CRISIS ASSESSMENT AND INTERVENTION
PRACHI KENE, THOMAS DUKES, RHODE ISLAND COLLEGE
INTRODUCTION
This course contributes to the ongoing development of reflective practitioners who will inevitably be faced with crisis situations at some point in their careers as professional counselors. Accordingly, the course is designed to provide a foundation for best professional practice by increasing knowledge about the professional practice of crisis counseling, facilitating critical analysis of issues and challenges in the profession, and nurturing the development of professional capacity in this important area of practice. These goals are achieved by providing students with theoretical and practical grounding in the conceptualization and delivery of crisis counseling services, by sensitizing them to issues of diversity, and by reflecting on ethical, legal, and professional conduct issues for crisis counselors. Opportunities will be provided for knowledge and skill development in the areas of individual, group, and organizational crisis assessment, intervention and treatment strategies for restoring equilibrium, crisis resolution, facilitating growth, promoting resilience, and outcome assessment. This course offers students an overview of current best practices, roles and functions, ethics, and professional practice in the field of crisis intervention. This content is both relevant and important across all practice settings and with diverse client populations. In this sense, crisis response and intervention is considered an essential capacity for all practicing counselors.
SYLLABUS
PURPOSE OF COURSE
The purpose of this course is to introduce students to the professional practice of crisis assessment and response. For developing counseling professionals, the content and skills addressed in this course are necessary for effective practice with diverse clients in diverse settings. Guiding ethical principles will be incorporated as students continue the process of professional identity development.
REQUIRED TEXTBOOK
James, R. K. (2012). Crisis intervention strategies. Belmont, CA: Brooks/Cole.
COURSE DESCRIPTION
COURSE GOALS AND OBJECTIVES
Upon completion of this course it is expected that students will be able to…
COURSE LEARNING OBJECTIVES CACREP
STANDARDS
CONCEPTUAL FRAMEWORK 1. Demonstrate knowledge of fundamental concepts, theories,
strategies, and counseling skills needed to conduct effective crisis intervention.
CACREP
1.c., 3.c. Knowledge 1
2. Demonstrate understanding of the background, dynamics, and counseling intervention methodologies needed to effectively help individuals, groups, and organizations.
CACREP
1.c., 5.g. Knowledge 4
3. Demonstrate knowledge of ethical and legal issues and responsibilities pertinent to counseling practice in crisis situations.
CACREP
1.j. Knowledge 4
4. Understand and discuss issues related to diversity and the practice of crisis counseling.
CACREP 2.d.
Knowledge 3
5. Comprehend and discuss issues related to the processes of prevention, intervention, and postvention in crisis counseling.
CACREP
1.c. Practice 1
6. Reflect upon developing professional identity as a counselor. CACREP 1.d.
Knowledge 4 Practice 4 7. Utilize technology in preparation and presentation of course
requirements. Practice 2
ASSIGNMENTS
COURSE REQUIREMENTS POINTS LEARNING
OBJECTIVES
CONCEPTUAL FRAMEWORK
CACREP STANDARDS
Attendance and Active Participation: The objectives of this course are achieved primarily through active discussion of the concepts. Therefore it is essential that students attend all sessions and participate actively each week. Unless special arrangements are made ahead of time with the instructor, the student’s final grade will be negatively impacted by any absences. Students will earn points for attending and participating in a meaningful way during the class meetings.
16 Knowledge 4
Practice 4
Personal Assessment Paper: Using course readings and at least three journal articles dealing with counselor burnout, vicarious traumatization, or compassion fatigue, evaluate your own potential to effectively perform crisis intervention counseling. Approximate length of 4 double spaced pages is suggested. Guidelines for this paper are included in the syllabus. Refer to page10
10 1 & 6
Knowledge 1, 2, 3, 4 Practice 1, 2, 3, 4
COURSE REQUIREMENTS POINTS LEARNING OBJECTIVES
CONCEPTUAL FRAMEWORK
CACREP STANDARDS
Case Assessment and Intervention Planning: Students will complete two case reports.
Utilizing your beginning understanding of crisis work, for this assignment you are being asked to perform a case assessment on a clinical scenario assigned by the instructor. Drawing on the theoretical and research literature, develop and propose an intervention designed to address the particular crisis situation exemplified in the case provided by your instructor. Your assessment will ideally provide the rationale for your proposed intervention, as will crisis theory and clinical research literatures. The proposal should be sensitive to issues of diversity. A written description of the rationale, intervention, and expected outcome should be approximately 4-6 double spaced pages in length. Refer to page 12 for grading rubric.
