School Children Crisis Intervention
School-Based Crisis Intervention
Crisis theory intervention can be traced back as far as 400 B.C. (Roberts 2005). However, more modern crisis theory came out of studies that were done on crisis and bereavement. Crisis theory came directly out of psychoanalytic theory as well as ego psychology, which emphasizes that individuals have the ability to both learn and grow. A crisis can be defined as "a period of psychological disequilibrium, experienced as a result of a hazardous event or situation that constitutes a significant problem that cannot be remedied by using familiar coping strategies" (2005). Crisis can be thought less formally as turning points that are not able to be dealt effectively with old ways of problem solving. Crises can also be thought of as transitional periods that presents to an individual, on one side, the chance for personality maturation and, on the other side, a threat of negative affects with increased vulnerability to more stress. Crisis does not always have to be seen as an extreme threat, however. Crises can also be viewed as a disturbance of habit. The purpose of crisis intervention is thus to help resolve the urgent problem using both focused and directed forms of intervention aimed at helping an individual develop new adaptive coping tactics (2005). Crises are different from regular problems in that the people experiencing them feel anxiety, intense fear and may feel like they are completely "falling apart." Despite the negative connotation of the word 'crisis,' one Chinese proverb states that "Crises are dangerous opportunities" (UCLA 2008).
In 1950 (and later revised in 1963), Erik Erikson added to the subject of crisis intervention with his publication of the book Childhood and Society. In the book he discussed crises as being a normal part of human development, which cast crisis in an entirely new light and offered the idea that "effective resolution of anticipated crises could prevent long-term maladjustment in an individual's development" (Annandale 2006). Erikson saw personality development as a succession of differentiated phases, each different from the one before it. Between one phase and the subsequent phase are periods that are characterized by cognitive and affective upset (2006). Erikson distinguished between developmental crises and accidental crises. Development crises are association with incidents like birth (which is a crises for the mother giving birth and the baby being born), puberty and adolescence, marriage, menopause and so on as individuals go through the biological stages of life (2006). Developmental crises are different from accidental crises in that they occur at a certain point in development and every individual must go through them at some point (2006). Accidental crises can be defined as traumatic events which might or might not occur at any given time (2006). Some examples of accidental crises are earthquakes, floods, tornadoes, and the like -- which would affect a whole part of society as opposed to just one individual. There are individual accidental crises as well, for example, a child losing a mother at a young age, a divorce, or the death of a spouse.
Overview of School-Based Crisis Intervention:
Emergency, crisis, and tragedy -- all are words that are used much too frequently at schools these days. Nearly every school would admit to having a crisis at some point and, if not, they surely will have one in the future. There are the natural disasters that were discussed above that affect schools, but there are other crises such as school-related violence (e.g., school shootings), gang activity, hostage-taking, rape and suicide (UCLA 2008). Students respond in a myriad of ways from these tragedies (no matter what they type) -- fear, pain, grief, and post-traumatic stress disorder (PTSD) (2008). Furthermore, these types of tragedies can cause such emotional turmoil in students that they may think of hurting themselves or others (2008).
School children need safety in their school environments if they are to flourish in that environment. However, as noted, sometimes things happen in school environments that endanger their safety. When safety is threatened, the adults in the situation must be able to ensure that the children will be protected from any potential harm. Crises come in many different forms -- as noted, but some less common types of crises may include terrorist threats or even war (ASCA 2010). Teachers and counselors at school are an important part -- if not the most important part -- of crisis intervention in schools. Their job is not only to protect the children in moments of crises, but also to help them understand what has happened and how to recover from it (2010).
During times of crises, children,...
School Response to Student Suicide: Postvention The emotional impact on family and friends following an adolescent suicide - and the school's response to a suicide - has not been the subject of the same level of intense research as have: a) the causes of suicides; and b) programs to prevent suicides. However, there is now an emerging body of solid research on what protocol a school can put into place, to
Crisis Intervention in Schools End Notes In the United States setting up of secured educational institutions is presently considered to be a matter of great concern. The issue of security has become so crucial that it has been strived to be achieved even at the cost of gaining knowledge. The knowledge is attainable only when the educational institutions are considered as secured. Varied tragedies are anticipated everyday in the educational institutions that
Traditional Model vs. Community ModelIntroductionChild Protective Services (CPS) has long played an important role in the safeguarding of vulnerable children by providing intervention services in cases of abuse and neglect. Traditionally, this system has operated on a reactive model, where welfare workers respond to allegations most often after harm to the child has already occurred. Of course, this approach has undeniably saved countless children, but it is not without its
Such jobs would put the children in potentially the most dangerous and deadly of the jobs available. Failing to perform tasks to the approval of superiors, whether that be fetching firewood, carrying ammunition, or committing a murder, would invariably lead to severe punishments. There were even reports of young girls being killed for failing to cook properly (Denov 2005,-page 3). Among the most common forms of punishment was the
Gradually, there are lesser desired adoptive kids as society have come to accept single mother who parent their children compared to earlier. The disgrace of giving birth to a child outside marriage has lowered and hence, the bulk of single moms prefer to have their kids with them in place of "relinquishing them" for being adopted. Besides, thanks to advanced technology, "birth control" pills are instantly accessible to the
Child abuse no doubt hampers the victim's personality growth and development, as backed out by various publications, studies and research. During these formative years, we are delicate and breakable. Our environment and our relationships either make or break us. The aggressive, apathetic or withdrawn behavior can be traced to feelings that they hardly anyone can be trusted, or that they are inferior to others. All these are residual effects that
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now