impact of school crises

Impact of School Crises

School crises can have a lasting psychological impact on students. But school crises may also affect families and surrounding communities. For many people, schools represent a safe haven. Therefore, when a violent act occurs in a school, it is especially devastating. Crisis workers who respond to a school crisis must keep this in mind as they assess survivors. They also must be aware of cultural factors that may come into play. Many of today’s schools include a broad array of ethnic cultures and primary languages spoken. When a crisis occurs, crisis workers must be prepared to deal with not only the variance in languages spoken, but the differences in how various cultures accept or acknowledge the need for psychological support.

In this Discussion, you will analyze the cultural and ecological impact of a school crisis with which you are familiar. Then, you will describe at least one crisis intervention strategy or skill you might have used to respond.

To prepare for this Discussion:

  • Review this week’s resources related to School Crises, focusing on topics such as posttraumatic stress (i.e., school shootings), adolescent suicide prevention, and school crisis intervention teams.
  • Think about a school crisis with which you are familiar (Note: It could be one that you heard about in the news or one that occurred in or near your community.
  • Reflect on the cultural and ecological impact of the school crisis. Focus on how the school crisis affected families and surrounding communities.
  • Identify at least one crisis intervention strategy and/or skill that you might have used to respond to the school crisis you identified. Reflect on how this intervention strategy or skill might address the cultural and ecological impact of the crisis.

With these thoughts in mind:

Post

Post a brief description of a recent school crisis with which you are familiar. Then, analyze the cultural and ecological impact of the school crisis. Finally, based on your analysis, describe at least one crisis intervention strategy and/or skill you might have used to respond to the crisis, and explain why. Be sure to protect the identity of any real persons used in the example, including you. This is not intended as a venue for self-disclosure of very personal issues. No identifying information should be used.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Required Readings

Goldston, D. B., Molock, S. D., Whitbeck, L. B., Murakami, J. L., Zayas, L. M., & Nagayama Hall, G. C. (2008). Cultural considerations in adolescent suicide prevention and psychosocial treatment. American Psychologist, 63(1), 14–31.

Hughes, M., Brymer, M., Chiu, W. T., Fairbank, J., Jones, R., Pynoos, R., … Kessler, R. (2011). Posttraumatic stress among students after the shootings at Virginia Tech. Psychological Trauma: Theory, Research, Practice, and Policy, 3(4), 403–411.

James, R. K., & Gilliland, B. E. (2017).
Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.

  • Review Chapter 13, “Crises in Schools”(pp. 429-480)

Motomura, N., Iwakiri, M., Takino, Y., Shimomura, Y., & Ishibashi, M. (2003). School crisis intervention in the Ikeda incident: Organization and activity of the mental support team. Psychiatry & Clinical Neurosciences, 57(2), 239–240.

Nickerson, A. B., Brock, S. E., & Reeves, M. A. (2006). School crisis teams within an incident command system. The California School Psychologist, 11, 63–72.

Sandoval, J., & Brock, S. E. (1996). The school psychologist’s role in suicide prevention. School Psychology Quarterly, 11(2), 169–185.

Wilke, T. L., & Fraser, M. W. (2009). School shootings: Making sense of the senseless. Aggression and Violent Behavior, 14(3), 162–169.