Agreement About Intervention Plans By Probation Officers
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Introducing instruments to structure risk assessment has been shown to improve agreement between probation professionals about the assessment of offenders’ risks and needs. The subsequent decisions about intervention plans, however, are to a large extent still unstructured. This article addresses the question of whether probation officers agree about intervention plans and whether agreement differs between experienced and less experienced probation officers. A group of 44 Dutch probation officers wrote intervention plans for four cases in which the risk and needs assessment was given. Results showed that the overall agreement about the intervention plan is poor. Looking at the different domains of an intervention plan, agreement about the advice on the sanction, conditions, criminogenic needs to be addressed, and programs is fair. On all other domains (instructions, control, intensity of supervision, and goals), agreement is poor. Experience of the probation officers did not influence the agreement about the intervention plans substantially.Keywords:
Crisis intervention
In the process of firing and emergent rescue, firemen are prone to occur psychological crisis by fear, guilt and other psychological pressure. In order to carry out timely psychological intervention for those firemen, it is very necessary to build a psychological crisis intervention system which is composed of self-intervention, intervention of fire army, intervention of professionals and intervention of other social forces.
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This article describes a model for brief strategic family intervention for use with adolescent parasuicides in a general hospital setting. A rationale and structured therapeutic procedure for intervention are provided. The intervention uses a systemic, time and cost-effective approach which attempts to use the crisis to facilitate resolution of a developmental impasse within the family as a whole. The approach incorporates elements of crisis intervention theory and strategic family therapy. While no formal outcome study was conducted, a three-year follow- up period suggested a zero parasuicide readmission rate for cases receiving family intervention.
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The purpose of this paper was to describe the ways in which a family therapy agency adjusted to emerging needs of families in Israel during the Gulf War. The therapeutic interventions were done by phone and followed a crisis intervention model. The impact of the special context arising from the war is described first, followed by a description of the problems related and the intervention provided. Finally, implications for family therapy are discussed.
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It's necessary for school to take the responsibility of doing the crisis intervention and decrease the psychological and physical symptoms of the students and teachers after crisis in order to help them recover;the establishment of the school crisis intervention system should include the prevention before crises and intervention after crises.It's important to consider the composition and function of the school crisis intervention team,and integrate various resources and advantages,in order to ensure the efficiency of the crisis intervention.
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American school-based crisis intervention model has been built as a set of intervention framework according to preventive theory in recent two decades.This model takes schools as an whole,and solves the problems of severe loss and crisis of teenagers and faculties by stressing to develope school-based crisis teams,identifying the role of consultants in schools,making overall crisis management plans and providing structured procedures and safety environment.Crisis intervention model will develop in systematization and networking in the future,in this way long-term mechanism for school-based crisis intervention will be established,which will be in accordance with development direction and enlighten Chinese school-based crisis intervention.
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The study summarizes assessment and intervention models of crisis intervention of sudden incidents in foreign countries.These crisis intervention models can be classified into three types:first,stage division model,which means adopting different measures according to characteristics of different stages of intervention process;second,integration model,which involves integrating different intervention models and support resources,and third,specificity model,which refers to intervention strategies designed for special population and situation as well as special organization forms.It is expected to offer reference for improving the crisis intervention system of sudden incidents in China.
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Based on the various principles of crisis intervention, a model of it is designed which divides it into four phases: (1) beginning of intervention (established of a relationship, assessment of the client's condition, estimate of the gravity of the problem, and design of the plan of action along the lines of minimal difference); (2) actual intervention; (3) conclusion of the crisis intervention, and (4) follow-up. This system conveys a good insight into the activities of a crisis centre, and it can contribute to the diffcult and up to now unsolved problem of how such institutions can be evaluated.
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College students' mental crisis is becoming one of the hidden dangers for college administra-tion.Although more and more emphasis has been put on crisis intervention,yet little effect has beenachieved for the reason that,at present,no mature crisis intervention system has been adopted at col-leges.On the basis of many years' college mental health education experiences and with an explorationof crisis intervention theories and practices both at home and abroad,the author of this paper pointsout that a kind of class-based crisis intervention system should be constructed,for this system canhelp make college crisis intervention work more institutional,regular and scientific.The author alsoputs forward a series of feasible class-based crisis intervention strategies.
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Series Preface. Introduction. One. Overview of Crisis and Trauma Intervention. Two. Basic Principles of Crisis Intervention. Three. Crisis Intervention Models. Four. Crisis Assessment. Five. Common Crisis Intervention Strategies. Six. The Helper. Seven. Helping in Time of Crisis: How to Apply the Models for Crisis Intervention to Clinical Crisis Situations. Eight. Group Crisis Interventions. Nine. Ethical and Legal Aspects of Crisis Intervention. Appendix A: Suicide Assessment Checklist. Appendix B: Triage Assessment Form. References. Annoatated Bibliography. Index. Acknowledgments.
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To improve college students′ psychological crisis intervention,the following 5 relationships should be well-handled: the relationships between prevention and immediate intervention;between emergency disposal and delayed intervention;between professional staff construction and non-professional staff construction;between intervention from the force on campus and support from the force outside the campus;between daily intervention and investigation.
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