40 1- 7
Knowledge 1, 2, 3, 4 Practice 1, 2, 3, 4
CACREP 1.c., 1.d., 1.j., 2.d., 3.c., 5.g.
Quizzes: Four quizzes (6 questions each) will be in the format of multiple choice and fill-in questions.
24 1-5
Knowledge 1, 3, 4 Practice 1
CACREP 1.c., 1.j., 2.d., 3.c., 5.g.
Movie Review: Select a movie that describes, through story, crisis in life of the central character. Watch the movie and complete a 2 page double spaced paper articulating the insights and/or hypotheses you developed from the movie about the character and crisis.
The movie must be approved by 3rd night of class. For a list of suggested films refer to page 11
10 1-5
Knowledge 1, 3, 4 Practice 1
CACREP 1.c., 1.j., 2.d., 3.c., 5.g.
Total 100
All written work is to be typed and comply with the APA (6th Edition) writing and publication guidelines.
All written is to be submitted on Blackboard.
GRADING
A = 100-94 POINTS A- = 90-93 POINTS
B+ = 87-89 POINTS B = 84-86 POINTS B- = 80-83 POINTS
C+ = 77-79 POINTS C = 74-76 POINTS C- = 70-73 POINTS
SCHEDULE, TOPICS AND READING ASSIGNMENTS
(Topic and time allotment may vary)
DATE TOPIC SELECTED READINGS
Week 1
Introductions
Clarifying student & instructor expectations Course overview
PowerPoint: Approaching Crisis Intervention
Case Study: Practice using the Triage Assessment Form (TAF)
Video of Psychiatric Crisis
James (2012) Chapter 1 Class Handouts
Week 2
PowerPoint: Basic Crisis Intervention Skills
Video Case Presentation: Use Triage Assessment Form (TAF)
Exercise: Practice use of restatement, reflection, open-ended questions.
Role-Play: Clients in crisis
James (2012) Chapter 2 Class Handouts
Week 3
PowerPoint: Posttraumatic Stress Disorder Review online resources for PTSD treatment Discuss Psychobiology of Trauma
Video Case Presentation: Assess and generate treatment plan
James (2012) Chapter 7 Class Handouts
Week 4
PowerPoint: Suicide Risk Assessment
Review online resources for suicide risk assessment
Video Case Presentation: Conduct suicide risk assessment (use IS PATH WARM)
Exercise: Practice the use of clinical interviewing techniques to assess suicidality
James (2012) Chapter 8 Class Handouts
Week 5
PowerPoint: Suicide Prevention
Review online resources for suicide prevention
Video Case Presentation: Assess and generate treatment plan Class Discussion: Postvention: Legal and Ethical Issues
Class Handouts
Week 6
PowerPoint: Self-Harm
Review online resources for Self-Harm
Video Case Presentation: Assess rituals, methods, reasons, and meaning of self-harm
Case Study: Dialectical Behavior Therapy Conceptualization
Exercise: Practice the use of diary cards, behavioral chain analysis, and DBT skills training
Case Report # 1 Due
Class Handouts
Week 7
PowerPoint: Bereavement and Grief
Review online resources for Bereavement and Grief
Video Case Presentation: Assess and generate treatment plan
Discussion: Suicide Survivors
James (2012) Chapter 12 Class Handouts
Week 8
PowerPoint: Sexual Assault
Review online resources for Sexual Assault
Video Case Presentation: Assess and generate treatment plan
Discussion: Victim’s rights
DATE TOPIC SELECTED READINGS
Week 9
PowerPoint: Crisis of Addiction
Review online resources for Crisis of Addiction
Video Case Presentation: Assess and generate treatment plan
Exercise: Practice Motivational Interviewing Exercises Movie Review Due
James (2012) Chapter 11 Class Handouts
Week 10
PowerPoint: Partner Violence
Review online resources for Partner Violence
Video Case Presentation: Assess and generate treatment plan
Discussion: Power and Control Wheel
Watch Movie: Power and Control: Domestic Violence in America
James (2012) Chapter 10 Class Handouts
Week 11
PowerPoint: Violent Behavior in Institutions Psychiatric Crisis
Review online resources for Psychiatric Crises
Guest Lecture: National Alliance of Mental Illness Speakers
Discussion: Violence risk Assessment Case Report # 2 Due
James (2012) Chapter 14 Class Handouts
Week 12
PowerPoint: Culturally Effective Helping
Review online resources for Culturally Effective Helping
Video Case Presentation: Assess and generate treatment plan
Role Play: Client in crisis
James (2012) Chapter 3 Class Handouts
Week 13
PowerPoint: School Crisis
Review online resources for School Crisis
Video Case Presentation: Assess and generate treatment plan
James (2012) Chapter 13 Class Handouts
Week 14
PowerPoint: Burnout, Vicarious Traumatization, and Compassion Fatigue
Review online resources for Burnout, Vicarious Traumatization, and Compassion Fatigue
Exercise: Complete Compassion Fatigue Survey
Discussion: Personal Assessment Personal Assessment Paper Due
James (2012) Chapter 16 Class Handouts
