MARC Record from marc_columbia

LEADER: 12216cam a2200733 a 4500
001 15084958
005 20220827230346.0
006 m o d
007 cr cnu---unuuu
008 120604s2012 nyua ob 001 0 eng d
035 $a(OCoLC)ocn794669931
035 $a(NNC)15084958
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019 $a793899262$a860521321$a1122500660$a1135540605
020 $a9781136828607$q(electronic bk.)
020 $a1136828605$q(electronic bk.)
020 $a0203831330$q(electronic bk.)
020 $a9780203831335$q(electronic bk.)
020 $z9780415888998
020 $z0415888999
035 $a(OCoLC)794669931$z(OCoLC)793899262$z(OCoLC)860521321$z(OCoLC)1122500660$z(OCoLC)1135540605
050 4 $aRC480.6$b.H63 2012eb
060 4 $a2011 L-371
060 4 $aWM 401
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049 $aZCUA
100 1 $aHoff, Miracle.
245 10 $aCrisis education and service program designs :$ba guide for administrators, educators, and clinical trainers /$cMiracle R. Hoff and Lee Ann Hoff.
260 $aNew York :$bRoutledge,$c©2012.
300 $a1 online resource (xxxiv, 244 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $adata file
500 $aRevised edition of: Creating excellence in crisis care / Lee Ann Hoff, Kazimiera Adamowski. 1st ed. ©1998.
504 $aIncludes bibliographical references and index.
520 $a"Crisis Education and Service Program Designs, 2nd ed, is a guide to educators, administrators, and clinical trainers who may otherwise feel ill-prepared to teach crisis theory and practice. It provides a framework for more systematic inclusion of crisis content (e.g. critical life events, violence, victimization, suicide and psychiatric emergencies) in the formal preparation of health and human service professionals. Further, it offers criteria for developing programs and practice protocols that balance attention to the psychosocial and biomedical needs of people in distress and crisis. By clearly delineating what crisis care is and is not, the revised Crisis Education and Service Program Designs shows that this facet of mental health care is neither a mere "band-aid" (as previously thought) nor a panacea for what ails the healthcare system. Instead, it is an essential element of the total health-service delivery system that recognizes the whole human being, not only his or her medical or psychiatric diagnosis. Readers will find that this book fills the current gaps in knowledge and training; contributes to a more holistic practice by all human service professionals; and shows educators and practitioners how to adopt a nondual approach to working with trauma survivors' minds and bodies"--Provided by publisher
588 0 $aPrint version record.
505 00 $gMachine generated contents note:$gSECTION I$tBACKGROUND AND OVERVIEW OF THE CRISIS FIELD --$g1.$tSignificance and Urgency of Crisis and Psychosocial Care --$tChapter Outline --$tBiopsychosocial Approach to Human Services --$tCrisis Model in Human Services --$tExample: David Jones --$tExample: Jane Warren --$tKey Issues and Events Affecting Crisis and Psychosocial Care --$tU.S. Joint Commission, Evidence-Based Practice, and Recovery --$tPrimary Care and Prevention --$tInternational Attention to Violence Prevention and Victim-Survivor Care --$tRole of Crisis Care in Suicide Prevention --$tIntegrating Crisis Protocols Into Routine Health Care --$tExample: Kevin Barnes --$tCollaborative Versus Hierarchical Service Delivery Models --$tCrisis Intervention, Psychiatric Emergency Stabilization, and Brief Treatment --$tExample: Debriefing Following Suicide --$tResearch and Theory Development --$tCrisis Service Delivery: Differential Approaches --$tEvaluating the Content and Context of Training, Education, and Service Programs --$tReferences --$g2.