Examples Of Maturational-Developmental Crisis
For many children, there is a wide and differing variety of situations that can cause crisis within their lives. The first kind of crisis is known as Maturational-Developmental Crises. According to Erickson (1959, 1963) Maturational-developmental crises occur during a transitional period of a person’s life; these periods are characterized by cognitive or affective upsets. Examples of these kinds of crisis are as follows: Starting a new school, moving to a new city or neighborhood, negative encounters with peers, moving from grade school to middle school or high school, dating and relationship issues, physical changes, the need for a self-identity and bullying. The second kind of crisis that children and adolescents can experience is known
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Children can be extremely emotional with a varying range of responses to their crisis they are experiencing. Tools such as anatomically correct dolls, play rooms and drawing can greatly benefit a child in a crisis intervention, especially when being questioned. "First-responders will need to consider the age of the child when engaging with them. The use of age-appropriate language, direct questioning at the child’s level of understanding, and an awareness of the child’s behaviors in response to the crisis will serve to enhance the intervention experience for both the first-re- sponder and the child" (Hendricks & Hendricks, Crisis Intervention in Criminal Justice/Social Service, P.188). The three primary goals for a child involved crisis are to "ensure the safety of the child, identify if an illegal act has occurred and to provide help and support for the entire unit" (Carson & MacMurry 2006). Crisis Intervention models, although useful with children, were not designed for children. Their needs and creation is based upon a formula that works well with adults. Although some steps may slightly differ with different crisis intervention models/situations, they all are generally based upon these steps; "Assessment, establishing rapport, identify major problems, dealing with feelings and emotions, explore alternatives, formulate an action plan and create a follow-up" (Roberts Crisis Intervention Plan
Children can be extremely emotional with a varying range of responses to their crisis they are experiencing. Tools such as anatomically correct dolls, play rooms and drawing can greatly benefit a child in a crisis intervention, especially when being questioned. "First-responders will need to consider the age of the child when engaging with them. The use of age-appropriate language, direct questioning at the child’s level of understanding, and an awareness of the child’s behaviors in response to the crisis will serve to enhance the intervention experience for both the first-re- sponder and the child" (Hendricks & Hendricks, Crisis Intervention in Criminal Justice/Social Service, P.188). The three primary goals for a child involved crisis are to "ensure the safety of the child, identify if an illegal act has occurred and to provide help and support for the entire unit" (Carson & MacMurry 2006). Crisis Intervention models, although useful with children, were not designed for children. Their needs and creation is based upon a formula that works well with adults. Although some steps may slightly differ with different crisis intervention models/situations, they all are generally based upon these steps; "Assessment, establishing rapport, identify major problems, dealing with feelings and emotions, explore alternatives, formulate an action plan and create a follow-up" (Roberts Crisis Intervention Plan