Crisis Intervention-Ch 11, Crisis Intervention in School Settings Flashcards
who quoted “There are two types of school administrators: those who have faced a crisis and those who are about to.
Ronald Stephens
One might say that our nations schools are a ____ of American society since compulsory attendance laws mandate that every child must be schooled thru age 16.
microcosm- Little world
Unfortunately, as a microcosm, todays schools and classrooms contain elements, both positive and negative, of American society.
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____ is generally used to describe the age span from 10 to 18; its is a transition period between childhood and adulthood, between puberty and maturity.
Adolescence
Victimization at School:
National School Safety Center defined a school-associated violent death as
any homicide, suicide or weapon-related violent death in which the fatal injury occurred:
Since 1991-1993 school year, there have been ___ reported fatalities identified as school-associated violent deaths.
320
during 2000-2001 21 fatalities were reported. The most frequently reported reasons for the deaths included:
interpersonal dispute 25% suicide 18% gang-related 12% Major cause of death inclued: *shooting 75% *stabbing/slashing 14% *beating/kicking 5% Males were the victims more frequently 77% to 23 high school students more frequently 67% junior high 16% elementary 1%
Non-fatal Victimization:
In 1997-1998, students ages 12 thru 18 were victims of more than ______ crimes at school.
- 7 million
* 10% of these crimes were serious;rape,robbery, agg assault, sexual assault
* 12 thru 18 yr old students living in urban, suburban and rural locales were equally vulnerable to serious violent crime and theft
Younger student were more likely than older students to be victims of crime at school, to be threatened or injured with a weapon on school property and to be bullied.
1997-1998
In 1997-1998 ____ percent of students reported carrying a weapon on school property
9%
17% street gangs at school
26% had used marijuana
Teacher Victimization:
Over a 5 year period from 1994 thru 1997-1998 teachers were victims of _____ nonfatal crimes at school, including ____ thefts and ____ violent crimes.
1,755,000
1,087,000 thefts
668,000 violent crimes
____ teachers were more likely to be victims of violent crimes than ____
male,, female
Characteristics of Violent Children:
Violence by school-aged youth can be attributed to a number of factors:
exposure and participation in societal violence
family violence
media violence
decline in family structure
access to guns and other lethal weapons
Other cited causes:
substance abuse, poverty, poor coping skills
lack of moral/ethical education.
Pathological causes: antisocial, personality disorder, conduct disorder,
Targeted Violence Offenders:
Targeted violence in school, as defined by Vossekuil is
any incident of violence where a known attacker selects a particular target prior to his violent attack. Target may be a person or building itself.
Targeted Violence Offenders:
1992 National School Safety Center has identified behaviors that could indicate a youth’s potential for harming himself or others. Of these tragic incidents, a troubled youth has demonstrated or talked to others about problems with
bullying
feeling of isolation
anger
depression and frustration
What group focused on incidents of 37 school shootings, involving 41 shooters, who were current or recent students at the school and where the attackers chose the school for a particular purpose.
US Secret Service Safe School Initiative
Early Warning Signs:
Dwyer, Osher, and Hoffman state that it is easier to recognize behaviors that suggest a child is troubled than to predict that the child behavior will lead to violence.
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Although no single behavior or set of warning signs are some accurately predict whether or not a child will be violent, there are some indicators:
- social withdrawal
- excessive feelings of isolation and being alone
- excessive feelings of rejection
- being a victim of violence
- feelings of being picked on
- frequent feelings of being rejected etc
Imminent Warning Signs:
Siasoco defined imminent warning signs as indicators that a youth is very close to behaving in a way that is potentially dangerous to himself or others
Evident to many people including the childs family and usually are a sequence of overt, serious, hostile behaviors or threats directed at peers, school staff, others.
Imminent warning signs are:
*serious physical fighting with students or family members
*severe destruction of property
*severe rage for minor things
*detailed threats of lethal violence
*poss or use of firearms or other weapons
*self-injurious behaviors or threats of suicide
Patterns of Behavior:
Perhaps more important than actual signs of troubled youth, both early and imminent, is the _____ of _____
pattern of behavior
Patterns of Behavior:
Sprague and Walker concluded that well developed anisocial behavior patterns ______ and high levels of aggression evidenced early in childs life are among the best predictors of delinquent and violent behavior
noncomliance, bullying, intimidation, sexual harassment
Patterns of Behavior:
The frequency, intensity, duration and versatility of the antisocial behavior also leads school personnel to impending danger for the student, peers, staff and other
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Interpreting the Signs:
Early and imminent warning signs should alert school administrators, teachers and staff to address needs of troubled students thru meetings with parents, counselors, mentoring services and referral to health/social services.
