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SIXTH EDITION
A GUIDE TO
KRISTI KAN EL
California State University, Fu Ilerton
~-•#
·- CENGAGE
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A Guide to Crisis Intervention, © 2018, 2015 Cengage Learning, Inc.
Sixth Edition
Unless otherwise noted, all content is© Cengage.
Kristi Ka nel
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This book is dedicated to the many human service
students who have given me their feedback over
the years and to all the brave individuals who have
survived and grown through their crises.
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it
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•
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Preface xv
•
About the Author XIX
CHAPTER I
An Overview of Crisis Intervention I
CHAPTER 2
Ethical and Professional Issues 24
CHAPTER 3
The ABC Model of Crisis Intervention 37
CHAPTER 4
Intervening with Crises Related to Danger to Self,
Others, or Being Gravely Disabled 68
CHAPTER 5
Developmental and Cultural Crises 92
CHAPTER 6
Crises of Loss: Death, Relationship Breakups, and Economic Loss I 13
CHAPTER 7
Community Disaster,Trauma, and Posttraumatic Stress Disorder 133
CHAPTER 8
Crises Related to Military Service 152
CHAPTER 9
Crises Related to Personal Trauma 173
CHAPTER IO
Crises Related to Sexuality 206
CHAPTER I I
Substance Use Related Disorders and Crises 227
CHAPTER 12
Crises Related to Aging, Serious Physical Illness, and Disabilities 251
Name Index 271
Subject Index 275
Editorial revie\V has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Preface xv
•
About the Author XIX
CHAPTER I
An Overview of Crisis Intervention I
Crisis Defined 2
Crisis as Both Danger and Opportunity 3
Crisis as Opportunity 4
Crisis as Danger: Becoming a Crisis-Prone Person 5
Other Factors Determining Danger or Opportunity 7
Precipitating Events 8
Developmental Crises 9
Situational Crises 9
Emotional Distress 9
Failure of Coping Methods and Impairment in Functioning 11
The Wellesley Project: The Development of Crisis Intervention 11
Crisis Intervention and Suicide Prevention Strengthen Nationwide 13
Community Mental Health Act of 1963 14
The Rise of Managed Care 14
Contributions from Other Theoretical Modalities 16
Psychoanalytic Theory 16
Existential Theory 17
Humanistic Approacl1 17
Cognitive-Behavioral Theories 18
Brief Therapy 18
Critical Incident Stress Debriefing 19
Trauma-Informed Care 19
The ABC Model of Crisis Intervention 2 0
Chapter Review Questions 20
Key Terms fo r Study 21
References 23
CHAPTER 2
Ethical and Professional Issues 24
Introduction 2 5
The Need for Ethics 25
What Are Ethics? 25
••
VI I
Editorial revie\V has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove addi tional content at any time if subsequent rights restrictions require it.
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•••
VI 11 Contents
Defining Law 25
Controversies 26
Use of Paraprofessionals 27
Ethical Issues 28
Self-Awareness and Self-Monitoring 28
Dual Relationships 29
Confidentiality 2 9
Elder Abuse Reporting Act 30
Child Abuse Reporting Act 31
Competence 32
Client's Rights 32
Virtual or e-Therapy 33
Multicultural Competence 33
Key Terms for Study 34
References 3 S
CHAPTER 3
The ABC Model of Crisis Intervention 37
Introduction 38
A: Developing and Maintaining Rapport: Follow the Client 38
Attending Behavior 40
Questioning 41
Clarifying 44
Paraphrasing 44
Reflection of Feelings 45
Summarization 46
B: Identifying the Problem: Follow the Model 47
Identifying the Precipitating Event 51
Recognizing the Meaning or Perception of the Precipitating Event 51
Identifying Emotional Distress and Functioning Level 52
Making Ethical Checks 52
Substance Misuse/Abuse Issues 53
Therapeutic Interaction 54
C: Coping 57
Exploring the Client's Own Attempts at Coping 57
Encouraging the Development of New Coping Behaviors 57
Presenting Alternative Coping Behaviors 58
Commitment and Follow-Up 61
Case Example: Using the ABC Model of Crisis Intervention with
a Survivor of Military Sexual Trauma 61
References 67
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•
Contents IX
CHAPTER 4
Intervening with Crises Related to Danger to Self,
Others, or Being Gravely Disabled 68
Introduction 69
A Brief History of Suicide 69
Introduction to Suicide 70
Current Suicide Statistics 70
Symptoms and Clues 71
Suicide Assessment 72
Interventions 7 5
Discussion of Risk Level and Intervention Strategies 76
Low-Risk Suicidal Clients 76
Middle-Risk Suicidal Clients 76
High-Risk Suicidal Clients 78
A Phenomenological Look at Suicide 78
Non-Suicidal Self-Injury (NSSI) and Self-Mutilative Behavior (SMB) 79
Assessment ofNSSI 81
Interventions for NSSI 81
Managing a Client Who Is a Danger to Others 82
Risk Factors for Violence Against Others 82
Psychotic Breakdowns and Gravely Disabled Mentally Ill Persons 84
The Mental Status Exam 85
Key Terms for Study 8 8
References 89
CHAPTER 5
Developmental and Cultural Crises 92
Introduction 93
A Brief Review of the Life Cycle Crises 93
Cognitions Association with FOMO 95
Consequences of FOMO 95
Emotional Distress and Impairments in Functioning 9 5
The Quarter-Life Crisis 96
Family Systems Theory 97
Structural Family Therapy 97
Evolutional Crises 100
First Stage of a Family: Creating a Marital Subsystem 100
Creating a Parental Subsystem 102
Creating Sibling Subsystems 102
Creating Grandparent Subsystems 102
Crisis Related to Culture 103
Development of Cultural Humility 103
Etic Versus Ernie Issues 103
Ernie Patterns Related to Latinos 104
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x Contents
Issues Related to Different Rates of Acculturation 105

