By Rosemary A. Thompson
This e-book discusses steps supporting execs should still soak up order to organize for a concern of their colleges and neighborhood. the writer introduces a main issue administration Plan, which discusses how one can restoration a school/community to its pre-crisis equilibrium. the writer additionally contains info on how faculties may still check with media group of workers and fogeys in occasions of a trouble, checklists, evaluate tools, and pattern documentation types that may be utilized in instances of a drawback.
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Extra info for Crisis Intervention and Crisis Management: Strategies That Work in Schools and Communities
For all children, encourage them to verbalize their thoughts and feelings. Be a good listener! • Traumatic events are not easy for anyone to comprehend or accept. Understandably, many children, as well as adults, feel confused, upset, and anxious. As parents, teachers, and caring adults, we can serve their needs by listening and responding in an honest, consistent, and supportive manner. Fortunately, most children, even those exposed to trauma, are quite resilient. Like most adults, they will get through this difficult time and go on with their lives.
In most cases, an appropriate response is critical in order to prevent further harm and additional stress. Collectively, crises that significantly impact schools include the following: completed suicides, suicide threats, natural and accidental deaths, medical emergencies, terminal illnesses, fires, natural disasters, and gang violence. All can occur suddenly and in such a way as to have a rippling effect that permeates the entire interpersonal system of a school and a community. Suicide or sudden loss among student populations has become a major concern for school counselors, teachers, administrators, and support personnel, as well as for all who interact with the school and community.
INTERVIEWING A STUDENT IN CRISIS Assisting, interviewing, and counseling a suicidal youth ultimately involves mobilizing the School Counselor Action Plan. Giving a student a crisis hotline number is inappropriate. Nondirective approaches to intervention should be avoided during the initial stages of intervention. Essentially, nondirective approaches lack the control that school personnel will need to navigate the youth through the crisis. A high degree of perceptiveness on the part of the interviewer is necessary to confirm the emotional state of the student’s crisis and to intervene adequately.