Introduction
This essay explores the application of crisis intervention in social work through the lens of a specific case encountered during my placement in a children and families team. The case involves a single mother experiencing a decline in mental health, compounded by poverty, the terminal illness of her own mother, and the challenging behaviours of her child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The situation escalated to a crisis point when the mother, in a distressed state, threatened to leave her child outside a social work building if immediate help was not provided. This essay will analyse the intervention process using Roberts’ (2005) Seven-Stage Crisis Intervention Model as a framework to structure the response and evaluate the effectiveness of the support provided. The purpose of this essay is to demonstrate an understanding of crisis intervention theory, reflect on its practical application, and consider its implications for social work practice with vulnerable families. The discussion will also highlight the broader systemic challenges such as poverty and lack of support networks that exacerbate crises, while critically assessing my role as a student social worker in managing this complex case.
Case Overview and Context
The family at the centre of this intervention comprises a single mother, referred to here as Ms. A, and her 8-year-old son, referred to as Child B, who has been diagnosed with ADHD. Child B’s condition manifests in challenging behaviours including impulsivity, aggression, and difficulty following instructions, which have significantly impacted Ms. A’s mental health. Ms. A is also grappling with the emotional burden of her mother’s end-of-life care, financial hardship due to poverty, and the complete absence of a family or community support network. These intersecting issues created a volatile situation, culminating in Ms. A contacting social services in a state of extreme distress, stating she could no longer cope and threatening to abandon Child B outside the social work office. This urgent call necessitated immediate crisis intervention to safeguard both the mother and child while addressing the underlying issues. As a student social worker, I was involved in the response under supervision, providing an opportunity to apply theoretical models to a real-world scenario.
Roberts’ Seven-Stage Crisis Intervention Model: Application to the Case
Stage 1: Psychosocial and Lethality Assessment
The first stage of Roberts’ (2005) model involves conducting a rapid assessment of the crisis situation to determine the level of risk and immediate needs. In this case, Ms. A’s distress and explicit threat to abandon Child B indicated a high risk of harm to both parties. My initial interaction with Ms. A, conducted alongside a senior colleague, focused on assessing her emotional state and the safety of Child B. It was evident that Ms. A was experiencing acute stress, compounded by feelings of helplessness and isolation. There was no immediate evidence of physical danger to Child B, but the risk of neglect or emotional harm was significant if the situation escalated further. This assessment also considered Ms. A’s mental health history and the potential for suicidal ideation, though she denied such thoughts at the time. According to Kanel (2014), early identification of risks in crisis intervention is critical to prioritising safety, and this stage guided subsequent actions.
Stage 2: Rapidly Establish Rapport
Building trust and rapport is essential in crisis situations to de-escalate tension and facilitate effective communication (Roberts, 2005). I approached Ms. A with empathy, acknowledging her distress and validating her feelings of overwhelm. Using active listening techniques, I ensured she felt heard, which helped to reduce her agitation. For instance, reflecting statements such as “I can see how much pressure you’re under right now” allowed Ms. A to express her frustrations without fear of judgement. This stage was crucial in shifting her focus from desperation to a willingness to engage with potential solutions, although her trust in social services was initially limited due to past negative experiences—a common barrier noted by Payne (2014) in social work practice.
Stage 3: Identify the Major Problems
Identifying the core issues precipitating the crisis is the third stage of Roberts’ model. Through dialogue with Ms. A, it became clear that her primary concerns were Child B’s unmanageable behaviours, her deteriorating mental health, and the lack of support to cope with her mother’s terminal illness and financial struggles. Poverty further compounded her inability to access respite care or private support for Child B. This aligns with research by Featherstone et al. (2014), who highlight how socioeconomic deprivation exacerbates family stress and limits access to resources. My role was to prioritise these issues, recognising that while not all could be resolved immediately, addressing her mental health crisis and ensuring Child B’s safety were paramount.