PERSONAL ASSESSMENT PAPER
Read Chapter 16 titled Human Service Workers in Crisis: Burnout, Vicarious Traumatization, and Compassion Fatigue in James (2012) and at least three journal articles to incorporate knowledge of effective crisis worker characteristics and the constructs of counselor burnout, vicarious traumatization, and compassion fatigue. Discuss the following issues in your paper:
1. What personal qualities or characteristics enhance and impede your effectiveness as a crisis worker? 2. How might crisis experiences in your own life impact your work with clients who have experienced or
are experiencing similar forms of crisis?
3. What attitudes, values, behaviors, feelings, beliefs, expectations, and experiences might elevate your risk for burnout, vicarious traumatization, and compassion fatigue?
SUGGESTED FILMS
1. This Boy’s Life (1993) 2. Radio Flyer (1992) 3. Dolores Claiborne 1995) 4. The Burning Bed (1984)
5. Sleeping with the Enemy (1991) 6. What’s Love Got to Do with It (1993) 7. Domestic Violence: Faces of Fear (1996) 8. The Accused (1988)
9. Dead Man Walking (1995) 10.Casualties of War (1989) 11.Clean and Sober (1988) 12.28 Days (2000)
13.When a Man Loves a Woman (1994) 14.Traffic (2000)
15.Requiem for a Dream (2000) 16.Trainspotting (1996) 17.Sherrybaby (2006)
18.Bill Moyers PBS Series on Addictions (1998) 19.HBO Series on Addictions (2007)
20.Born on the Fourth of July (1989)
21.The Deer Hunter (1978) 22.Girl Interrupted (1999) 23.A Beautiful Mind (2001) 24.Fatal Attraction (1987) 25.Ordinary People (1980) 26.In the Bedroom (2001) 27.Monster’s Ball (2001) 28.Men Don’t Leave (1990) 29.Stepmom (1998)
30.Kramer vs. Kramer (1979) 31.Dead Poet’s Society (1989) 32.Falling Down (1993) 33.Cape Fear (1991) 34.9/11 (2002)
35.World Trade Center (2006)
36.Triumph Over Disaster: The Hurricane Andrew Story
37.The Killer at Thurston High (2000) 38.Untold Stories of Columbine (2000)
GRADING RUBRIC FOR CASE REPORTS
PERFORMANCE BELOW STANDARD - 1 MEETS STANDARD - 2 EXCEEDS STANDARD- 3
Organization
Organization of ideas is poor; paper does not display a clear logical structure; transitions between ideas are disjointed
Organization of ideas is adequate; paper displays mostly a clear logical structure; transitions between ideas are generally fluid
Organization of ideas is clear and very
well-developed; paper displays a clear logical structure; transitions between ideas are very fluid
Crisis Assessment
Inaccurate assessment; omission of important and relevant information
Accurate assessment; omission of some information
Accurate assessment with comprehensive and thorough use of relevant clinical data
Case
Conceptualization
Case conceptualization is not justified based on relevant clinical data and symptoms
Case conceptualization is justified and discussed in the context of relevant clinical data and symptoms
PERFORMANCE BELOW STANDARD - 1 MEETS STANDARD - 2 EXCEEDS STANDARD- 3
Review and Discussion of Background Information
Unclear use and understanding of how background data informs assessment and
interpretation of problem areas; missing several relevant background details and missing relevant clinical information
Clear and adequate discussion of how background data informs assessment and
interpretation of problem areas; missing some relevant background details or clinical information
Clear and comprehensive of discuss ion of how
background adapt informs assessment and
interpretation of problem areas; discussion of key background details and thorough discussion of relevant clinical information
Treatment Plan
Treatment plan does not address relevant clinical issues; treatment plan is not conceptualized in the context of the problem areas; theoretical rationale for treatment plan interventions is not included or is unclear
Treatment plan adequately addresses relevant clinical issues; treatment plan is adequately
conceptualized in the context of the problem areas theoretical rationale for treatment plan interventions is included
Treatment plan
comprehensively addresses relevant clinical issues; treatment plan is
thoroughly conceptualized in the context of the problem areas; theoretical rationale for treatment plan interventions is clearly and thoroughly discussed and conceptualized
ACADEMIC HONESTY STATEMENT
Students in this course are expected to abide by the principles of academic honesty. Students who willfully violate these principles (e.g., by cheating on examinations and assignments, plagiarizing, altering or changing records, etc.) cheat themselves, destroy any presumption of personal integrity, and degrade the value of education.
