CRISIS PLAN 1
Crisis Intervention Plan
Larry Harris
School of Behavioral Science, Liberty University
Crisis Intervention Plan
Defining Crisis
Jackson-Cherry & Erford (2024) identify four domains of a crisis: developmental, which
are experienced daily and involve life transitions; situational, which involve sudden changes or
catastrophic moments; existential events that challenge the meaning and purpose of life; and
ecosystemic, which are circumstances that impact a person environmentally, such as family,
school, and work. These four domains include situations where events can overwhelm a
person’s typical coping mechanisms, leading to distress. According to Brooks (2017), a person’s
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perception of an unmanageable threat results in disruptions to their sense of safety, stability,
and functioning.
Neurobiology of Crisis
Van der Kolk (2015) explains how the amygdala acts as a smoke detector for the brain.
When stress is sensed, this part of the brain activates and triggers survival responses like fight,
flight, or freeze. Additionally, the prefrontal cortex, which helps with executive functions such as
decision-making, is overtaken by the stress response during a crisis, making it more difficult to
evaluate situations. Therefore, a person is operating out of the limbic system, where emotional
regulation, sexual arousal, memory formation, and processing occur. However, the result of
being in long-term stress leads to uncontrolled emotions, agitation, and more (Brooks, 2017).
The neurological effects are a sensitive state for a person to experience due to the four
identifiers related to the crisis. Firstly, the perception of danger triggers the body into flee or
fight, no matter the level of truth behind the danger. To the person experiencing it, it is a
danger, and the body goes into what Brooks (2017) calls disequilibrium. However, a crisis can be
defined as an event that hinders a person’s functioning. It can be further defined by the
individual's response and inability to cope in that moment effectively (Brooks, 2017).
Risk Factors of Crisis
There are various risk factors linked to experiencing a crisis. For example, children
exposed to abuse and neglect are more vulnerable to crises later in life. Unhealthy and poor
interpersonal relationships can disadvantage a person and cause lasting trauma effects. Other
factors include prior traumatic experiences, chronic stress, and a sensitivity to stress, which can
increase the response, limited coping skills, and experiencing a crisis during transitional life
stages (van der Kolk, 2015).
Signs of Someone in Crisis
The American Psychological Association (2013) states that a primary sign of a crisis is a
sudden and noticeable change in behavior. This includes shifts in conduct, biological responses,
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academic results, and relationships. Clinically, these signs might show up as physical distress,
guilt, hostility, disorganization, or fixation on specific images. If and when these indicators are
observed, a clinician should be intentional about observing, making contact, and establishing a
plan to ensure the person’s safety.
Long-Term Neurological Effects of Untreated Crisis
Unaddressed effects of a crisis can lead to stress throughout an individual's life. The
behavioral and emotional responses experienced at the onset of the crisis can persist and
remain for a long time. This not only impacts emotions but also affects physical health,
cognition, and behavior (Brooks, 2017). Consequently, depression and anxiety can increase,
leading to heart complications that add further stress, which in turn causes physical changes
such as weight fluctuations, hair loss, and other medical issues. Furthermore, there is a
comprehensive social and economic burden associated with untreated trauma, particularly in
children. The adverse effects of risky behaviors, criminal activity, and chronic illness increase the
costs for medical and mental health care, the criminal justice system, and education (The
National Child Traumatic
Stress Network, n.d.).
Community Crisis Event
Maui Wildfires
In August 2023, 70 mph winds fueled by strong gusts from Hurricane Dora swept across
Maui, particularly impacting the city of Lahaina. The wildfire destroyed various buildings and
homes, displacing many residents who called the island their home. Considered one of the
deadliest wildfires in U.S. history, the fires claimed 115 lives. News reports stated that over
11,000 people were evacuated, and many were left homeless, relying on federal aid for support.
President Joe Biden declared the incident a disaster, enabling federal aid to support state and
local recovery efforts (Elamroussi, 2023).
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The aftermath was marked by finger-pointing and significant community and personal
challenges for those affected. Kamb (2024) interviewed several people affected, and the
common theme was related to the cycle of housing and job insecurity. Maui, a tourist
destination, lost more than a billion dollars in revenue, along with devastating property damage.
There were several concerns highlighted, like the slow governmental response, communication
failures related to evacuation and the emergency alert system, and the allocation of recovery
funds. Many survivors reported feelings of abandonment, confusion, and fear (Kamb, 2024).
Crisis Explanation
Brooks (2017) describes a crisis as a perceived situation that causes significant
distress, leading a person to surpass their ability to use normal coping skills. This definition
directly relates to the response in Hawaii. The wildfires caused extreme difficulty, demonstrated
by destroyed homes and cultural landmarks. The geographical location contributed to
confusion, and most families exhausted their resources and coping skills. Lastly, the initial
impact showed people jumping into the ocean for survival, witnessing death, and battling
flames. The body’s response pattern would have been activated, triggering fight, flight, or freeze
in many individuals.
