Psychology of crisis WF-ZPS-KR
Crisis can refer to any situation in which the individual perceives a sudden loss ability, to use effective problem-solving and coping skills. A number of events of circumstances can be considered a crisis: life -threating situations, sexual assault or other criminal victimization, medical illness, mental illness, thought of suicide or homicide and loss or drastic changes in relationships (death of a loved one or divorce for exemple).
A personal crisis occurs when an individual's ability to cope is exceeded. Crises can be triggered by a wide range of situations including: sudden change in medical emergencis, long-term illness, social ol familiar turmoil. A person going through a crisis experiences a state of mental disequilibrium in which the ego struggles to balance both internal and external demands.Various coping mechanisms include: high emotons, defence mechanisms, making rash decisions, acting out, putting things on hold.
A typical crisis intervention progress though several phases . It begins with an assessment of what happened during the crisis and the individual"s responses to it.
Assessment of the individual's potential for suicide and/or homicide is also conducted. Also, information about the individual's strenghts, coping skills, and cocial support networks is obtained.
|
Term 2021/22:
The classes will be devoted to the mental crisis. Mental crisis is a strong, transient experience of disturbance of mental equilibrium caused by threats related to the meaning of life, system of values, self-concept, aftermath of facing a surprising situation or a critical event. Such an experience exceeds a person’s capacity to cope with it on their own. |
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Term 2018/19: | Term 2019/20: | Term 2020/21: | Term 2021/22: |
Learning outcomes
Effects of teaching
Knowledge
- for a grade of 5: A student has acquired a broad knowledge on the causes, signs, and stages of a mental crisis and can very well characterize the phases of crisis intervention.
- for a grade of 4: A student has acquired a fairly broad knowledge on the causes, signs, and stages of a mental crisis and can well characterize the phases of crisis intervention.
ECTS - 4
- for a grade of 3: A student has acquired at least moderate knowledge on the causes, signs, and stages of a mental crisis and can, albeit inefficiently, characterize the phases of crisis intervention.
- for a grade of 2: A student has not acquired knowledge on the causes, signs, and stages of a mental crisis and is unable to characterize the phases of crisis intervention.
Skills
- for a grade of 5: A student can recognize persons in the state of mental crisis quickly and accurately and is able to correctly identify the need to give them help.
- for a grade of 4: A student can recognize persons in the state of mental crisis fairly quickly and accurately and is able to fairly correctly identify the need to give them help.
- for a grade of 3: A student can recognize persons in the state of mental crisis, even though s/he does it with difficulty, and is able to correctly, though with difficulty, identify the need to give them help.
- for a grade of 2: A student is unable to recognize persons in the state of mental crisis quickly and accurately and is unable to correctly identify the need to give them help.
Competences
- for a grade of 5: A student can talk to persons in a mental crisis with great sensitivity and empathy, including trauma survivors, and can provide them very efficiently with basic aid.
- for a grade of 4: A student can talk to persons in a mental crisis with sensitivity and empathy, including trauma survivors, and can provide them fairly efficiently with basic aid.
- for a grade of 3: A student can talk, even if with some difficulty, to persons in a mental, including trauma survivors, and can provide them fairly efficiently, though with difficulty, with basic aid.
- for a grade of 2: A student is not able to talk to persons in a mental crisis, including trauma survivors, and is unable to provide them with basic aid.
ECTS:
- participation in exercises (e-learning) - 32
- preparation for exercises (reading texts) - 10
- preparation for a test - 10
NUMBER OF ECTS – 4
Assessment criteria
Assessment criteria
Knowledge
- for a grade of 5: A student has acquired a broad knowledge on the causes, signs, and stages of a mental crisis and can very well characterize the phases of crisis intervention.
- for a grade of 4: A student has acquired a fairly broad knowledge on the causes, signs, and stages of a mental crisis and can well characterize the phases of crisis intervention.
- for a grade of 3: A student has acquired at least moderate knowledge on the causes, signs, and stages of a mental crisis and can, albeit inefficiently, characterize the phases of crisis intervention.
- for a grade of 2: A student has not acquired knowledge on the causes, signs, and stages of a mental crisis and is unable to characterize the phases of crisis intervention.
Skills
- for a grade of 5: A student can recognize persons in the state of mental crisis quickly and accurately and is able to correctly identify the need to give them help.
- for a grade of 4: A student can recognize persons in the state of mental crisis fairly quickly and accurately and is able to fairly correctly identify the need to give them help.
- for a grade of 3: A student can recognize persons in the state of mental crisis, even though s/he does it with difficulty, and is able to correctly, though with difficulty, identify the need to give them help.
- for a grade of 2: A student is unable to recognize persons in the state of mental crisis quickly and accurately and is unable to correctly identify the need to give them help.
Competences
- for a grade of 5: A student can talk to persons in a mental crisis with great sensitivity and empathy, including trauma survivors, and can provide them very efficiently with basic aid.
- for a grade of 4: A student can talk to persons in a mental crisis with sensitivity and empathy, including trauma survivors, and can provide them fairly efficiently with basic aid.
- for a grade of 3: A student can talk, even if with some difficulty, to persons in a mental, including trauma survivors, and can provide them fairly efficiently, though with difficulty, with basic aid.
- for a grade of 2: A student is not able to talk to persons in a mental crisis, including trauma survivors, and is unable to provide them with basic aid.
Methods of assessment
Written examination (test – 15 single-choice questions)
Practical placement
-
Bibliography
1. Badura-Madej W, Dobrzyńska -Msterhazy A. (2000) Przemoc w rodzinie. Interwencja kryzysowa i psychoterapia. Kraków, UJ.
2. JamesRK, Gililand B (2004). Strategie interwencji kryzysowej. Warszawa. PARPA
3. Kubacka -Jasiecka D. (2010) Interwencja kryzysowa. Pomoc w kryzysach psychologicznych. Warszawa : Wydawnictwo Akademickie i Profesjonlane
4. Cierpiałkowska L, Sęk H. (2016) Psychologia Kliniczna. PWN
|
Term 2021/22:
1. Bronowski P., Kaszyński H., Maciejewska O. (2019). Kryzys Psychiczny. Warszawa: Warszawa: Difin. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: