This paper aims to locate and review an article relating to crisis intervention. The review focuses on crisis intervention using the developmental-ecological protocol among college students presenting with the symptoms of eating disorders.
Brief Summary of the Identified Topic
The main topic of the article under review is the eating disorder crisis intervention. Students experiencing eating disorders are less likely to seek treatment from the school wellness center due to the associated stigma of eating disorders. Also, students with eating disorders are less likely to get treatment at the school wellness center due to resource limitations, including an insufficient number of staff. Counselors can effectively respond to an eating disorders crisis using a single-session developmental-ecological crisis model, which is a step-by-step method of intervention that ensures that affected students are effectively treated and stabilized without complicating the situation.
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Article Review
The article reviewed was authored by Taylor and Gibson (2016) about a study that drew its participants from the employees of a university wellness center who were responding to an eating disorder crisis. The study involved an informal review of the crisis intervention response as well as the application of the ABCDE developmental-ecological crisis model. The article found out that most university wellness centers are understaffed and lack formal follow-up procedures concluded. Taylor and Gibson (2016) found out that it is possible to provide an individual's comprehensive assessment through the use of a developmental-ecological crisis response model and that the model is flexible enough to accommodate the endless environmental and developmental factors contributing to eating disorder crisis. Thus, at the absence of a university counseling and health center, crisis intervention response is best done through the application of the ABCDE Developmental-ecological model in the management of eating disorders among the students.
Reflection
The article presented useful findings concerning responding to the eating disorder crisis among university students. Most students indeed find it convenient to share their eating disorder problems with their peers than the staff at the school wellness center due to the stigma associated with eating disorders. However, the likelihood of the occurrence of an eating disorder crisis in college is high, which implies that school wellness center personnel must interact with students in crisis to respond to the crisis ethically and effectively to uphold the medical as well as the psychological safety of the students. In that regard, I believe crisis intervention using the developmental-ecological model is effective because it considers the students' behavioral, affective, and cognitive responses. Taking the students' perspectives into consideration allows the counselors to empathize with the affected students and respond to the eating disorder crisis in an efficient manner. nevertheless, I believe the following two questions would create a useful debate on how to effectively utilize the developmental-ecological model when responding to eating disorder crisis in school:
How can the developmental-ecological model be used to improve the outcomes of students presenting with eating disorders but lack sufficient support system?
How can the limitations associated with ecological models be remedied to enhance crisis intervention response?
Conclusion
The developmental-ecological model is an effective crisis intervention response model when dealing with eating disorders because it takes the clients’ perspectives, such as their behavioral, cognitive, and developmental responses into consideration. Knowing the clients’ coping strategies and the availability of support systems is important in responding to clients presenting with eating disorders within the school setting. Nevertheless, there is the need to work towards eliminating the limitations associated with the model, which includes resolving crisis tasks within the client’s developmental stage as some developmental transitions (such as from childhood to adolescence) can be difficult for those with a current eating disorder diagnosis.
Reference
Taylor, J. V., & Gibson, D. M. (2016). Crisis on campus: eating disorder intervention from a developmental-ecological perspective. Journal of American College Health , 64 (3), 251-255.