$tIllustrations of Education, Training, and Comprehensive Service Needs in Crisis and Psychosocial Care --$tChapter Outline --$tSuicidal Woman Using Several Resources --$gExample 1$tAlice Smith --$tKey Concepts and Training Issues --$tComprehensive Service Needs --$tAbuse of Caregiver and Risk of Older Adults in Home Care --$gExample 2$tCabots --$tKey Concepts and Training Issues --$tComprehensive Service Needs --$tImmigrant Woman's System Struggles --$gExample 3$tFatimah Okoro --$tKey Concepts and Training Issues --$tComprehensive Service Needs --$tViolence in Learning and Work Environments --$gExample 4$tJuan Lopez --$tKey Concepts and Training Issues --$tComprehensive Service Needs --$tYoung Woman Unable to Escape Bullying --$gExample 5$tAshley Johnson --$tKey Concepts and Training Issues --$tComprehensive Service Needs --$tPsychosociocultural Crisis Paradigm --$tReferences --$gSECTION II$tEDUCATION AND TRAINING PROGRAM DEVELOPMENT AND IMPLEMENTATION --$g3.$tEssentials of Educational and Clinical Training Programs --$tChapter Outline --$tStandards for Crisis Training Programs --$tCore Content for Education and Training in Crisis Theory and Practice --$tExample: Anxious Student --$tKnowledge --$tAttitudes --$tSkills --$tQualifications of Educators and Trainers in Crisis and Psychosocial Care --$tContinuing Education for Educators and Trainers --$tCertification of Individual Crisis Practitioners --$tReferences --$g4.$tImplementing Core Crisis Content --$tChapter Outline --$tDiversity of Training Goals --$tExample: Medical and Psychosocial Care --$tDefining Objectives in Behavioral Terms --$tCreating a Climate for Training --$tImplementing the Course Content: Methodologies --$tLecture --$tReadings --$tModeled Role-Play --$tRole-Play --$tClinical Practice for Crisis Trainees --$tEvaluating the Training Process and Outcomes --$tReferences --$g5.$tDifferential Application of Core Crisis Content --$tChapter Outline --$tDiversity of Training Recipients --$tCommunity and Cultural Context of Crisis Training --$tExample: The HAVEN Program --$tExample: Rural Stress Resource --$tAssessing Attitudes, Background, and Needs of Trainees and Students --$tTailoring a Training Program in Interaction With Trainees --$tIn-Service Training and Continuing Education Programs --$tExample: Emergency Department Training --$tCommunity Gatekeeper Training --$tExample: Community Gatekeeper Training --$tReferences --$gSECTION III$tCRISIS SERVICE ORGANIZATION, MANAGEMENT, AND DELIVERY --$g6.$tService Program Planning and Development --$tChapter Outline --$tDiversity of Service Needs --$tGoverning Body --$tExample: Stepping Stones Resource Center (SSRC) --$tInstitutional and System-Related Barriers --$tFunding --$tExample: United Way --$tExample: Shelter for Homeless Women --$tAssessment of Needs and Resources --$tPolitical Considerations --$tCommunity Visibility and Public Relations --$tExample: Media Outreach --$tReferences --$g7.$tEssential Program Elements and Organizational Structure --$tChapter Outline --$tOverview of Essential Elements --$tTelephone Service --$tExample: Rural Telephone Services --$tExample: 2 -- 1-1 Resource Line --$tOnline Crisis Service --$tExample: National Sexual Assault Online Hotline --$tFace-to-Face Service: Walk-In and Outreach --$tExample: Akron Police Department --$tEmergency Medical and Psychiatric Service --$tExample: Prevention and Life-Saving Collaboration --$tExample: Emergency and Crisis Care in a Metropolitan Trauma Center --$tSpecial Populations --$tPeople Who Are Homeless --$tExample: Shelter and Mental Health Services in Boston --$tExample: The Social Enterprise Intervention (SEI) for Youth --$tOlder Adults --$tVeterans and Their Families --$tExample: Traditional Roles Redefined --$tCommunity Linkage and Coordination Network --$tExample: The Need for Networking --$tExample: Contracts and Managed Care --$tExample: The Support Network --$tExample: FirstLink --$tReferences --$g8.