The wildfires had a profoundly destructive impact on the Maui residents. One family,
a mother and her five-year-old daughter (Jade), lost everything. Allison reported that their
residence was destroyed, and they endured days without access to food and water. Ultimately,
when they secured temporary accommodation, her 5-year-old daughter experienced difficulties
in sleeping and concentrating. According to Westervelt and Mehta (2023), when the mental
health administrator spoke with the young girl, she reported being sad because she saw a lot of
dead bodies. The counselors and volunteers reported using the early days of the fire as triage,
utilizing psychological first aid to help identify individuals who will need long-term support.
Furthermore, Jade, while playing with a stuffed animal, expressed her missing friend.
It was later learned that the friend had died in the fire, and Jade’s mother, Allison, was
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struggling to help her daughter through this difficult time. Allison reported persistent distress,
characterized by anxiety, sadness, fear, and a sense of helplessness. The impact of the physical
challenges of sleep disturbances related to living is compounded by the emotional and
psychological toll related to nightmares, anger, and depression. Although Allison reported these
emotional and physical concerns, she mentioned being “Lahaina Strong,” referring to the power
to rise through resilience, unity, and aloha.
Treatment Plan
Problem 1 (mental): Allison reports feelings of hopelessness and anxiety.
Goal 1: Allison will reduce feelings of hopelessness and anxiety in order to
engage in daily activities more frequently over the next 8 weeks.
Objective 1: Allison will learn and utilize positive self-talk and grounding
exercises with the goal of decreasing symptoms to 4 out of 7 days a week.
Intervention 1: The Counselor will assist Allison in learning the
grounding technique and using positive self-talk to manage anxiety over the next
8 weeks.
Problem 2 (physical): Allison reports sleep disturbances, i.e., nightmares, and interruptions.
Goal 1: Allison will improve sleep quality by utilizing the grounding technique
prior to bed and going to sleep at the same time each night.
Objective 1: Allison will practice a bedtime routine at 9 PM each night
for the next 8 weeks and decrease sleep disturbances to 2 times a week.
Intervention 1: The Counselor will provide psychoeducation on
sleep relaxation techniques and the benefits of a consistent bedtime routine.
Problem 3 (emotional): Jade reports feelings of sadness.
Goal 1: Jade will express age-appropriate feelings of sadness regarding the
incident and loss of a friend.
Objective 1: Jade will engage in counseling for 8 weeks and use one
activity per session to identify and verbally express feelings related to the loss of her friend
in 5 out of 8 sessions.
Intervention 1: The counselor will assist Jade in age-appropriately
understanding and normalizing her feelings.
Problem 4 (social): Allison has been having difficulties talking to her daughter, Jade, about
the event and loss of her friend.
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Goal 1: Allison will attend counseling over the next 8 weeks and will discuss
practical communication skills to use to engage with her daughter regarding recent events.
Objective 1: Allison will learn age-appropriate activities like coloring and
drawing, and comfort and validation language to better communicate with her daughter
about the occurrence.
Intervention 1: The counselor will teach age-appropriate activities
and language and will guide Allison in using them with her daughter. Problem
5 (spiritual): Allison mentioned spiritual resilience from her faith.
Goal 1: Allison will use her spiritual practices to aid in decreasing feelings of
anxiety and complete the Beck Anxiety Inventory (BAI) and have levels within mild to
moderate anxiety areas.
Objective 1: Allison will meditate, pray, and use grounding techniques
five out of 7 days a week to decrease anxiety levels by week 4.
Intervention 1: The counselor will promote daily meditation and
prayer, helping the client establish disciplines that support spiritual growth and reduce
anxiety.
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References
American Psychological Association (2013). How to help in an emotional crisis.
https://www.apa.org/topics/mental-health/help-emotional-crisis
Brooks, J. (2017). Crisis intervention: The neurobiology of crisis. Elani Publishing. Elamroussi, A.
(2023, August 13). Death toll rises to 89 in Maui fires as searches through destroyed town
continue. CNN News. https://www.cnn.com/2023/08/12/us/maui-wildfireshurricane-dora-
saturday
Jackson-Cherry, L. R., & Erford, B. T. (2024). Crisis assessment, intervention, and prevention
(4th ed.). Pearson.
Kamb, L. (2024, April 17). Poor communication stymied Maui’s response to deadly wildfires.
NBC News. https://www.nbcnews.com/news/us-news/poor-communication-
stymiedmauis-response-deadly-wildfires-mayor-says-rcna148173
The National Child Trauma Stress Network (n.d.) What is child trauma: Effects.
https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects
van der Kolk, B. (2015). The body keeps the score: Brain, mind, and body in the healing of
trauma. Penguin Books.
Westervelt, E. & Jonaki, M. (2023, August 21). Massive mental health toll in Maui wildfires:
They’ve lost everything.’ NPR News.
https://www.cnn.com/2023/08/12/us/mauiwildfires-hurricane-dora-saturday
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