Ataque de N ervios 105
Ernie Issues Related to African American Families 106
Religion 106
Racism 106
Black Lives Matter 106
Ernie Issues Related to Asian American F arnilies 107
Asian American Family Structure 107
Shame and Obligation in Asian American Culture 108
Communication Process in Asian American Culture 108
References 112
CHAPTER 6
Crises of Loss: Death, Relationship Breakups,
and Economic Loss I 13
Death and Dying 114
Kiibler-Ross's Five Stages of Death and Dying 114
Tasks of Mourning 115
Manifestations of Normal Grief 117
Determinants of Grief 11 7
Intervention 118
Suggestions for Those Suffering Loss 119
Losing a Child 120
Divorce and Separation 122
Intervention 124
Children and Divorce 12 4
Crises Related to Blended Families 125
Job Loss 126
The Role of Perceptions 126
Interventions 127
References 132
CHAPTER 7
Community Disaster, Trauma, and Posttraumatic
Stress Disorder 133
Trauma-Informed Care 134
Posttraurnatic Stress Disorder (PTSD) 134
Traumas That Often Lead to PTSD or Acute Stress Disorder 135
Effects on Young Children 136
Military Service 136
Personal and Family Victimization 136
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•
Contents XI
Natural Disasters 13 7
Four Phases of Community Disasters 138
Intervention Guidelines 139
Man-Made Disasters 139
Terrorism 140
Gun Violence and Shootings 142
Interventions 144
Critical Incident and Debriefing 145
Debriefing Process 146
Other Therapeutic Approaches Commonly Used to Treat PTSD 146
Secondary Posttraumatic Stress Disorder 147
References 150
CHAPTER 8
Crises Related to Military Service 152
Serving in the Military: An Historical View 153
Introduction to the Population of OIF and OEFVeterans 153
Statistics 154
Military Culture 154
Issues Particular to These Veterans 15 5
Invisible Wounds 155
PTSD 155
Depression and Suicide 15 5
Anger Issues 15 6
Alcohol Misuse 15 6
Treatment of PTSD and Depression, Anger, and Alcohol Misuse resulting
from PTSD 157
Traumatic Brain Injury 158
Other Treatment Approaches to Help Veterans with PTSD, Depression,
TBI, Alcohol Misuse, Anger, and Combat Stress 159
Issues Facing the Families of Veterans 160
Issues Facing College Enrolled Veterans 161
A 2008-2009 Research Study of OIF and OEFVeterans and PTSD 161
General Interventions 163
Military Sexual Assault 164
Military Sexual Trauma 166
References 170
CHAPTER 9
Crises Related to Personal Trauma 173
Sexual Assault and Rape 17 5
What Is Rape? 17 5
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••
XI I Contents
What Is Sexual Assault? 175

Interventions with a Rape Victim 176
The Empowerment Model with Sexual Assault Survivors 177
Date and Acquaintance Rape 178
Intimate Partner Violence 179
A Historical Perspective 179
Cultural Factors and Universal Factors Related to Intimate Partner Abuse 181
Prevalence of Intimate Partner Abuse 182
Why Do People Stay? 183
The Battering Cycle 183
Battered Woman Syndrome 184
Intervening with Battered Women 185
The Batterer 187
A Phenomenological View of the Batterer 188
Interventions with the Batterer 189
Child Abuse Issues 190
Types of Child Abuse 191
How to Detect Child Abuse and Neglect 191
Presumptive Indicators of Child Sexual Abuse 192
Infant Whiplash Syndrome 193
Association of Child Abuse with Posttraumatic Stress Disorder 193
Reporting Child Abuse 194
Interventions with an Abused Child 195
The Battering Parent 197
Interventions for Adults Who Were Sexually Abused as Children 199
Intervention for Perpetrators of Sexual Abuse 199
Bullying 199
Definition 2 00
Statistics 200
Intervention Strategies 200
Working with Families and Victims 201
Working with Families and the Bully 201
References 204
CHAPTER 10
Crises Related to Sexuality 206
Teen Pregnancy 207
Issues Related to Abortions 208
Why Do Women Have Abortions? 208
How Does Abortion Affect the American Man? 210
Issues Related to Sexually Transmitted Infections (STis) 211
Hepatitis C 212
Crisis Intervention for Individuals and Couples Dealing with STis 212
AIDS and HIV 213
Trends Among Particular Groups 213
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•••
Contents x 111
WhatisAIDS? 215
Modes ofTransmission 216
AIDS Testing 216
Treatment 216
Social Aspects 21 7
Type of Clients Who May Seek Crisis Intervention Related to HIV/AIDS 217
Interventions 219
Issues Facing Individuals Who Identify as Gay, Lesbian, Bisexual, Transgender,
Gender Variant, Gender Fluid, or Queer 220
Issues Facing Individuals Who Identify as Transgender/Gender
Variant/Gender Fluid 222
Chapter Review Questions 22 5
References 22 5
CHAPTER 11
Substance Use Related Disorders and Crises 227
An Historical Perspective of Substance Abuse and Misuse in the United States 22 8
Drug Use Statistics in the Twenty-First Century for the United States 228
What Is Substance Abuse 228
What Might Trigger a Substance Abuse Crisis? 228
Family Crises 2 2 9
Medical Crises 2 2 9
Legal Crises 230
Psychological Crises 2 31
Alcohol: The Most Common Drug of Abuse 2 31
The Alcoholic 232
Intervention with Alcohol and Substance Abusers 2 32
Medical Approaches 2 3 5
The Addiction Vaccine 2 36
Other Approaches Focusing on Treating Substance and Alcohol Abuse 236
Brief Intervention for Alcohol Problems 2 37
Understanding Enabling Behavior 238
Adult Children of Alcoholics 238
Treatment for the Codependent 239
Other Substance Abuse Issues 2 39
Speed: Cocaine, Crack, and Crystal Meth 2 39
Effects of Cocaine and Speed on the Family 242
Marijuana 2 4 2
Lysergic Acid Diethylamide (LSD) 24 3
Heroin 244
Prescription Drug Misuse and Abuse 244
Chapter Review Questions 24 5
References 249
•
x Iv Contents
CHAPTER 12
Crises Related to Aging, Serious Physical Illness,
and Disabilities 25 I
Palliarive Care 2 52
The Biopsychosocial Model 252
Serious Illnesses 2 53
Chronic Pain 253
Eating Disorders 254
Alzheimer's Disease 2 56
What Is Alzheimer's Disease? 2 57
Effects on the Caretaker 257
Issues Related to Disabilities 2 59
A Brief History of Disabilities 2 59
The Disabled Population and the Americans with Disabilities Act (ADA) 260
Vulnerable Subgroups Within the Disabled Population 261
Disabled Elderly People 261
Elder Abuse 262
Interventions with Abused Elderly People 264
Mentally Disabled People 264
Developmentally Disabled People 265
Crisis Intervention Strategies for Persons with Disabilities 266
Chapter Review Questions 2 6 8
References 2 69
Name Index 271
Subject Index 275
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When I first wrote this book, my intent was to create a student-friendly text that
would guide both new and more experienced counselors through specific procedures
when conducting brief crisis intervention sessions with a variety of client populations.
Although I have included much research and theory throughout the book, the focus
has stayed the course how to conduct interviews in a structured fashion.
In general, this book is written for college students and beginning mental health
professionals who might benefit from a step-by-step practical guide on how to work
effectively with clients in a variety of settings. There are many case examples and
practice opportunities woven throughout the text. This text works great in courses
in which students are given opportunities to practice what they are reading through
role-plays with one another, or with actual clients, under the supervision of the
instructor or other mental health counselors. It has been useful for professionals such
as police, firefighters, military personnel, as well as mental health counselors.
Organizing Features
I have included many real-world examples and sample scripts for students throughout
the text. Over the years, I have found that students benefit from seeing what others
actually say during counseling sessions. They can then practice similar types of com-
ments when they conduct role-play sessions.
I have also presented the major theory behind crises, and then how the theory is
utilized when conducting crisis intervention. Connecting theory with practice helps
students better understand both and systematically learn how theoretical constructs
are put into practice. Once theory is presented, students are provided with a detailed
description of the ABC Model of Crisis Intervention. In order to practice that model,
students are then provided with various chapters that deal with specific client popu-
lations, their needs, and how to implement the ABC model with that type of client.
Pedagogical Aids
Boxes have been inserted through the book to highlight interesting new case exam-
ples and scripts. Tables, diagrams, boxes, and figures have also been inserted to keep
students focused on essential theoretical and clinical material.
In chapters dealing with client populations, case vignettes to practice are placed
at the end of the chapter. Included with these are specific ideas such as precipitat-
ing events, cognitions, emotional distress, impairments in functioning, suicidality, and
therapeutic interaction statements so that the student can more easily practice the
ABC model with other students. Chapter review questions are located at the end of all
chapters along with key terms for study.
xv
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•
XVI Preface
New to This Edition