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Good rule of thumb is to assume that warning signs, particularly multiple warning signs, indicate a need for further analysis to determine an appropriate intervention
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Several principles to ensure that early warning signs are not misinterpreted.
- do no harm
- understand violence and aggression w/in context
- view warning signs w/in a developmental context
- understand that children typically exhibit multiple warning signs.
Dwyer, Osher, and Warger concur that a referral process is necessary and identified seven principles to be followed:
- simplify request for urgent assistance
- give scheduling preference to urgent referrals
- encourage informal consultations
- inform and listen to parents when warning signs are observed
- make interventions available as soon as possible
- maintain confidentiality, parents right to privacy
- circumvent the referral process in imminent warning signs
LEVELS OF INTERVENTION:
Schools tend to spend more time engaged in _____intervention than in primary intervention.
secondary
A ________ is any occasion when a student’s behavior requires immediate attention to protect the physical and or psychological safety of that student or other
crisis in the school
In his 1994 article, Poland identified three levels of crisis intervention applicable to crises in our nations schools.
- primary intervention/prevention programs (conflict resolution, safety programs, suicide prevention,crisis teams) all designed to prevent problems from occuring
- Secondary intervention - steps taken in immediate aftermath of crisis to minimize the effects of the crisis and keep it from escalating.
(evacuating students, leading classroom discussions on death and loss) - Tertiary intervention- involves providing long-term, follow up assistance to victims of severe crisis.
PRIMARY INTERVENTION W/INDIVIDUALS:
Pitcher and Poland recommend that prevention programs address the three leading causes of death for children:
accidents, homicide, suicide
PRIMARY INTERVENTION W/INDIVIDUALS
Conflict Resolution:
Many conflicts in schools arise out of ____, ____, ___ and ____ differences.
cultural, social, personal and institutional
PRIMARY INTERVENTION W/INDIVIDUALS
Conflict resolution skills, which enable disputes to be resolved _____ and ______, are essential life skills for all people.
effectively and nonviolently
PRIMARY INTERVENTION W/INDIVIDUALS
The effective implementation of the conflict resolution processes of ____, ____ or _____ requires an understanding of 4 basic principles:
negotiation, mediation or consensus decision making
basic principles:
1. separate people from problem-issue
2. focus on interests, not positions-motives
3. invent options for mutual gain-options
4. use objective criteria- fair standards
PRIMARY INTERVENTION W/INDIVIDUALS
Almost every conflict involves an attempt by the parties to meet basic needs _______ that, if not satisfied, cause the conflict to persist, even when an agreement is reached.
basic needs; belonging, power, freedom and fun
PRIMARY INTERVENTION W/INDIVIDUALS
Conflict resolution education provides youth with the _____,_____ and ____ needed to choose alternatives to self-destructive, violent behavior when confronted with interpersonal and intergroup conflict.
knowledge, abilities and processes
PRIMARY INTERVENTION W/INDIVIDUALS
Four basic approaches to conflict resolution education being implemented in schools across the country.
- Process Curriculum- teaching foundation abilities, principles, and one or more of problem solving processes of conflict resolution. Separate course, distinct curriculum or daily lesson plan
- Mediation program- provide neutral third party to assist those in conflict reach a resolution
- Peaceable Classroom- A whole-classroom methodology , Incorporated into core subjects of curriculum and into classroom management strategies
- Peaceable School- A comprehensive whole-school method that builds on the peaceable classroom approach by using conflict resolution as a system of operating school as well as classroom
PRIMARY INTERVENTION W/INDIVIDUALS
Model Programs to Teach Conflict Resolution:
- Resolving Conflict Creatively Program-
- Promoting Alternative Thinking Strategies
- Second Step Curriculum
PRIMARY INTERVENTION W/INDIVIDUALS
Program begins in kindergarten thru 12 grade. Designed to promote constructive conflict resolution and positive intergroup relationships. Objectives: making kids aware of choices for dealing with conflicts; develop skills for making choices; making kids aware of their role in creating a more peaceful world.
Resolving Conflict Creatively Program
PRIMARY INTERVENTION W/INDIVIDUALS
a classroom based curriculum for kindergarten thru 5th grade students. Designed to prevent violence, aggression and other behaviors by developing students social and emotional competence and problem solving skills.
Promoting Alternative Thinking Strategies
PRIMARY INTERVENTION W/INDIVIDUALS
a violence prevention/social skill program. Enables preschool thru junior high school kids to change their attitudes and behaviors that contribute to violence. Teaches specific skills to reduce impulsive and aggressive behaviors and to increase levels of social competence.
