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Benchmark Crisis Intervention Plan
Allison V. Hobaugh
School of Behavioral Science, Liberty University
Benchmark Crisis Intervention Plan
Defining Crisis
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Defining Crisis
In recent years, the term crisis has been used by the media to describe catastrophic
events such as school shootings and natural disasters. The media brings attention to crises by
highlighting the unpreparedness of communities that are affected. A crisis is defined by an event
that causes both a physical and emotional reaction in an individual that they believe they are in
danger (Brooks, 2017).
A few key elements must be present for an event to be classified as a crisis according to
Jackson-Cherry and Erford. First there must be a precipitating event that triggers the response.
Next, the perception that the event causes distress to an individual. Finally, the continued
distress that the individual faces leads to diminished functioning (Jackson-Cherry & Erford,
2018).
Although the terms crisis, trauma, and stress are used interchangeably, it is important to
note that the crisis is the event itself, and stress is the response to that event.
Neurobiology of Crisis
It is important to understand the inner workings of the brain and limbic system during a
crisis. This will help the crisis interventionist to determine to correct course of action in
treatment. At the onset of the crisis, the body’s pituitary glands release adrenaline, cortisol and
dopamine. The release of these hormones increases heart rate and prepares the individual for
freeze, flight, or fight (Brooks, 2017). This is a natural reaction to respond to a threat, however, if
the individual remains in the state of high stress for too long, an excessive amount of cortisol is
released. The ongoing release of cortisol can potentially lead to brain cell damage and has been
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linked to the breakdown of the hippocampus. The hippocampus is the area that is responsible
for memory.
Trauma is the manifestation of the ongoing response to the crisis event after the initial
occurrence. Some psychiatric diagnoses arise from this. Pot traumatic stress disorder (PTSD),
substance abuse, and major depressive disorder are examples of these diagnoses (Akiki, et. al.,
2018).
Risk Factors of Crisis
It is a common occurrence for an individual to experience risk factors for mental illness
following a crisis. A crisis produces stress and prolonged exposure to this stress can lead to
mental illness. Risk factors can happen to any age, gender, or any socio-economic status.
Intrusive thoughts, flashbacks, avoidance of the area, difficulty concentrating, acting
aggressively toward others, insomnia or hypersomnia are all risk factors. These factors may
present in different ways with different people (Kolk, 2014)
Signs of Someone in Crisis
Using the four elements of defining a crisis, the crisis interventionist can determine if an
individual shows signs of being in crisis. First, determine if there has been an occurrence of a
precipitating event and what it was. Next, observe if the individual is showing signs of
diminished functioning not alleviated by traditional coping means. (i.e. nonverbal, blank stare,
etc). According to Brooks, there is a fourth factor, an observation of disequilibrium. A crisis
interventionist must remember that it is the subjective perception of the event that makes it a
crisis to an individual. If normal, healthy means of coping do not work for an individual facing
crisis, maladaptive coping mechanisms tend to fill in.
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Long Term Neurological Affects
Prolonged exposure to stress redirects the wiring of the brain, causing the body to be in
constant “fight or flight” mode with an overactive limbic system (Brooks, 2017). The limbic
system, specifically the amygdala, oversees connecting to the world of the individual, processing
everything in the environment. When chronic stress changes the neural pathways in the brain,
the limbic system becomes over-sensitive to once benign stimuli (Amen, 2005). Post-traumatic
stress disorder (PTSD) can develop due to the long-term exposure to stress. After the initial
event occurs and the person still feels that they are in danger or experiences flashbacks and
avoidance of things that may trigger a response, PTSD is likely.
Community Crisis Event
Crisis News Story
On September 10, 2025, political activist and co-founder of the conservative youth
organization Turning Point USA, Charles “Charlie” Kirk, was shot and killed during an outside
debate forum at Utah Valley University. Kirk was speaking on gun violence and gangs when the
event occurred. The witnesses were in the thousands. A man was arrested shortly after the
incident but was later released when there was no evidence to tie him to the shooting. As the
FBI continued their investigation, they found evidence of the use of a bolt action rifle staged on
a roof top about 200 yards from the stage. A manhunt was initiated. Tyler Robinson turned
himself in to the authorities after speaking with his father. Robinson was later charged with the
crime.
There have been numerous news stories about both the victim and the shooter in the past
several days. Robinson is currently being held without bail. The assassination of Kirk has sparked
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conversations across the United States between liberal and conservative people. Kirk was 31, a
husband and father of two young children.
Crisis Explanation
This event is considered a crisis due to the violent nature and the subsequent actions
of the witnesses. Almost immediately, one can see in the videos that have been posted, the
crowd goes into a unified flight mode, running for cover and screaming in panic. The campus
assessment response and evaluation (CARE) team identified a witness to the shooting who is
need of crisis intervention. Sarah is a 22-year-old senior at Utah Valley University. She was in line
at the security fence awaiting her turn at the microphone to ask Charlie Kirk a question. After
the fatal shot through Kirk’s neck occurred, Sarah was caught up in the flood of students trying
to flee the area.
She found a safe place in the tunnel leading back to the main campus. The university deployed a
CARE team to assist students and help to calm the situation. They find Sarah rocking back and
forth, hugging herself tightly and crying. She does not appear to hear the interventionist that
approached her. Her speech is erratic, and she kept saying “I was right there, I was right there”.