As I have revised the text over the years, I have included new information as the
world has changed, and as various traumas have been experienced by many of us.
For example, my second edition included the issues surrounding the effects of
9/11, and the third edition included information about the Katrina disaster. In the
fourth edition, I had included data based on my own research study related to
the types of crisis experiences described by the returning military personnel who
were stationed in Iraq and Afghanistan. In the fifth edition, an entire chapter was
devoted to just veteran issues. In this sixth edition, I have included material related
to gun violence, ISIS terrorism, Fear of Missing Out (FOMO) and the Quarter
life crisis, transgender issues, Black Lives Matter, and have updated all statistics on
• •
various issues.
I have changed the names of some chapters, and have included a chapter on crises
of sexuality, which includes issues surrounding abortion for both men and women. I
have added a true case about a man transitioning to a woman.
Ancillaries to Accompany the Text

There is an instructor's manual that includes a section on how to teach the course I
have taught for 31 years, test items for instructors to use (both multiple choice and es-
say style) and a description of the lectures for each chapter. Also available is a Power-
Point slide presentation and quiz items for students. These materials can be accessed
through the instructor's companion site at login.cengage.com. For access, please con-
tact your Cengage Learning sales representative.
New to the sixth edition is MindTap®, a digital teaching and learning solution,
that helps students be more successful and confident in the course and in their
work with clients. MindTap guides students through the course by combining the
complete textbook with interactive multimedia, activities, assessments, and learn-
ing tools. Readings and activities engage students in learning core concepts, prac-
ticing needed skills, reflecting on their attitudes and opinions, and applying what
they learn. Videos of client sessions illustrate skills and concepts in action, while case
studies ask students to make decisions and think critically about the types of situa-
tions they will encounter on the job. Helper Studio activities put students in the role
of the helper, allowing them to build and practice skills in a nonthreatening environ-
ment by responding via video to a virtual client. Instructors can rearrange and add
content to personalize their MindTap course, and easily track students' progress with
real-time analytics. And, MindTap integrates seamlessly with any learning manage-
ment system.
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Preface XVI I
Acknowledgments
I so appreciate the energy and efforts of the many reviewers of this text over the
years. For this edition I would like to thank Ann H. Barnes, Stephan Berry, Angela-
Cammarata, Lisa Corbin, Valerie L. Dripchak, Amanda Faulk, Amy Frieary, Nichelle
Gause, Mary S.Jackson,JalontaJackson, Steven Kashdan, Naynette Kennett, Cinda
Konken, Jim Levicki, Ashley Luedke, Lisa Nelligan, Bob Parr, James Ruby, Lauren
Shure, Cathy Sigmund, Bonnie Smith, Matt Smith, Rodney Valandra, Jennifer Waite,
Jennifer Walston, Michelle Williams.
Lastly, I give much appreciation to my students who have provided me with
invaluable feedback over the years about what aspects of the text help and hinder them.
I have tried to eliminate any hindering aspects and strengthen the helping aspect.
Editorial review has deemed that any suppressed content does not materially affect the overdll leaming experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Copyright 2019 Cengage Leaming. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed c-ontent does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent right~ restrictions require it.
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Dr. Kristi Kanel has been a teacher, practitioner, and scholar of human
services for over 3 8 years. She has been a college professor for the past
34 years. She helped create the first crisis intervention course at California
State University, Fullerton, in 1986 and has been teaching the course since
then. She also teaches basic counseling theories, case analysis, human
service delivery to Latinos, Group Leadership, and Serving Veterans
and their families. She will be serving as the Chair of the Department of
Human Services for the next three years.
Throughout her career as a human services practitioner, Dr. Kanel has
worked at a free clinic as a counselor, interned with the Orange County
Board of Supervisors as an executive assistant, worked as a mental health
worker and specialist for the County Mental Health agency, worked as a
clinical supervisor at a battered women's shelter, and provided psychother-
apy for individuals, families, and groups in private practice and at a large
health maintenance organization. She has worked extensively with victims
of child abuse, partner violence, and sexual assault. Additionally, she has
worked with Spanish-speaking Latinos and has conducted research related
to the needs of this population. She specializes in crisis intervention and
has conducted research on the most effective approach to working with
people in crisis.
Dr. Kanel earned her Ph.D. in Counseling Psychology from the Uni-
versity of Southern California, her Master of Counseling degree from
California State University, Fullerton, and her Bachelor of Science degree
in Human Services from California State University, Fullerton.
Her hobbies include teaching Zumba, indoor cycling, karaoke, beach-
ing, and hiking.
•
XIX
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An Overview of Crisis
Intervention
Learning Objectives
After studying this chapter, readers should be able to:
Understand how a crisis state is formed and the factors that make up
a crisis state.
L02 Increase functioning in a person going through a crisis .
'
Understand the beginning of the history of crisis intervention.
Identify how a crisis can be both a danger and an opportunity.
Recognize the crisis-prone person.
Be aware of trauma-informed care.
Decipher the difference between stress and crisis.
Discern characteristics of effective coping people.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicate(j, in whole or in pan. Due to electronic rights, some third pany content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the over.all leaaiing exper}.e~~l£aming reserves the right tC>.cremove additional content at any time if subsequent rights restrictions require it.
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2 Chapter 1 I Tn Overview of Crisis Intervention
Crisis Defined
The term crisis can be defined in a variety of ways. Gerald Caplan, often referred to
as the father of modern crisis intervention, described crisis as ''an obstacle that is, for
a time, insurmountable by the use of customary methods of problem solving. A period
of disorganization ensues, a period of upset, during which many abortive attempts at
a solution are made'' (1961, p. 18). In its simplest form, according to Caplan, ''it is an
upset in the steady state of the individual'' (p. 18). James and Gilliland (2013) offer
nine definitions for an individual crisis. Most of these focus on a situation that an
individual cannot respond to in an effective way, leaving the person in a state of emo-
tional and psychological imbalance. The definition of a crisis referred to throughout
this book contains four components based on Caplan's defmition and on more mod-
ern cognitive-behavioral approaches such as Ellis's Rational Emotive Behavior Ther-
apy (Ellis, 1994) and Beck's Cognitive Therapy (Beck, 197 6). These aspects will be
essential when conducting the ABC Model of Crisis Intervention to be described in
detail in Chapter 3 and mentioned briefly in this chapter. The four parts of a crisis as
used in this text are: (1) a precipitating event occurs, (2) a person has a perception of
the event as threatening or damaging, (3) this perception leads to emotional distress,
and (4) the emotional distress leads to impairment in functioning due to failure of
an individual's usual coping methods that previously have prevented a crisis from
•
occurnng.
These components of a crisis must be recognized and understood because they are
the elements the crisis counselor will be identifying and helping the client to over-
come. The perception of the event is by far the most crucial part to identify, for it is
the part that can be most easily and quickly altered by the counselor. It is the focus in
this definition that differentiates crisis intervention from other forms of counseling.
By keeping this particular definition in mind, the crisis worker can perform the
necessary services in a brief time. Whereas other forms of counseling may focus on
building self-esteem, modifying personality, or even extinguishing maladaptive behav-
iors, in crisis intervention the focus is on increasing the client's functioning. Everly
(2003) describes the goals of crisis intervention as including four aspects: stabilization
of psychological functioning, mitigation of psychological dysfunction and distress,
return of adaptive psychological functioning, and facilitation of access to more care
if needed. A more thorough history of the development of crisis intervention as a
proven approach to helping emotional crises will be addressed later in this chapter.
For now, two useful formulas for the crisis interventionist are provided:
Figure 1.1 provides the essential definition of how a crisis state occurs, and Figure 1.2
presents the process for leading a client out of a crisis. It will be shown later in this
Figure 1.1 Formula for Understanding the Process of Crisis Formation
Precipitating Perception - ---,>• Emotional ------'>• Lowered functioning

