1. Crises in Schools
Chapter 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