Second Step Curriculum
Three primary skill areas are emphasized:
empathy, impulse control and anger management
SCHOOL-WIDE PRIMARY INTERVENTION:
_____ and _____ relationships between school personnel and youth serving agencies are vital to the success of any crisis plan.
Cooperative and collaborative
SCHOOL-WIDE PRIMARY INTERVENTION:
The Crisis Planning Team-
Crisis planning requires committed ___,___ and ___
staff, students and community
SCHOOL-WIDE PRIMARY INTERVENTION:
The Crisis Team
Building crisis team from the same building, districtwide team or district/community team, community agencies, clergy, emergency services,law enforcement, district attorny, health care providers.
SCHOOL-WIDE PRIMARY INTERVENTION:
Team Member Responsibilities
Crisis Team Chair Ass Chair Coordinator of Counseling Services Media Coordinator Staff Notification Coordinator Communication Coordinator Crowd Management Coordinator
SCHOOL-WIDE PRIMARY INTERVENTION:
Components of the Written Crisis Plan:
Many states have passed legislation requiring all schools to formulate crisis intervention plans and identifying the specific components to be included in such plan
SCHOOL-WIDE PRIMARY INTERVENTION:
Communication Plans:
effective communication during a crisis situation does not just happen. It must be planned.
empty
SCHOOL-WIDE PRIMARY INTERVENTION:
Crisis Box
Each school should have a crisis box that an administrator can take when a crisis erupts.
SCHOOL-WIDE PRIMARY INTERVENTION:
School policies:
Effective and appropriat school policies can be used to prevent school crises. Tornado drills, hurrican drills, fire drills.
SCHOOL-WIDE PRIMARY INTERVENTION:
1998 National Center for Educational Statistics reported the results of a Principal/School Disciplinarian Survey on School Violence.
Zero tolerance for firearms 94% other weapons 91% alcohol 91% drugs 88% violence 79% tobacco 79% visiters required to sign in before entering 96% 78% schools did not have any law enforcement on campus
SCHOOL-WIDE PRIMARY INTERVENTION:
Gun Free Schools Act
each state receiving federal funds under the Elementary and Secondary Education Act, must have put in effect a state law requiring local educational agencies to expel from school for a period of not less than one year a student who is determined to have brought a firearm to school.
SCHOOL-WIDE PRIMARY INTERVENTION:
Trump identified 5 staffing models for security within schools.
- school security
- school police department
- SRO
4.
SCHOOL-WIDE PRIMARY INTERVENTION:
A majority of public schools principals reported having some type of formal school violence prevention or reduction programs.
78%
SECONDARY INTERVENTION W/INDIVIDUALS:
What allows school personnel to help children eliminate negative behaviors and replace them with positive ones.
Recognizing early warning signs and providing appropriate interventions
SECONDARY INTERVENTION W/INDIVIDUALS
Speaker states that adolescent violence and suicide can be viewed as a ________ to unmet physical and emotional need.s
reaction
SECONDARY INTERVENTION W/INDIVIDUALS
The _____ and _____ of self-esteem in students is an absolute requirement since positive self esteem is a deterrent to participation in violent acts.
establishment and encouragement
SECONDARY INTERVENTION W/INDIVIDUALS
Marans and Berkman suggest that youth you are repeatedly exposed to multiple risk factors require the most ____, _____, ____, ____ and ____ intervention
intensive, integrated, sustained, coordinated and comprehensive intervention
SECONDARY INTERVENTION W/INDIVIDUALS
Sustained schools and family-focused interventions such as providing behavioral supports; skill training; positive, meaningful connections to a consistent adult mentor; and participation in extracurricular and other supervised, extended-day activities in school are all ways of responding to _____ and ___ behaviors.
aggressive and violent behaviors
SECONDARY INTERVENTION W/INDIVIDUALS
Several in-school intervention strategies for use with violent and aggressive students include:
- teaching positive interaction skills including interpersonal, problem solving and conflict resolution skills
- providing comprehensive services such as psychological counseling
- referring the child for special education evaluation to determine whether the child qualifies for special services under the Individuals with Disabilities Education Act
- providing intensive, individualized interventions for students with severe behavioral problems using multiple agencies
- relocating the child to nontraditional or alternative school which provide anger and impulse control training, psychological counseling
- effective academic and remedial instruction and vocational training
SECONDARY INTERVENTION W/INDIVIDUALS
The _____ should be consulted before implementing any interventions with the child.
family
SECONDARY INTERVENTION W/INDIVIDUALS
Special education services, mental health specialist, counselors, reading specialists, special educators, all have specialized skills in identifying behavior patterns as well as specific training in a variety of intervention strategies. The goal is to?
provide the student with the most effective intervention available, which includes culturally appropriate, family-supported, individualized, coordinated and monitored intervention.