event distress when coping fails
Figure 1.2 Formula for Increasing Functioning
Change in perception of the precipitating Decrease in Increase in

event and acquiring new coping skills emotional distress functioning
(Both figures developed by the author.)
chapter how Caplan's characteristics of effective coping people corresponds with the
formula in Figure 1.2.
Notice that this method involves changing the perception of the precipitating
event. Since it is not possible to change the precipitating event, the best one can do is
work at changing or altering the client's cognitions and perceptions of the event, offer
referrals to supportive agencies, and suggest other coping strategies. These ideas are
explored further in subsequent chapters.
One additional thought about crises in general: The word crisis often conjures
images of panic, emergency, and feeling out of control. Sometimes this is true as in
the case of natural disasters, bombing, shootings, and personal attacks. When the pre-
cipitating events are experienced by entire communities or directed at specific groups,
the terms critical incident stress management and disaster mental health are often used
(Everly & Mitchell, 2000). Critical incident stress management will be discussed in
more detail later in this chapter.
Crisis states may also be viewed as a normal part of life. Crises frequently occur
in the lives of normal, average individuals who are just having difficulty coping with
stress; therefore, they represent a state to which most of us can relate.
Crisis as Both Danger and Opportunity

Some crisis states are seen by many as somewhat normal developments that occur
episodically during ''the norn1al life span of individuals" Ganosik, 1986, p. 3). Whether
the individual comes out of any crisis state productively or unproductively depends on
how he or she deals with it. In Chinese, crisis means both danger and opportunity (see
Figure 1.3). This dichotomous meaning highlights the potentially beneficial as well as
the potentially hazardous aspects of a crisis state. A person might face the challenge
Figure 1.3 Danger or Opportunity
DANGER OPPORTUNITY
or
(Obusnsha's Handy English-Japanese Dictionary, 1983)
Editorial review has deemed that any suppressed content does not materially affect the overdll leaming experience. Cengage Leaming reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Figure 1.4 Crisis as Both Opportunity and Danger
OPPORTUNITY
Help - -1!11i•Higher level of functioning
Normal functioning interrupted by Growth, insight, coping skills

1. Precipitating event
2. Perceived as threatening
3. Emotional distress
4. Impairment in functioning
due to failure of coping
DANGER
Drop in level of functioning
1. No help !Iii Lower level of functioning
or
2. No help !Iii Nonfunctioning level
Greater vulnerability,
disequilibrium
Suicide, homicide, psychosis
of the precipitating event adaptively, or might respond with a neurotic disturbance,

psychotic illness, or even death.
According to Caplan (1961, p. 19), "Growth is preceded by a state of imbalance or
crisis that serves as the basis for future development. Without crisis, development is
not possible. As a person strives to achieve stability during a crisis, the coping process
itself can help him or her reach a qualitatively different level of stability. This state of
stability may be either a higher or lower functioning level than the person had before
the crisis occurred" (see Figure 1.4).
Box 1.1 provides an example of how a rape victim's crisis might create a lowered
level of functioning if she does not receive help. This lowered level of functioning is
an example of the potential for danger addressed above.
Crisis as Opportunity
Even if a person receives no outside intervention or help, the crisis state will eventu-
ally cease, usually within four to six weeks. A crisis is by nature a time-limited event
because a person cannot tolerate extreme tension and psychological disequilibrium
for more than a few weeks (Caplan, 1964; Janosik, 1986, p. 9; Roberts, 1990; Slaikeu,
1990, p. 21 ). Although a person's character influences how he or she emerges from a
crisis, that is, either stronger or weaker, seeking and receiving focused help during the
crisis state have a big impact on the person. In the midst of a crisis, a person is more
receptive to suggestions and help than he or she is in a steady state. A crisis worker can
gain significant leverage at this time because of greater client vulnerability. Instead of
Editorial review has deemed that any suppressed content does not materially affect the overdll leaming experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
BOX 1.1
Example of Crisis as Danger
fter having been raped, a woman might function normally. In reality, however, she is func-
not seek help or even tell anyone about the tioning at a lower level than she did before the rape
trauma. About a month after the violation, and will be somewhat impaired until she gets inter-
she may slip into a state of denial, with reduced vention. The longer she waits to get help, the more
contact with the world, lowered trust levels, in- resistant she will be to it because of the amount of
creased substance abuse, poor interpersonal re- energy she will have invested in the denial process.
lations, and a state of dissociation. However, she She may exist in a chronic state of depression, low-
may continue to be able to work, go to school, put ered trust toward people, and anxiety, which would
on a front with family and friends, and appear to affect interpersonal functioning.
stabilizing at a lowered level of functioning, an individual who receives help is likely

to stabilize at a higher, more adaptive level of functioning, learning coping skills that
might prepare him or her for future stresses.
An example of how receiving help soon after a trauma would be more benefi-
cial than waiting years or getting no help at all might be in the case of sexual abuse
of a child. It seems fairly obvious that a 3-year-old girl brought in for counseling
after being molested one time will respond better than a 30-year-old woman who was
molested at age 3 and never talked about it, and then seeks help after 2 7 years.
Once a client has returned to a previous, or higher, level of functioning, he or
she may opt to continue with therapy. Brief therapy is a reasonably cost-effective
approach for dealing with aspects of life that have plagued a person regularly but
have not necessarily caused a crisis state. A counselor may work with an individ-
ual for 6 to 20 sessions and obtain excellent results in behavioral and emotional
changes. Once a person has benefited from crisis intervention, he or she is often
more open to continuing work on additional in-depth personal issues because of
increased trust in the therapeutic process and the therapist. The choice to con-
tinue in postcrisis counseling will of course depend on financial resources and time
availability.
Crisis as Danger: Becoming a Crisis-Prone Person