It is especially important that all students understand the nature of plagiarism, for their written work will be judged rigorously for honesty. There are various forms of plagiarism of which the following are most common:
1. Word-for-word plagiarism: This includes (a) the submission of another student’s work as one’s own; (b) the submission of work from any source (book, magazine or newspaper article, unpublished paper or thesis) without proper acknowledgement by footnote or reference within the text of the paper
2. Patchwork plagiarism: This consists of a piecing together of unacknowledged phrases and sentences quoted verbatim (or nearly verbatim) from a variety of sources. The mere reshuffling of other people’s words does not constitute original work.
3. Unacknowledged paraphrase: It is perfectly legitimate to set forth another author’s facts or ideas in one’s own words, but if one is genuinely indebted to the other author for these facts or ideas, the debt must be acknowledged by footnote or reference with the text of the paper.
gathers no moss,” or “New York-It’s a great place to visit, but I wouldn’t want to live there”), to acknowledge indebtedness.
(Note: The above paragraphs are based largely on D. Sears, Harbrace Guide to the Library and the Research, p. 39). It is especially important that all students understand the nature of plagiarism; for further explanation, see Sears, Harbrace, Guide to the Library and Research paper.
4. Self-plagiarism: Unauthorized multiple submissions of work for credit is a form of academic dishonesty. It occurs when a student, who has not been given permission to do so, submits for academic credit work that is the same or substantially the same as work that has been submitted for credit in another course. Many professors allow re-working or building on prior work; however, multiple submissions are permitted only with the prior permission of the instructor(s), and only when the student acknowledges the multiple submission in the work itself.
Students who willfully violate the principles of academic honesty (e.g., through cheating on examinations or assignments, plagiarism of any type, altering or changing records, etc.) will incur one of the following penalties depending on the severity of the infraction:
1.A low or failing grade on the assignment in which the offense occurred. 2.An additional assignment.
3.Reduction of the final grade up to and including course failure 4.Academic probation or expulsion
5.Any combination of the above
Any student accused of academic dishonesty may appeal to the Board of College Discipline.
RECOMMENDED READINGS
Aguilera, D.C. (1998). Crisis intervention: Theory and methodology. (Rev. ed.). Missouri: Mosby. Alessi, H. D. & Ballard, M. B. (2001). Memory development in children: Implications for children as
witnesses in situations of possible abuse. Journal of Counseling and Development, 79, 398-404. Aspy, C. B., Oman, R. F., Vesely, S. K., McLeroy, K., Rodine, S, & Marchall, L. (2004).
Adolescent violence: The protective effects of youth assets. Journal of Counseling and Development, 82, 268-276.
Asner-Self, K. K. & Marotta, S. A. (2005). Developmental indices among Central American immigrants: Clinical implications for counselors. Journal of Counseling and Development, 83, 162-171. Brooks, R. and Goldstein, S. (2004). The power of resilience. New York, NY: McGraw Hill.
Capuzzi, D., & Golden, L. (1998). Preventing adolescent suicide. Muncie, IN: Accelerated Development. Cavaiola, A. & Colford, J. (2006). A practical guide to crisis intervention. Boston, MA.: Houghton Mifflin
Company.
Cavaiola, A. & Colford, J. (2011). Crisis intervention case book. Belmont, CA: Brooks/Cole.
Cintron, R., Weathers, E., & Garlough, K. (Eds.), (2007). College student death: Guidance for a Caring campus. Lanham, MD: United Press of America.
