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Summary
Summary
When a student is in dire need of emotional support, caring adults in the school can make a difference. This essential resource helps practitioners prepare all school personnel to respond sensitively and effectively to children and adolescents in crisis. Packed with user-friendly features--including over 50 reproducible tools--the book provides crucial guidance for helping students cope with such stressful circumstances as bullying, abuse, parental divorce, chronic illness, depression, loss, and more. The emphasis is on giving teachers and staff basic crisis intervention skills: how to react, what to say, and what to do to create a safe and supportive environment. In a large-size format to facilitate photocopying, the volume's utility is enhanced by many specific training ideas and activities.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author Notes
Melissa Allen Heath is an assistant professor in the Department of Counseling Psychology and Special Education at Brigham Young University.
Table of Contents
List of Worksheets, Handouts, Overheads, Tables, and Figure | p. xv |
1 Introduction to Crisis Intervention | p. 1 |
Defining a Crisis and Levels of Intervention | p. 2 |
Prevention: Fostering a Supportive, Inclusive, and Positive School Climate | p. 4 |
Targeting Bullying and Harassment | p. 6 |
Suggested Learning Activities for Teacher and Staff Training | p. 8 |
Student Response to Emotional Stress and Trauma | p. 10 |
2 Responding to a Crisis | p. 23 |
What Is a School Crisis Plan? | p. 24 |
Common Problems with Crisis Plans | p. 25 |
What Is a Crisis Team? | p. 26 |
Control and Organization during a School Crisis | p. 27 |
Classroom Emergency Kits | p. 27 |
Roles and Responsibilities of Each Adult | p. 28 |
A Crisis Plan in Action | p. 29 |
Effective Crisis Intervention for Students from Diverse Backgrounds | p. 31 |
The Stockton Schoolyard Shootings | p. 32 |
Current School Demographics | p. 32 |
Ethnic Diversity | p. 32 |
Linguistic Diversity | p. 33 |
Matching Services to Multicultural Needs | p. 33 |
Planning and Conducting a Multicultural Needs Assessment | p. 34 |
3 Communication: How to Listen, What to Say, and How to React | p. 44 |
Referring to a Professional | p. 45 |
Strengthening Communication Skills | p. 45 |
Listening to Students in Crisis: Basic Listening Skills | p. 46 |
Position | p. 46 |
Body Language | p. 47 |
Speech | p. 48 |
Action Plan | p. 48 |
Follow-Up | p. 48 |
Teaching Listening Skills | p. 49 |
Video Clip: City Slickers | p. 50 |
Video Clip: A Christmas Story | p. 51 |
Video Clip: As Good as It Gets | p. 53 |
Summary of Good Listening Skills | p. 53 |
Communicating with Community Mental Health Professionals | p. 54 |
Reporting Suspected Abuse | p. 55 |
Communicating with Parents | p. 55 |
Communicating with the Media | p. 56 |
4 Children's Literature: A Resource to Assist with Crisis Intervention | p. 64 |
What Is Bibliotherapy? | p. 65 |
Stages of Bibliotherapy | p. 66 |
Literature Selection | p. 66 |
Teaching Process | p. 67 |
Signs of Distress | p. 68 |
Summary | p. 69 |
Additional Materials | p. 69 |
5 Assisting Students with Specific Problems | p. 77 |
Depression | p. 78 |
Anxiety | p. 79 |
Chronic Illness | p. 79 |
Difficulties Making and Keeping Friends | p. 80 |
Divorce | p. 80 |
Problems at Home | p. 81 |
Abuse | p. 81 |
Suicide | p. 82 |
Death and Grieving | p. 83 |
Staff Training Handouts | p. 84 |
Handout and Overhead Topics | p. 84 |
Bibliotherapy Activities | p. 85 |
Suggested Books | p. 85 |
Classroom Activities | p. 85 |
Activities for Mental Health Professionals | p. 89 |
Additional Activities | p. 90 |
Activities Related to Feelings | p. 91 |
Getting to Know You Activities | p. 97 |
Teamwork Activities | p. 98 |
Communication Activities | p. 99 |
Problem-Solving Activities | p. 100 |
Self-Image Activity | p. 101 |
6 Preparing Noninstructional Personnel and Bus Drivers to Assist with Crisis Prevention and Intervention | p. 142 |
Preparing Bus Drivers to Assist | p. 143 |
Preparing Custodial Staff and Cafeteria Workers to Assist | p. 144 |
Conducting Staff Training | p. 144 |
Crisis Intervention Topics for Noninstructional Staff | p. 146 |
Inventory of Staff Skills | p. 147 |
Guidelines for Involving Staff in Crisis Intervention | p. 147 |
7 Avoiding Burnout: Taking Care of Yourself | p. 150 |
What Is Burnout? | p. 151 |
Factors That Increase Stress | p. 152 |
Symptoms of Burnout | p. 153 |
Keeping Yourself Emotionally Healthy | p. 153 |
Evaluate Your Strengths and Weaknesses | p. 154 |
Share and Delegate Responsibilities | p. 154 |
Maintain Appropriate Boundaries | p. 155 |
Develop Support Networks | p. 155 |
Stress-Reducing Activities | p. 156 |
Staff and Teacher Training Activity | p. 157 |
Conclusion | p. 157 |
Appendix A Free Crisis Intervention Resources from the Substance Abuse and Mental Health Services Administration | p. 161 |
Appendix B Additional Books for Bibliotherapy | p. 164 |
References | p. 167 |
Index | p. 171 |