Not everyone who experiences a stressor in life will succumb to a crisis state. No one
is certain why some people cope with stress easily, whereas others deteriorate into
disequilibrium. Several explanations seem plausible. Figure 1.5 expands on Figure 1.4
to include the crisis-prone person. If a person does not receive adequate crisis inter-
vention during a crisis state but instead comes out of the crisis by using ego defense
mechanisms such as repression, denial, or dissociation, the person is likely to function
at a lower level than he or she did before the stressful event. The ego, which has
been hypothesized to be the part of the mind that masters reality in order to function
(Gabbard, 2014), must then use its strength to maintain the denial of the anxiety or
pain associated with the precipitating event. Such effort takes away the individual's
strength to deal with future stressors, so that another crisis state may develop the next
Figure 1.5 Crisis as Danger:The Development of the Crisis-Prone Person
Higher functioning level:

growth, coping skills learned for use with future stressors
t
Receives help
State of disequilibrium
Receives no help
Lower functioning:
defense mechanisms
New stressor hits; lack of ego strength

to cope with it leads to new crisis state
NO HELP
Lower functioning than before, fewer coping
skills for future stressors
New stressor hits
Another state of disequilibrium
Lower level of functioning, death or psychosis,

severe personality disorder
time a stressor hits. This next crisis state may be resolved by more ego defense mech-
anisms after several weeks, leading to an even lower level of functioning if the person
does not receive adequate crisis intervention.
This pattern may go on for many years until the person's ego is completely drained
of its capacity to deal with reality. Such people often commit suicide, harm others, or
have psychotic breakdowns. When people were exposed to trauma or toxic parent-
ing in their early years when the neurological structures of the brain were forming,
they usually do not seek crisis intervention due to their age. These developmental
and situation crises sometimes lead to personality disorders. People with personality
disorders are usually seen as suffering from emotional instability, an inability to mas-
ter reality, poor interpersonal and occupational functioning, and chronic depression
(Gabbard, 2014).
Another random document with
no related content on Scribd:
oy mostrastes no soys hija del
fiero Marte, segun la hermosura lo
deueys ser de la deesa Venus, y
del hermoso Adonis, y si de
ninguno destos, no podeys
dexallo de ser de la discreta
Minerua, que tan gran discretion
no puede proceder de otra parte,
aunque lo mas cierto deue ser
aueros dado naturaleza lo
principal de todos ellos. E para
tan nueua y tan grande merced,
como es la que auemos recebido,
nueuos y grandes auian de ser
los seruicios con que deuia ser
satisfecha. Mas podria ser que
algun tiempo se osfresciesse
ocasion, en que se conosciesse la
voluntad que de seruir tan
señalada merced tenemos. E
porque paresce que estays
cansada, vamos a la fuente de los
alisos, que está junto al bosque, y
alli descansareys. Vamos señora
(dixo la pastora) que no tanto por
descansar del trabajo del cuerpo,
lo desseo, quanto por hablar en
otro, en que consiste el descanso
de mi anima y todo mi
contentamiento. Esse se os
procurará aqui con toda la
diligentia possible (dixo Polidora)
porque no aya a quien con mas
razon procurar se deua. Pues la
hermosa Cinthia se boluio a los
pastores, diziendo: Hermosa
pastora, y animosos pastores, la
deuda, y obligacion en que nos
aueys puesto, ya la veys, plega a
dios que algun tiempo la podamos
satisfazer, segun que es nuestro
desseo. Seluagia respondió: A
estos dos pastores, se deuen,
hermosas nimphas, essas
offertas, que yo no hize mas de
dessear la libertad, que tanta
razon era que todo el mundo
desseasse. Entonces (dixo
Polidora): ¿Es este el pastor
Sireno tan querido algun tiempo,
como aora oluidado de la
hermosa Diana: y esse otro su
competidor Syluano? Si (dixo
Seluagia). Mucho me huelgo (dixo
Polidora) que seays personas a
quien podamos en algo satisfazer
lo que por nosotras aueys hecho.
Dorida muy espantada dixo: ¿qué
cierto es éste Sireno? Muy
contenta estoy en hallarte, y en
auerme tú dado ocasion a que yo
busque a tu mal algun remedio,
que no será poco. Ni aun para
tanto mal bastaria siendo poco,
dixo Sireno. Aora vamos a la
fuente (dixo Polidora) que allá
hablaremos mas largo. Llegados
que fueron a la fuente lleuando
las nimphas en medio a la pastora
se assentaron entorno della; y los
pastores a peticion de las
nimphas se fueron a la aldea a
buscar de comer, porque era ya
tarde, y todos lo auian menester.
Pues quedando las tres nimphas
solas con la pastora, la hermosa
Dorida començó a hablar desta
manera.
Esforçada y hermosa pastora, es
cosa para nosotras tan estraña
ver una persona de tanto ualor y
suerte, en estos ualles y bosques
apartados del concurso de las
gentes, como para ti será uer tres
Nimphas solas, y sin compañia
que defendellas pueda de
semejantes fuerças. Pues para
que podamos saber de ti lo que
tanto desseamos, forçado será
merçello primero con dezir quien
somos: y para esto sabras,
esforçada pastora, que esta
Nimpha se llama Dorida, y aquella
Cinthia, y yo Polidora: viuimos en
la selua de Diana, adonde habita
la sabia Felicia, cuyo offiçio es dar
remedio a passiones
enamoradas: y veniendo nosotros
de visitar a una Nimpha su
parienta, que biue desta otra
parte de los puertos Galiçianos,
llegamos á este valle vmbroso y
ameno. E paresçiendonos el lugar
conueniente para passar la
calorosa siesta, a la sombra de
estos alisos y verdes lauros,
embidiosas de la harmonia que
este impetuoso arroyo por medio
del verde prado lleua, tomando
nuestros instrumentos, quisimos
imitada, e nuestra ventura, o por
mejor dezir, su desuentura, quiso
que estos saluages, que segun
ellos dezian, muchos dias ha que
de nuestros amores estauan
presos, vinieron a caso por aqui.
Y auiendo muchas vezes sido
importunadas de sus bestiales
razones, que nuestro amor les
otorgassemos, y viendo ellos que
por ninguna uia les dauamos
esperança de remedio, se
determinaron poner el negoçio a
las manos, y hallando nos aqui
solas, hizieron lo que vistes al
tiempo que con vuestro socorro
fuimos libres. La pastora que oyó
lo que la hermosa Dolida auia
dicho, las lagrimas dieron
testimonio de lo que su affligido
coraçon sentia, y boluiendose a
las Nimphas, les començo a
hablar desta manera:
No es amor de manera (hermosas
Nimphas de la casta diosa) que
pueda el que lo tiene tener
respecto a la razon, ni la razon es
parte para que un enamorado
coraçon dexe el camino por do
sus fieros destinos le guiaren. Y
que esto sea uerdad, en la mano
tenemos la experiençia, que
puesto caso que fuessedes
amadas destos saluages fieros, y
el derecho del buen amor no daua
lugar a que fuessedes dellos
offendidas, por otra parte, vino
aquella desorden con que sus
varios effectos haze, a dar tal
industria, que los mismos que os
auian de seruir, vos offendiessen.
E porque sepays que no me
muero solamente por lo que en
este valle os ha succedido, os
dire lo que no pense dezir, sino a
quien entregué mi libertad, si el
tiempo, o la fortuna dieren lugar a
que mis ojos le vean, y entonçes
vereys, cómo en la escuela de
mis desuenturas deprendi a
hablar en los malos successos de
amor, y en lo que este traydor
haze en los tristes coraçones que
subjectos le estan. Sabreys pues,
hermosas Nimphas, que mi
naturaleza es la gran Vandalia,
provincia no muy remota desta
adonde estamos, nascida en una
ciudad llamada Soldina: mi madre
se llamó Delia, y mi padre
Andronio, en linaje y bienes de
fortuna los más prinçipales de
toda aquella prouinçia. Acaescio
pues que como mi madre auiendo
muchos años que era casada, no
tuuiesse hijos (y a causa desto
biuiesse tan descontenta, que no
tuuiesse un dia de descanso) con
lagrimas y sospiros cada hora
