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Chapter Thirteen: Crises in Schools

Chapter Thirteen: Crises in Schools. The New-Millennium, Violence-Proof School Building. Increased use of the following safety measures from 1999-2008 Controlled access to the school buildings and grounds Students/faculty required to wear picture identification

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Chapter Thirteen: Crises in Schools

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  1. Chapter Thirteen: Crises in Schools

  2. The New-Millennium, Violence-Proof School Building • Increased use of the following safety measures from 1999-2008 • Controlled access to the school buildings and grounds • Students/faculty required to wear picture identification • Security cameras to monitor facilities • Telephones in all classrooms • Uniforms for students • Drug testing for students involved in athletics or clubs • Conflicting Statistics • Incidents of Crime • Fear and Avoidance • Threats to Teachers • Disciplinary Action

  3. Gangs • Types of Gangs • Homegrown Copycats/Wannabes • Homegrown Survivalist, Aryan Nation, Neo-Nazi, Extreme Right-Wingers • Transients From Megagangs • Megagangs Opening New Territory • Smorgasbord Home Boys • Emergence of Suburban and Rural Gangs

  4. Gang Intervention/Prevention Programs • Counseling • School Resource Officer • Guidance Programs • Peer Counseling/Peer Mediation • Anger Management • After-School and Community Outreach Programs • Schools • The Community

  5. Bullying • Three Components: • Bully has more power than the victim • Use of intimidation via threats • Pattern of behavior rather than a one time incident • Cyberbullying • Using technology to harass, humiliate, or threaten someone • Eight types: • Flaming • Harassment • Denigration • Masquerading • Outing • Social exclusion • Cyberstalking • Cyberthreats

  6. Bullying Intervention • Punishment Approach • Consequences Approach • Feelings Approach

  7. SVJO vs. EVJO • Abusive Childhood • Academic Problems • Altered States of Consciousness • Anger/Low Frustration Tolerance • Bully/Bullied • Chemical and Substance Abuse • Criminal Behavior • Delayed Cognitive and Affective Development • Emotional Lability/Depression • External Locus of Control • History and Threats of Violence

  8. SVJO vs. EVJO Cont. • Hypersensitivity • Impulsivity • Mental Illness • Negative Role Models • Odd/Bizarre Beliefs • Pathology and Deviance • Physical Problems • Preoccupation With Violent Themes • Social Status • Suicidal Ideation • Weapons

  9. Screening the EVJO • Leakage • Writings, Drawings, Pictures, Videos, and E-Mails • Peer Referral • Threat Assessment Team

  10. Interviewing the Potential EVJO • Three Level Threat Assessment: • Low threat • Medium threat • High threat • Ensuring Safety • Motive • Opportunity • Method/plan • Means • Providing Support • Action

  11. School-Based Suicide Prevention and Intervention • Risk Factors/Predictors/Cues • Pre-adolescent Suicide • Postvention • Clustering of suicides • Contagion • Publicity and contagion • Imperatives for SCRTs in suicides • Grief and mourning after adolescent suicide

  12. Legal and Ethical Issues of Potentially Violent Behavior • Confidentiality and Duty to Warn • Keeping records • Consultation • Consistency of Intervention • Zero tolerance • The Problem of “Doing Something” in a University Setting • TASSLE • Threat Assessment Team

  13. Planning for a Crisis • The Crisis Response Planning Committee • The School Crisis Response Team (SCRT) • Crisis Response Coordinator • Crisis Intervention Coordinator • Media Liaison • Security Liaison • Community/Medical Liaison • Parent Liaison • Community Liaison • Crisis Interveners • Resource/Facilities Person

  14. Implementing the Crisis Plan • Physical Requirements • Counseling locations • Operations/Communications center • Break room • Information center • First-aid room • Logistics • On-site communications • Establishing a phone tree among all staff • Procedural checklist • Building plans • Provisions

  15. Implementing the Crisis Plan Cont. • Responding to the Crisis • Getting the facts • Impact assessment • Triage assessment • Psychological First Aid • The NOVA Model • Crisis intervention • Briefing and debriefing • Demobilizing

  16. Bereavement in Schools • What the School Should Do: • Become educated about grief • Give permission to grieve • Allow time to grieve • LISTEN • Reminiscing is essential • Give support for a variety of feelings • Know you can not “fix” the pain • Engage with the adolescents, support them, and follow through • Design a support group • Let them know they are not alone • Group Work • Defining the Boundaries

  17. Transcrisis Intervention • Drawings, modeling clay, and other manipulative play materials are particularly helpful in empowering children. • Worker must be calm, cool, and collected and be able to psychologically and physically comfort the child. • Useful Techniques • Guided imagery • Use of superheroes • Conscious dreaming • Relaxation and desensitization exercises

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