1. Dr. Mike Condra condram@queensu.ca Queen’s University
Responding to a crisis
Dr. Mike Condra Queen’s University

2. Crisis Defined
“People are in a state of crisis when they face an obstacle that is, for a time, insurmountable by the use of customary methods of problem-solving”
(Caplan, 1961, p. 18)

3. Signs of a Crisis Emotions Thinking Physical Behaviour Tearfulness,
Feeling overwhelmed
Feeling helpless
Anxious
Panicky
Thinking
“I can’t cope”
“This is devastating (awful, terrible)”
“What’ll I do?”
Behaviour
Agitation
Jumpiness
Disorganization
Physical
Disheveled appearance
Nausea
Headaches
Changes in eating and/or sleeping

4. Crisis Process Leads to a Crisis Situation Insurmountable With Present
Coping skills
Perceived Obstacle

5. Crisis Outcomes Positive outcomes from a crisis:
Person may become less defensive, their vulnerability increases (more open to making changes)
Person may seek help, may deal with ongoing problems
Negative outcomes from a crisis:
Depression, suicidal ideation

6. Results in Overwhelming of Coping Skills
Crisis Components
External Situation
Internal State
Physical State
Event
Obstacle
Self-Efficacy
Emotions
Fear
Overwhelmed
Negative self-talk
Increased heart rate
Increased arousal
Decreased agency
Decreased coping
Results in Overwhelming of Coping Skills

7. What Mentors Are Working On
Internal State
Physical State
Self-Efficacy
Emotions
Fear
Overwhelmed
Negative self-talk
Increased heart rate
Increased arousal
Decreased agency
Decreased sense of self-competence

8. Peer Mentor Strategies
Internal State
Physical State
Self-Efficacy
Allow opportunity to vent
Patient listening
Allow for silence
Help with the internal monologue
Gentle voice
Engage in deep breathing or relaxation
Move to a calm environment
Encourage problem-solving
Identify possible solutions
Provide support

9. Crisis Continuum Mild Disruption Severe Disruption Moderate Disruption
The impact of a crisis is dependent on:
Severity of the event,
Level of resilience (coping skills),
Prior history of dealing with crises, and
Current state of mental health
Mild Disruption
Severe Disruption
Moderate Disruption

10. A Peer Mentor’s Role On a Continuum
Mild Disruption
Supportive
Severe Disruption
Directive
Moderate Disruption
Supportive/Assistive

11. Program Crisis Response Policy
Implement the strategies you have learned.
If the crisis exceeds the Mentor’s capacity to respond:
Not a life-threatening crisis:
[Insert contact information for a local mental health or crisis resource, e.g. a mobile mental health crisis response team]
A life-threatening crisis:
CALL 9-1-1
Report to the Program Coordinator
Remember to debrief

12. Activity: Crisis Case Scenarios
Review the case scenarios in your small group and discuss the following questions:
What tells you this is a crisis?
What is the severity of this crisis?
How can you help your Mentee?

13. Know Your Limits, Respect Your Limits
Who we are/our personal values
Our state
The extent of the crisis
Our health
Respect your limits
Program support
Personal support

14. Protect Your Mental Health – Maintain Personal Boundaries
Importance of personal boundaries
Avoid making your Mentee’s crises your own
Avoid carrying the emotional footprint of your mentoring session with you and into your personal life
Avoid feeling responsible for your Mentee’s mental health situation
Some Warning Signs
Feelings of dread about seeing or contacting your Mentee
Disruption of your mental health – e.g. difficulty sleeping
Prolonged worry or rumination about your Mentee and what happened during your meetings
Inappropriate and excessive contact outside of the Mentoring relationship

15. How Peer Mentors Can Help
Support
Model
Teach
Guide
Be a resource
Promote hope
Peer Mentors CAN’T:
Fix
Correct
Solve
Treat
As Mentors, you will have a TREMENDOUS positive impact on your Mentees