SCHOOL-WIDE SECONDARY INTERVENTION:
In 1998, Callaham proposed a crisis intervention model for teachers. Callahan reasoned that because teachers have a great deal of contact with children, they are in a unique position to gather information and identify warning signs of children who may be prone to violence. According to Callahan, when a child reaches a crisis, there are two ways a person will vent aggression or hostility:
verbally or physically
SECONDARY INTERVENTION W/INDIVIDUALS
Verbal acting out, teachers should use a verbal strategy to intervene:
- teacher should separate the use person from an audience and sent for assistance. Often a show of force will calm a student down and prevent escalation. Teacher should then issue simple and clear directive to the person so he knows this behavior must cease. Follow up by deep breaths or walk around to calm down
SECONDARY INTERVENTION W/INDIVIDUALS
Physical acting out calls for physical intervention:
teacher should protect other students, himself and should attempt to return the classroom to normal. Teacher then should reassess the situation and attempt to discover, understand, and convey understanding of the problem to the student
SECONDARY INTERVENTION W/INDIVIDUALS
Classroom Crisis Intervention Model: CCI
Developed by Brock in 1998
used with a group of students having difficulty coping with common trauma. This model allows students to observe that they have shared a common experience and are having similar reactions that are completely normal.
SECONDARY INTERVENTION W/INDIVIDUALS
CCI should be avoided when
- class has a history of being hurtful,divisive and nonsupportive
- student needs, relative to the trauma, are polarized.
- when traumatic event is politicized
- specific families are highly impacted
SECONDARY INTERVENTION W/INDIVIDUALS
CCI should take place in the students regular classroom to avoid unnecessary labeling.
- Group size should range from 15-30 student
- CCI should not begin until students ready to talk
- CCI should be initiated no later than 72 hrs after the event.
- recommended to have 2 or more staff members
SECONDARY INTERVENTION W/INDIVIDUALS
CCI model consists of following six steps:
Most important step is Step 2- providing students with facts about the trauma and dispel rumors.
- introduction-
- provide students with facts about the trauma and dispel rumors
- share feelings- helps normalize frightening symptoms and reactions
- empowerment- students participate in activities that help regain sense of control
- final step, Closure-students engage in activities that help bring sense of closure to trauma
- CCI is then summarized
SECONDARY INTERVENTION W/INDIVIDUALS
Model Programs:
Project ACHIEVE Positive Behavioral Interventions and Supports Class-Wide Peer Tutoring First Step to Success Positive Adolescent Choices Training
SECONDARY INTERVENTION W/INDIVIDUALS
A comprehensive prevention/early intervention program for elementary and middle school students. Focus includes: performance in social skills and conflict resolution, improving student achievement and academic progress, facilitating positive school climates and increasing parental invovlement and support
Project ACHIEVE
SECONDARY INTERVENTION W/INDIVIDUALS
A method of same-age, intraclass, reciprocal peer tutoring than many schools around country have found useful in adapting general education classroom instruction to meet the individual needs of diverse students with diverse skill.s
Class-Wide Peer Tutoring
SECONDARY INTERVENTION W/INDIVIDUALS
An early intervention program designed to address the needs of kindergarten children identified as having antisocial or aggressive behavioral problems. Model includes: screening process, classroom based skills training curriculum, family intervention program. Trained consultants work directly with students, teachers and parents to help coordinate intervention efforts between home & sch
First Step to Success
SECONDARY INTERVENTION W/INDIVIDUALS
A culturally sensitive violence prevention curriculum designed for African-American middle and high school students who are at risk for becoming victims or perps of violence.
Positive Adolescent Choices Training
TERTIARY PREVENTION:
Tertiary prevention defined as
long-term, follow up assistance to victims of a severe crisis using the most powerful intervention approaches.
SUMMARY:
Understanding the causes of ____ and ____ in children and youth is essential if interventions are to be effective. Effective intervention in school crisis situations involves a ____ and ____ intervention system.
violence and aggression
coordinated and comprehensive
SUMMARY:
To assist schools in the endeavor, the Dept of Education and the Dept of Justice collaborated on a guide, Early Warning, Timely Response: A Guide to Safe Schools.
guide has been distributed to a variety of community agencies and organizations; more importantly, its has been distributed to every school across the nation.
