Trauma-Informed Crisis Response in Frontline Practice
| Course Code | AMHW-204 |
|---|---|
| Lecture hours per week | 1 |
| Lab hours per week | 2 |
| Course Availability | Open |
| Description | This course prepares learners to respond safely and effectively to mental health, substance use, and addiction-related crises across diverse frontline practice environments. Building on trauma-informed practice, nervous system literacy, and relational engagement, learners develop skills to assess risk, respond to escalating situations, and support individuals experiencing acute emotional distress in both in-person and phone or virtual settings. A crisis may be understood as a situation in which an individual experiences a sudden disruption in their ability to access effective coping and problem-solving strategies, resulting in heightened emotional, cognitive, physical, and behavioural responses. Learners explore crisis as a continuum, including phases of escalation, and develop the ability to recognize early cues and respond using compassionate, verbal de-escalation strategies. Learners examine the wide range of experiences and circumstances that can contribute to crisis, including substance use, grief and loss, sudden life changes, interpersonal challenges, and broader social and structural pressures such as housing instability and financial stress. Grounded in a trauma-informed lens, the course explores how behaviour is shaped by biological, psychological, social, cultural, and environmental factors, as well as prior experiences with systems. Emphasis is placed on preserving dignity, autonomy, and emotional safety while working to reduce the intensity of crisis responses. Learners also develop foundational skills in recognizing and responding to substance use–related crises, including situations where an individual may be at risk due to substance use or toxicity, within the scope of the addiction and mental health worker role. Drawing on community-based crisis response approaches, the course recognizes that crisis is experienced and understood differently across individuals, communities, and cultural contexts. Learners are encouraged to consider how community strengths, relationships, and local knowledge inform responses to crisis, including the importance of respecting the perspectives and priorities of Indigenous communities and other diverse populations. Practical skills include calming and defusing strategies, supportive conversations around safety and wellbeing, and post-crisis debriefing for both individuals and workers. Learners also explore how to engage in de-escalation through voice, tone, and presence in phone and virtual interactions. The role of self-awareness, regulation, and professional boundaries is emphasized throughout. Through case-based and experiential learning, learners practice responding to crisis situations with presence, clarity, and care. By the end of the course, learners demonstrate the ability to assess crisis, recognize escalation, and apply trauma-informed de-escalation strategies to support safety, connection, and stabilization in complex, real-world frontline settings. |