Collins, B. & Collins, T. (2005). Crisis and Trauma: Developmental-ecological intervention. Boston, MA.: Lahaska Press.
Colti, b. G. & Collings, T. M. (2004). Crisis and trauma: Developmental-Ecological Intervention. Dixon, S. (1987). Working with people in crisis. (Rev. ed.). Ohio: Merrill Publishing Company. Doka, K.J. (Ed.). 1996). Living with grief after sudden loss: Suicide, homicide, accident, heart attack,
Echterling, L.G., Presbury, J. H.. and McKee, J. E. (2005). Crisis Intervention: Promoting resilience and resolution in troubled times. Upper Saddle: Pearson
Everly, G.S. (Ed.). 1995). Innovations in disaster and trauma psychology. Maryland: Chevron Publishing Company.
Everly, G.S., & Lating, J.M. (Eds.). (1995). Psychotraumatology: Key papers and core concepts in post-traumatic stress. New York: Plenum Press.
Feather, J. S. & Ronan, K. R. (2006). Trauma-focused cognitive behavioral therapy for abused children with posttraumatic stress disorder: A pilot study. New Zealand Journal of Psychology, 35(3), 132-145.
Figley, C. (Ed.), (2002). Brief treatments for the traumatized Westport, CT: Greenwood Press.
Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Pennsylvania: Brunner/Mazel.
Foa, E, Keane, T & Friedman, M. (Eds.) (2000). Effective treatments for PTSD. New York: The Guilford Press.
Ginter, E. J. (2004). JCD’s special section on school violence: Reactions and thoughts of a counselor. Journal of Counseling and Development, 82, 310-312.
Greene, P., Kane, D., Christ, G., Lynch, S. and Corrigan, M. (2006). FDNY: Crisis Counseling. Hoboken, N.J.: John Wiley and Sons.
Greenstone, J. and Leviton, G. (2002). Elements of crisis intervention. (2nd Edition) California:
Brooks/Cole Publishing Company.
Hage, S. M. (2006). Profiles of women survivors: The development of agency in abusive relationships. Journal of Counseling and Development, 84, 83-94.
Halpern, J. and Tramontin, M. (2007). Disaster mental health: Theory and practice. Belmont, CA: Brooks/Cole.
Hartley, L. (2006). Aftershocks of stress, crisis and trauma. (Kindle Book) Herman, J. (1997). Trauma and recovery. New York, NY: Basic Books
Hoff, L.A. (1995). People in crisis: Understanding and helping (Rev. ed.). San Francisco: Jossey Bass Jacobs, Douglas, G. (Ed) (1999). Guide to suicide prevention assessment and intervention. Harvard
Medical School; San Francisco, CA: Jossey-Bass.
Joiner, T. E. (2005). Why people die by suicide? Cambridge, MA: Harvard University Press.
Joseph, S. and Linley, P. (Eds) (2008). Trauma recovery and growth: Postivie psychological perspectives on posttraumatic stress. Hoboken, N.J.: John Wiley and Sons.
Kanel, K. (2007). A guide to crisis intervention. (3rd edition). Belmont, CA: Brooks/Cole.
Kerry, M. ((2009). School crisis prevention and intervention. Upper Saddle River, N.J.: Merrill. King, N. J., Heyne, D., Tonge, B., J., Mullen, P., Myerson, N., Rollings, S., & Ollendick, T., H. (2003).
Sexually abused children suffering from post-traumatic stress disorder: Assessment and treatment strategies. Cognitive Behavior Therapy, 32(1), 2-12.
Kleespies, P. M. (Ed.) (2008). Behavioral emergencies: An evidence-based resource for evaluating and managing risk of suicide, violence, and victimization. Washington, DC: American Psychological Association.
Lattanzi-Light, M. and Doka, K. (Eds.), Living with grief: Coping with public tragedy. New York: Brunner-Routledge.
Lazarus, A. (1997). Brief but comprehensive psychotherapy: The multimodal way. New York: Springer Publishing Company
Levine, Peter, A. (2005). Healing trauma: A pioneering program for restoring the wisdom of your body. Boulder, CO: Sounds True, Inc.
Levine, Peter, A. and Kline, Maggie (2007). Trauma through a child’s eyes. Berkley, CA: North Atlantic Books.
Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford Press.
Litz, T. (Ed). (2004). Early intervention for trauma and traumatic loss. New York: Guilford Press. Lord, Janice H. (1991). No time for goodbyes. (4th Edition). California: Pathfinder Publishing, Co.
