by Government.

See (in this volume)

PART III On the Home Front: Crisis in the Human

PART IV No Man’s Land: Facing Disaster 647