importunaua el çielo, y haziendo
mil ofrendas y sacrifiçios,
suplicaua a Dios le diesse lo que
tanto desseaua, el qual fue
seruido, vistos sus continuos
ruegos y oraçiones, que siendo ya
passada la mayor parte de su
edad, se hiziesse preñada. El
alegria que dello reçibio juzguelo
quien despues de muy deseeada
una cosa, la uentura se la pone
en las manos. E no menos
partiçipó mi padre Andronio deste
contentamiento porque lo tuuo tan
grande, que seria impossible
podelle encarescer. Era Delia mi
señora affiçionada a leer historias
antiguas, en tanto estremo, que si
enfermedades, o negoçios de
grande importançia no se lo
estoruauan, jamas passaua el
tiempo en otra cosa. E acaescio
que estando, como digo, preñada,
y hallandose una noche mal
dispuesta, rogo a mi padre que le
leyesse alguna cosa, para que
occupando ella el pensamiento,
no sintiesse el mal que la
fatigaua. Mi padre que en otra
cosa no entendia, sino en dalle
todo el contentamiento possible,
le començo a leer aquella hystoria
de Paris, quando las tres
Deas[1242] se pusieron a juyzio
delante dél, sobre la mançana de
la discordia. Pues como mi madre
tuuiesse que Paris auia dado
aquella sentençia
apassionadamente, y no como
deuia, dixo que sin duda él no
auia mirado bien la razon de la
diosa de las batallas, porque
preçediendo las armas a todas las
otras qualidades, era justa cosa
que se le diesse. Mi señor
respondio que la mançana se
auia de dar a la más hermosa, y
que Venus lo era más que otra
ninguna, por lo qual Paris auia
sentençiado muy bien, si despues
no le succediera mal. A esto
respondio mi madre, que puesto
caso que en la mançana
estuuiesse escrito se diesse a la
más hermosa, que esta
hermosura no se entendia
corporal, sino del ánima: y que
pues la fortaleza era una de las
cosas que más hermosura le
dauan, y el exerçiçio de las armas
era un acto exterior desta virtud,
que a la diosa de las batallas le
deuia de dar la mançana, si Paris
juzgara como hombre prudente y
desapassionado. Assi que,
hermosas Nimphas, en esta porfia
estuuieron gran rato de la noche,
cada uno alegando las razones
más a su proposito que podia.
Estando en esto, uino el sueño a
uençer a quien las razones de su
marido no pudieron. De manera
que estando muy metida en su
disputa, se dexó dormir. Mi padre
entonçes se fue a su aposento, y
a mi señora le paresçio, estando
durmiendo, que la diosa Venus
venia a ella, con un rostro tan
ayrado, como hermoso, y le
dezia: Delia, no sé quien te ha
mouido ser tan contraria de quien
jamas lo ha sido tuya. Si memoria
tuuiesses del tiempo que del amor
de Andronio tu marido fuyste
presa, no me pagarias tan mal lo
mucho que me deues: pero no
quedarás sin galardon; yo te hago
saber que pariras vn hijo y vna
hija, cuyo parto no te costará
menos que la vida, y a ellos
costará el contentamiento lo que
en mi daño as hablado: porque te
çertifico que seran los más
desdichados en amores, que
hasta su tiempo se ayan uisto. E
dicho esto, desaparesçio, y luego
se le figuró a mi señora madre
que venia a ella la diosa Pallas, y
con rostro muy alegre le dezia:
Discreta y dichosa Delia, ¿con
qué te podré pagar lo que en mi
fauor contra la opinion de tu
marido esta noche has alegado,
sino con azerte saber, que pariras
vn hijo y vna hija los mas
venturosos en armas que hasta
su tiempo aya auido? Dicho esto
luego desaparescio, despertando
mi madre con el mayor sobresalto
del mundo: y de ay a un mes,
poco más o menos pario a mi, y a
otro hermano mio, y ella murio de
parto, y mi padre del grandissimo
pesar que vuo murio de ay a
pocos dias. E porque sepays
(hermosas Nimphas) el estremo
en que amor me ha puesto, sabed
que siendo yo muger de la
qualidad que aueys oydo, mi
desuentura me ha forçado que
dexe mi habito natural, y mi
libertad, y el debito que a mi
honrra deuo, por quien por
ventura pensará que la pierdo, en
ser de mí bien amado. Ved qué
cosa tan escusada para vna
muger ser dichosa en las armas,
como si para ellas se vuiessen
hecho. Deuia ser porque yo
(hermosas Nimphas) les pudiesse
hazer este pequeño seruiçio,
contra aquellos peruersos; que no
lo tengo en menos que si la
fortuna me començasse a
satisfazer algun agrauio de los
muchos que me ha hecho.
Tan espantadas quedaron las
Nimphas de lo que oyan, que no
le pudieron responder, ni
repreguntar cosas de las que la
hermosa pastora dezia. Y
prosiguiendo en su historia, les
dixo: Pues como mi hermano y yo
nos criassemos en un monasterio
de monjas, donde vna tia mia era
abadessa, hasta ser de edad de
doze años, y auiendolos
cumplidos, nos sacassen de alli:
A él lleuaron a la corte del
magnanimo y inuencible Rey de
los Lusitanos (cuya fama, y
increyble bondad tan esparzida
está por el vniuerso) a donde,
siendo en edad de tomar armas,
le succedieron por ellas cosas tan
auentajadas y de tan gran
esfuerço, como tristes y
desuenturadas por los amores. E
con todo esso fue mi hermano tan
amado de aquel inuictissimo Rey,
que nunca jamás le consintio salir
de su corte. La desdichada de mí,
que para mayores desuenturas
me guardauan mis hados,
fue [1243] lleuada en casa de vna
aguela mia (que no deuiera, pues
fue causa de biuir con tan gran
tristeza, qual nunca muger
padescio). Y porque (hermosas
Nimphas) no ay cosa que no me
sea forçado dezirosla, ansi por la
grand uirtud, de que vuestra
estremada hermosura da
testimonio, como porque el alma
me da que aueys de ser gran
parte de mi consuelo: sabed que
como yo estuuiesse en casa de
mi aguela, y fuesse ya de quasi
diezisiete años, se enamoró de mí
un cauallero que no biuia tan
lexos de nuestra posada que
desde un terrado que en la suya
auia no se viesse un jardin
adonde yo passaua lar tardes del
uerano. Pues como de alli el
desagradescido Felis uiesse a la
desdichada Felismena (que este
es el nombre de la triste que sus
desuenturas está contando) se
enamoró de mí, o se fingio
enamorado. No sé quál me crea,
pero sé que quien menos en este
estado creyere más acertará.
Muchos dias fueron los que Felis
gastó en darme a entender su
pena: y muchos más gasté yo en
no darme por hallada que él por
mi la padesciesse: y no sé cómo
el amor tardó tanto en hazerme
fuerça que le quisiesse; deuio
tardar, para despues uenir con
mayor impetu. Pues como yo por
señales, y por passeos, y por
musicas, y torneos, que delante
de mi puerta muchas uezes se
hazian, no mostrasse entender
que de mi amor estaua preso,
aunque desde el primero dia lo
entendi: determinó de escriuirme.
Y hablando con una criada mia, a
quien muchas uezes auia
hablado, y aun con muchas
dadiuas ganado la noluntad, le dio
una carta para mí. Pues uer las
saluas que Rosina (que assi la
llamauan) me hizo primero que
me la diesse, los juramentos que
me juró, las cautelosas palabras
que me dixo, porque no me
enojasse, cierto fue cosa de
espanto. E con todo esso se la
bolui arrojar a los ojos, diziendo:
Si no mirasse a quien soy, y lo
que se podria dezir, esse rostro
que tan poca uerguença tiene, yo
le haria señalar, de manera que
fuesse entre todos conoscido.
Mas porque es la primera uez,
basta lo hecho, y auisaros que os
guardeys de la segunda.
Paresceme que estoy aora viendo
(dezia la hermosa Felismena)
cómo aquella traydora de Rosina
supo callar, dissimulando lo que
de mi enojo sentio: porque la
vierades (o hermosas Nimphas)
fingir vna risa tan dissimulada,
diziendo: Iesus, señora, yo para
que ryessemos con ella la di a
nuestra merçed, que no para que
se enojasse dessa manera: Que
plega a Dios, si mi intençion ha
sido dalle enojo, que Dios me le
dé el mayor que hija de madre
aya tenido. Y a esto añadio otras
muchas palabras, como ella las
sabia dezir, para amansar el
enojo que yo de las suyas auia
reçebido: y tomando su carta, se
me quitó delante. Yo despues de
passado esso començe de
imaginar en lo que alli podria
uenir, y tras esto, paresce que el
amor me yua poniendo desseo de
ver la carta; pero tambien la
verguença estoruaua a tornalla a
pedir a mi criada, auiendo
passado con ella lo que os he
contado. Y assi passé aquel dia