Her face appeared flushed, and her breathing was rapid. She is worried about her friend. They
got separated in the stampede of students. She appears to be startled easily at the loud noises
of the scene. The interventionist guides her to an area that has been set up for the witnesses of
the shooting. It is the interventionist’s aim to find a few other students who appear calm to be
with Sarah and help her to adjust to a level that she can communicate her needs. After a while
she is calm enough to communicate that she is okay and would like to go back to her dorm. The
interventionist gives her some contact information for the university counseling center and has
plans to do a follow up with her.
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Sarah begins to experience sleep disturbances following the shooting. She sees the
scene replay every time she closes her eyes. The lack of sleep has left her feeling exhausted and
she has missed her morning classes for the past three days. The sleep disturbances have
affected her mood as well. She had an argument with her roommate about a missing item of
food in their shared mini fridge. She is also disrespectful to her professors and has not been
paying attention in class. This lack of attention has caused her to fail a test in the past week. Her
English Literature professor pulled her aside after class and suggested that she should go see
the counseling office to help her unpack her feelings about last week’s shooting.
Treatment Planning
Sarah, a 22-year-old senior, has come into the university counseling center
following the fatal shooting of Charlie Kirk. She was a close-proximity witness. She explains to
the counselor that she has been having trouble sleeping and seems angry “at nothing” all the
time. She has also lost her appetite and has no focus.
Problem 1 (mental): Sarah is experiencing signs of acute distress disorder with
depressive issues.
Goal 1: Sarah will reduce the level, frequency and intensity of anxiety and
anger outbursts so that daily functioning is no longer impaired by week 6.
Objective 1: Sarah will learn and implement at least 2 relaxation
techniques with the goal of decreasing the number of anxiety and anger
episodes to no more than 3 times per week.
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Intervention 1: The counselor will teach Sarah various
techniques to help reduce anxiety. These include but are not
limited to breathing exercises and role playing.
Problem 2 (physical): Sarah has trouble sleeping and loss of appetite. She feels
exhausted this week after the shooting.
Goal 1: The counselor will help to guide Sarah back to a pre-crisis state of
functioning physically by reducing sleeplessness and encouraging return of
appetite by week 2.
Objective 1: The counselor will explore and advise Sarah on relaxation
techniques that can be used prior to sleep. This includes a steady bedtime
routine (consistent bedtime and rise time, no electronics prior to sleep,
breathing skills).
Intervention 1: The counselor will assess the frequency of
sleeplessness through self-report from Sarah. Decrease in sleeplessness
by at least 2 nights a week. Aim to get at least 6 hours per day and then
increase as needed to return to the pre-crisis level.
Problem 3 (emotional): Sarah is having difficulty regulating her emotions, especially
anger outbursts.
Goal 1: The goal to help Sarah have fewer occurrences of anger and irritability by
week 8.
Objective 1: Sarah will begin keeping a journal of emotions and thoughts.
Intervention 1: Sarah will begin journaling her thoughts and
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feelings related and unrelated to the shooting. She will pay special attention to
those times in which she begins to feel anxious, angry or irritable. Weekly check
in via self-report and if comfortable the actual journal entries. This will help the
counselor pinpoint the areas of concern and what triggers the outbursts.
Problem 4 (social): Sarah has not isolated herself from others she sees in class but she has
begun to have a strained relationship with her roommate because of anger and irritation.
Goal 1: Sarah wants to return to the pre-crisis level of communication with her
roommate. She feels that once her other issues have been resolved, this will fall back
into place.
Objective 1: The counselor and Sarah will collaborate to develop meaningful
communication with her roommate. Mediation may be a tool that can be used to
help bring understanding to both parties.
Intervention 1: Sarah and her roommate will attend at least one session
together to discuss how best to support Sarah’s return to pre-crisis
functionality by week 10.
Problem 5 (spiritual): Sarah feels lost and guilty that she was right there and ran away instead
of helping.
Goal 1: Help Sarah to build trust in herself by validating her feelings. She did what her
fight or flight response warranted. It was a self-preservation mechanism that is
completely natural.
Objective 1: The counselor will help Sarah understand the fight, freeze or flight
response that the body has during a crisis.
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Intervention 1: Sarah will continue to journal and include the new
information about the freeze flight or fight response. Weekly updates on
feelings during the sessions will be continued.
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References
Akiki T.J., Averill L.A., Abdallah, C.G., Neurobiological studies of trauma related psychopathology:
a public health perspective. Eur J Psychotraumatol. 2018 Dec
20;9(1).DOI:10.1080/20008198.2018.1556554.
Brooks, J. (2017). Crisis Intervention: The neurobiology of crisis. Elani Publishing. ISBN:
9781979421119.
Gill, B. (2025, September 10). Conservative Advocate Charlie Kirk Murdered in Political
Assassination. CBN. https://cbn.com/news/us/conservative-advocate-charlie-
kirk m urdered-political-assassination.
Jackson-Cherry, L.R., & Erford, B.T. (2018). Crisis assessment, intervention, and prevention
(3rd ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780134522715.
Kolski, T.D., Jongsma, A. E., & Myer, R.A. (2015). The crisis counseling and traumatic events
Treatment planner. (2nd edition with DSM-5 Updates). Hoboken, NJ: John Wiley & Sons.
ISBN: 9781119063155.
Van der Kolk, B. (2015). The body keeps the score: brain, mind, and body in the healing of
Trauma. NY. NY: Penguin Books ISBN: 9780143127741.
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