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13 crisis in schools

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  • 1. Crises in SchoolsChapter Thirteen
  • 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, a nd 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