hasta la noche en muchas
variedades de pensamientos. Y
quando Rosina entró a
desnudarme; al tiempo que me
queria acostar. Dios sabe, si yo
quisiera que me boluiera a
importunar, sobre que reçibiesse
la carta: mas nunca me quiso
hablar, ni por pensamiento en
ella. Yo por ver si saliendole al
camino, aprouecharia algo, le
dixe: ¿ansi, Rosina, que el señor
Felis sin mirar más, se atreue a
escreuirme? Ella muy secamente
me respondio: Señora, son cosas
que el amor trae consigo: suplico
a vuestra merçed me perdone,
que si yo pensara que en ello le
enojaua, antes me sacara los
ojos. Qual yo en entonçes quedé,
Dios lo sabe: pero con todo esso
dissimulé, y me dexó quedar
aquella noche con mi deseo, y
con la ocasion de no dormir. Y
assi fue, uerdaderamente ella fue
para mi la mas trabajosa y larga,
que hasta entonces auia passado.
Pues uiniendo el dia: y más tarde
de lo que yo quisiera, la discreta
Rosina entró a darme de uestir, y
se dexó adrede caer la carta en el
suelo. Y como la vi le dixe: ¿qué
es esto que cayó ay? Muestralo
aca. No es nada, señora, dixo
ella. Ora muestralo aca, dixe yo,
no me enojes o dime lo que es.
Iesus, señora, dixo ella, ¿para
qué lo quiere uer? la carta de ayer
es. No es por çierto, dixe yo,
muestrala acá por ver si mientes.
Aun yo no lo vue dicho, quando
ella me la puso en las manos,
diziendo: mal me haga Dios si es
otra cosa. Yo aunque la conoci
muy bien, dixe: en verdad que no
es esta, que yo la conozco, y de
algun tu enamorado deue ser: yo
quiero leella, por ver las
neçedades que te escriue;
abriendola vi que dezia desta
manera:
Señora: siempre imaginé que
vuestra discreçion me quitara el
miedo de escreuiros, entendiendo
sin carta lo que os quiero: mas
ella misma ha sabido tan bien
dissimular, que alli estuuo el
daño, donde pense que el
remedio estuuiesse. Si como
quien soys juzgays mi
atreuimiento, bien sé que no
tengo vna hora de vida: pero si lo
tomays segun lo que amor suele
hazer, no trocaré por ella mi
esperança. Suplicoos, señora, no
os enoje mi carta, ni me pongays
culpa por el escreuiros, hasta que
experimenteys si puedo dexar de
hazerlo. Y que me tengais en
possession de vuestro, pues todo
lo que puede ser de mí, está en
vuestras manos, las quales beso
mil bezes.
Pues como yo viesse la carta de
mi don Felis, o porque la leí en
tiempo que mostraua en ella
quererme más que a si, o porque
de parte de esta ánima cansada
auia disposiçion para imprimirse
en ella el amor de quien me
escreuia: yo començe a querelle
bien, y por mi mal yo lo començe,
pues auia de ser causa de tanta
desuentura. E luego pidiendo
perdon a Rosina de lo que antes
auia passado, como quien
menester la auia para lo de
adelante: y encomendandole el
secreto de mis amores, bolui otra
vez a leer la carta, parando a
cada palabra un poco, y bien
poco deuio de ser, pues yo tan
presto me determiné, aunque ya
no estaua en mi mano, el no
determinarme: y tomando papel y
tinta, le respondi desta manera.
No tengas en tan poco, don Felis,
mi honra que con palabras
fingidas pienses perjudicalla. Bien
sé quien eres y vales, y aun creo
que desto te aurá nascido el
atreuerte, y no de la fuerça que
dizes que el amor te ha hecho. E
si es ansi como me afirma mi
sospecha, tan en vano es su
trabajo, como tu valor y suerte, si
piensas hazerme yr contra lo que
a la mia deuo. Suplicote que
mires quán pocas uezes
succeden bien las cosas que
debaxo de cautela se comiençan,
y que no es de cauallero
entendellas de una manera, y
dezillas de otra. Dizesme que te
tengo en possession de cosa mia.
Soy tan mal condiçionada que
aun de la esperiençia de las
cosas no me fio quanto más de
tus palabras. Mas con todo esto
tengo en mucho lo que en la tuya
me dizes, que bien me basta ser
desconfiada, sin ser tambien
desagradescida.
Esta carta le embié que no
deuiera, pues fue occasion de
todo mi mal, porque luego
començo a cobrar osadia para me
declarar más sus pensamientos, y
a tener ocasion para me pedir que
le hablasse: en fin (hermosas
Nimphas) que algunos dias se
gastaron en demandas, y en
respuestas, en los quales el falso
amor hazia en mí su
acostumbrado offiçio: pues cada
hora tomaua más possession
desta desdichada. Los torneos se
tornaron[1244] a renouar, las
musicas de noche jamas
cessauan, las cartas, los amores
nunca dexauan de yr de una parte
a otra, y ansi passó casi un año:
al cabo del qual, yo me vi tan
presa de sus amores, que no fui
parte para dexar de manifestalle
mi pensamiento, cosa que él
desseaua mas que a su propia
uida. Quiso pues mi desuentura,
que al tiempo en que nuestros
amores más ençendidos
andauan, su padre lo supiesse, y
quien se lo dixo se lo supo
encarescer de manera, que
temiendo no se casasse conmigo,
lo embió a la corte de la gran
princessa Augusta Cesarina,
diziendo que no era justo que un
cauallero moço y de linage tan
prinçipal, gastasse la moçedad en
casa de su padre, donde no se
podian aprender sino los viçios de
que la ociosidad es maestra. El se
partio tan triste, que su mucha
tristeza le estoruó auisarme de su
partida, yo quedé tal quando lo
supe, qual puede imaginar quien
algun tiempo se vio tan presa de
amor, como yo por mi desdicha lo
estoy. Dezir yo aora la vida que
passaua en su ausencia, la
tristeza, los sospiros, las lagrimas,
que por estos cansados ojos cada
dia derramaua no sé si podré: que
pena es la mia, que aun dezir no
se puede, ved cómo podra
suffrirse: Pues estando yo en
medio de mi desuentura, y de las
ansias que la ausencia de don
Felis me hazia sentir,
paresciendome que mi mal era
sin remedio, y que despues que
en la corte se viesse, a causa de
otras damas de más hermosura, y
qualidad, tambien de la ausençia
que es capital enemiga del amor,
yo auia de ser oluidada:
determiné auenturarme a hazer lo
que nunca muger penso. Y fue
vestirme en habito de hombre, y
yrme a la corte, por ver aquel en
cuya vista estaua toda mi
esperança, y como lo pense, ansi
lo puse por obra, no dandome el
amor lugar a que mirasse lo que a
mí propria deuia. Para lo qual no
me faltó industria, porque con
ayuda de vna grandissima amiga
mia y thesorera de mis secretos
que me compró los vestidos que
yo le mandé, y un cauallo en que
me fuesse, me parti de mi tierra, y
aun de mi reputacion (pues no
puedo creer que jamas pueda
cobralla) assi me fue derecha a la
corte, passando por el camino
cosas que si el tiempo me diera
lugar para contallas, no fueran
poco gustosas de oyr. Veynte dias
tardé en llegar, en cabo de los
quales llegando donde desseaua,
me fuy a posar vna casa la más
apartada de conuersaçion que yo
pude. Y el grande desseo que
lleuaua de ver aquel destruydor
de mi alegria, no me dexaua
imaginar en otra cosa, sino en
cómo, o de dónde podia velle.
Preguntar por él a mi huesped no
osaua, porque quiça no se
descubriesse mi venida. Ni
tampoco me parescia bien yr yo a
buscalle: porque no me
succediesse alguna desdicha, a
causa de ser conoscida. En esta
confusion passé todo aquel dia
hasta la noche, la qual cada hora
se me hazia un año. Y siendo
poco más de media noche, el
huesped llamó a la puerta de mi
aposento, y me dixo que si queria
gozar de una musica que en la
calle se daua, que me leuantasse
de presto, y abriesse una
ventana. Lo que yo hize luego, y
parandome en ella, oí en la calle
vn page de don Felis, que se
llamaua Fabio (el qual luego en la
habla conosçi) cómo dezia a otros
que con el yuan: Ahora, señores,
es tiempo, que la dama está en el
corredor sobre la huerta tomando
el frescor de la noche. E no lo vuo
dicho, quando començaron a
tocar tres cornetas y un
sacabuche, con tan gran
concierto, que parescia una
musica celestial. E luego
començo una boz cantando a mi
parescer lo mejor que nadie
podria pensar. E aunque estuue
suspensa en oyr a Fabio, en
aquel tiempo ocurrieron muchas
imaginaciones, todas contrarias a
mi descanso, no dexé de aduertir
a lo que se cantaua, porque no lo
hazian de manera que cosa
alguna impidiesse el gusto que de
oyllo se reçebia, y lo que se cantó
primero, fue este romance:
Oydme, señora mia,