Maples, M. F., Packman, J., Abney, P., Daugherty, R. F., Casey, J. A., & Pirtle, L. (2005). Suicide by teenagers in middle school: A postvention team approach. Journal of Counseling and Development, 83, 397-405.
McGlothlin, J. M. (2008). Developing clinical skills in suicide assessment, prevention, and treatment. Alexandria, VA: American Counseling Association.
Mejia, X. E. (2005). Gender matters: Working with adult male survivors of trauma. Journal of Counseling and Development, 83, 29-40.
Miller, L. (1998). Shocks to the system. New York: W.W. Norton & Company
Moretti, M. M., Obsuth, I., Odgers, C. L., & Reebye, P. (2006). Exposure to maternal vs. paternal partner violence, PTSD and aggression in adolescent girls and boys. Aggressive Behavior, 32, 385-395. Myer, R. A. (2001). Assessment for crisis intervention: A triage assessment model. Belmont:
Brooks/Cole.
Myer, R. A. & James, R. K. (2007). CD-ROM and workbook for crisis intervention. Belmont, CA: Brooks/Cole.
Puryear, D. A. (1979). Helping people in crisis. San Francisco, CA: Jossey Bass.
Ratey, J. (2001). A user’s guide to the brain: Perception, attention, and the four theaters of the brain. New York: Vintage Press.
Roberts, A.R. (1990). Crisis intervention handbook: Assessment, treatment, and research. California: Wordsworth Publishing Company.
Rothschild, B. (2000). The body remembers. New York: W.W. Norton, Company
Rynearson, E. (Ed.) (2006). Violent death: Resilience and intervention beyond the crisis. New York: Routledge Press.
Saakvitne, K. W. (200). Shared trauma: The therapist’s increased vulnerability. Psychoanalytic Dialogues, 12(3), 443-449.
Scaer, Robert, C. (2001). The body bears the burden: Trauma, dissociation, and disease. New York: The Haworth Medical Press.
Scaer, R. (2005). The trauma spectrum: Hidden wounds and human resiliency. New York: Norton. Schiraldi, G. (2000). The posttraumatic stress disorder sourcebook. Los Angeles, CA: Lowell House. Slaiku, K. (1990). Crisis intervention: A handbook for practice and research (2nd ed.). Newton, MA: Allyn
& Bacon.
Tedeschi, R.G., Park, C.L., & Calhoun, L. G. (1998). Posttraumatic growth: Conceptual issues.
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Trippany, R. L., Helm, H. M. & Simpson, L. (2006). Trauma reenactment: Rethinking borderline personality disorder when diagnosing sexual abuse survivors. Journal of Mental Health Counseling, 28(2), 95-110.
Trippany, R. L., White Kress, V. E. & Wilcoxon, S. A. (2004). Preventing vicarious trauma: What counselors should know when working with trauma survivors. Journal of Counseling and
Development, 82, 31-37.
Webber, J., Bass, D., & Yep, R. (2004). Terrorism, trauma and tragedies: A counselor’s guide to preparing and responding (2nd ed.). Alexandria, VA: American Counseling Association
Wright, H. N. (2003). The new guide to crisis & trauma counseling.
Young, M.A. (2001). The community crisis response team training manual. Washington, D.C. National Organization for Victim Assistance.
Zdziarski, G., Dunkel, N., & Rollo, M. (Eds.), (2007). Campus crisis management. San Francisco, CA: Jossey-Bass.
SELECTED WEBSITES
1. American Association of Suicidology; http://www.suicidology.org 2. American Counseling Association; http://www.counseling.org 3. American Red Cross; http://www.redcross.org/
4. Dialectical Behavior Therapy; http://www.behavioraltech.org 5. Department of Health and Human Services; http://www.hhs.gov 6. Department of Veteran Affairs; http://va.gov/directory
7. Federal Emergency Management Association; http://www.fema.gov 8. International Critical Incidence Stress Foundation, Inc.; http://icis.org
9. National Board for Certified Counselors Disaster Relief Resources; http://www.nbcc.org/resouces 10.National Center for Post-Traumatic Stress Disorder; http://www.ncptsd.va.gov
11.National Institute of Mental Health; http://www.nimh.gov
12.Substance Abuse and Mental Health Services Administration; http://www.mentalhealth.samhsa.gov 13.United Nations Children’s Fund; http://www.unicef.org