$tProgram Management and Evaluation --$tChapter Outline --$tStaff Screening and Selection --$tStaffing Patterns --$tTeam Relationships in Crisis Work --$tRole of Volunteers --$tQualifications of Clinical Supervisors --$tDifferentiating Supervision From Related Functions --$tMaintaining a Program --$tAddressing Staff Burnout and Vicarious Traumatization --$tSpecial Issue: Chronicity --$tData Collection and Utilization --$tExample: Identifying Victims of Domestic Violence --$tEvaluation --$tCentrality of Program Evaluation --$tAccreditation of Crisis Programs --$tReferences --$gSECTION IV$tCLOSING THE GAP BETWEEN ESSENTIAL KNOWLEDGE, ATTITUDES, AND SERVICE DELIVERY SKILLS --$g9.$tFrom Classroom to Interdisciplinary Service Models: Diversity Perspectives --$tChapter Outline --$tDistinct and Complementary Missions of Education and Service Providers --$tListening to Students About Educational Goals and Career Mission --$tExample: Teaching Undergraduate Nursing Students About Incest --$tCurriculum Issues: Generalists, Undergraduate, and Graduate Education --$tExample: Evidence-Based Essential Content --$tUndergraduate Education as Foundation --$tProfessional Education, Accreditation, and Licensure Requirements --$tInterdisciplinary Graduate Certificate Program: Violence, Crisis, and Human Rights --$tUnique Challenges of Online Learning on Value-Laden Topics --$tProgram Description --$tPurpose and Significance --$tBackground and Sources of Development --$tTheoretical Assumptions Underpinning the Program --$tCourse (or Module) Requirements for Certificate(s) on Violence, Crisis and Human Rights --$tDiversity of Learning Goals --$tCrisis Program Models --$tBoston Center for Refugee Health and Human Rights --$tEmerge: Counseling and Group Education to Stop Domestic Violence --$tPsychiatry and Mental Health: Oporto, Portugal --$tChild Witness to Violence Project (CWVP) --$tBoston Area Rape Crisis Center (BARCC) --$tCasa Myrna Vazquez: Metropolitan Service for Abused Women --$tWorkplace Violence Prevention for Nurses --$tReferences --$g10.$tCrisis Consultation and Community Education --$tChapter Outline --$tConsultation: Nature and Purposes --$tConsultative Relationship --$tCriteria and Procedures for Crisis Consultation --$tClient Consultation Illustrations --$tExample: Acute Psychiatric Disturbance --$tExample: Diabetic Patient Paranoid About Insulin --$tExample: Government Administrator --$tExample: Depressed Student Abusing Alcohol --$tExample: Student, Teacher, and Themes of Violence Toward Self and Others --$tExample: Abusive Student --$tProgram Consultation --$tExample: Human Resources Department and Job Loss --$tCommunity Education --$tReferences.
650 0 $aCrisis intervention (Mental health services)$xStudy and teaching.
650 0 $aMental health services.
650 12 $aCrisis Intervention$xmethods
650 22 $aCrisis Intervention$xeducation
650 22 $aMental Health Services
650 6 $aIntervention en situation de crise (Santé mentale)$xÉtude et enseignement.
650 6 $aServices de santé mentale.
650 7 $aMEDICAL$xMental Health.$2bisacsh
650 7 $aMEDICAL$xPsychiatry$xGeneral.$2bisacsh
650 7 $aPSYCHOLOGY$xClinical Psychology.$2bisacsh
650 7 $aPSYCHOLOGY$xMental Illness.$2bisacsh
650 7 $aPSYCHOLOGY$xPsychopathology$xGeneral.$2bisacsh
650 7 $aMental health services.$2fast$0(OCoLC)fst01016498
650 7 $aCrisis intervention (Mental health services)$xStudy and teaching.$2fast$0(OCoLC)fst00883616
655 4 $aElectronic books.
700 1 $aHoff, Lee Ann.
700 1 $aHoff, Lee Ann.$tCreating excellence in crisis care.
776 08 $iPrint version:$aHoff, Miracle.$tCrisis education and service program designs.$dNew York : Routledge, ©2012$z9780415888998$w(DLC) 2011018663$w(OCoLC)723034249
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio15084958$zTaylor & Francis eBooks
852 8 $blweb$hEBOOKS