si acaso os duele mi mal,
y aunque no os duela el oylle,
no me dexeys de escuchar;
dadme este breue descanso
porque me fuerçe a penar:
¿no os doleys de mis sospiros,
ni os enternesce el llorar,
ni cosa mia os da pena
ni la pensays remedyar?
¿Hasta quando mi señora,
tanto mal ha de durar?
no está el remedio en la
muerte,
sino en vuestra voluntad,
que los males que ella cura,
ligeros son de passar:
no os fatigan mis fatigas
ni os esperan fatigar:
de uoluntad tan essenta
¿qué medio se ha de esperar
y esse coraçon de piedra
cómo lo podré ablandar?
Bolued, señora, estos ojos
que en el mundo no ay su par.
Mas no los boluays ayrados
si no me quereys matar,
aunque de una y de otra
suerte
matays con solo mirar.
Despues que con el primero

concierto de musica vuieron
cantado este romance, oí tañer
vna dulçayna, y vna harpa, y la
boz del mi don Felis. El contento
que me dio el oylle, no ay quién lo
pueda imaginar: porque se me
figuró que lo estaua oyendo en
aquel dichoso tiempo de nuestros

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Issues Related to Different Rates of Acculturation 105

What Is Sexual Assault? 175

New to This Edition

Ancillaries to Accompany the Text

Understand the beginning of the history of crisis intervention.

Identify how a crisis can be both a danger and an opportunity.

Recognize the crisis-prone person.

Be aware of trauma-informed care.

Decipher the difference between stress and crisis.

Discern characteristics of effective coping people.

Figure 1.1 Formula for Understanding the Process of Crisis Formation

Precipitating Perception - ---,>• Emotional ------'>• Lowered functioning

Figure 1.2 Formula for Increasing Functioning

Change in perception of the precipitating Decrease in Increase in

(Both figures developed by the author.)

Crisis as Both Danger and Opportunity

Figure 1.3 Danger or Opportunity

Figure 1.4 Crisis as Both Opportunity and Danger

Help - -1!11i•Higher level of functioning

Normal functioning interrupted by Growth, insight, coping skills

of the precipitating event adaptively, or might respond with a neurotic disturbance,

stabilizing at a lowered level of functioning, an individual who receives help is likely

Crisis as Danger: Becoming a Crisis-Prone Person

Figure 1.5 Crisis as Danger:The Development of the Crisis-Prone Person

Higher functioning level:

New stressor hits; lack of ego strength

New stressor hits

Another state of disequilibrium

Lower level of functioning, death or psychosis,

Oydme, señora mia,

Despues que con el primero

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