Stage 4: Deal with Feelings and Emotions
The fourth stage focuses on allowing the individual to process their emotions constructively (Roberts, 2005). Ms. A expressed intense frustration, guilt, and despair, often breaking down in tears during our discussions. I encouraged her to articulate these feelings while reassuring her that seeking help was a sign of strength, not failure. Techniques such as grounding exercises were introduced to help manage her acute anxiety. However, I remained mindful of the limitations of my role as a student social worker, ensuring that emotional support was balanced with practical interventions. This stage was challenging, as Ms. A’s emotional state fluctuated, requiring patience and sensitivity.
Stage 5: Generate and Explore Alternatives
In this stage, the focus shifts to collaboratively identifying potential solutions. Together with Ms. A, and with input from my supervisor, we explored short-term options such as emergency respite care for Child B through local authority provisions and referrals to mental health support services for Ms. A. Additionally, we discussed the possibility of linking her with community organisations that provide financial assistance or food banks to alleviate some of the immediate pressures of poverty. While Ms. A was initially resistant to external help due to stigma, I highlighted the benefits of these resources, referencing studies like Bywaters et al. (2016) that demonstrate the positive impact of community support on family outcomes in crisis.
Stage 6: Develop and Implement an Action Plan
Stage six involves creating a concrete plan of action. A multi-agency meeting was organised, involving social services, Child B’s school, and a mental health practitioner to coordinate support. Ms. A agreed to temporary respite care for Child B, allowing her time to focus on her mental health with the support of a counsellor. Furthermore, a benefits assessment was arranged to explore potential financial aid. My role was to document the plan and ensure Ms. A understood each step, reinforcing her agency in the process. Roberts (2005) emphasises the importance of clear, achievable goals in this stage, which was evident as Ms. A began to express cautious optimism about the support in place.
Stage 7: Follow-Up
The final stage involves reviewing the intervention’s effectiveness and planning for long-term support. A follow-up visit one week later revealed that Ms. A was engaging with counselling and had accessed emergency financial support. However, Child B’s behaviour remained a significant challenge, indicating the need for ongoing interventions such as family therapy or ADHD-specific behavioural support. I reflected on the limitations of crisis intervention in addressing entrenched issues like poverty, which require systemic change beyond the scope of immediate social work practice (Payne, 2014). This stage underscored the importance of sustained engagement with families post-crisis.
Critical Reflection and Broader Implications
Reflecting on this case, I recognise both the strengths and limitations of Roberts’ model. Its structured approach provided a clear roadmap for intervention, ensuring immediate safety concerns were addressed. However, its short-term focus meant that deeper issues such as poverty and ADHD management were not fully resolved, aligning with critiques that crisis intervention often prioritises stabilisation over systemic change (Kanel, 2014). Furthermore, my inexperience as a student social worker occasionally hindered my ability to navigate multi-agency coordination effectively, highlighting the need for ongoing professional development. Broader implications for social work include the necessity of integrating crisis intervention with long-term support mechanisms and advocating for policy changes to address structural inequalities like poverty that disproportionately affect vulnerable families.
Conclusion
In conclusion, applying Roberts’ Seven-Stage Crisis Intervention Model to this case provided a structured framework to address the immediate needs of Ms. A and Child B during a critical moment of distress. The intervention successfully de-escalated the crisis by ensuring safety, building rapport, and coordinating support, though challenges such as poverty and lack of long-term resources remain unresolved. This experience has underscored the complexity of social work in children and families, where individual crises are often intertwined with systemic issues. Moving forward, it is imperative for practitioners to combine crisis intervention with advocacy for broader social change, ensuring that families like Ms. A’s receive sustained support to prevent future crises. As a student social worker, this case has been a profound learning opportunity, shaping my understanding of effective practice in high-pressure situations.
References
- Bywaters, P., Brady, G., Sparks, T., and Bos, E. (2016) Child welfare inequalities: New evidence, further questions. Child & Family Social Work, 21(3), pp. 369-380.
- Featherstone, B., White, S., and Morris, K. (2014) Re-imagining Child Protection: Towards Humane Social Work with Families. Policy Press.
- Kanel, K. (2014) A Guide to Crisis Intervention. 5th ed. Cengage Learning.
- Payne, M. (2014) Modern Social Work Theory. 4th ed. Palgrave Macmillan.
- Roberts, A. R. (2005) Crisis Intervention Handbook: Assessment, Treatment, and Research. 3rd ed. Oxford University Press.
