What is a Crisis? When a catastrophe, such as a loss of life or tragic event, affects a school community, crisis intervention services are offered. According to Erford (2015) the term crisis has been characterized in a variety of ways. The Chinese lettering that symbolize crisis insinuates danger and opportunity (p. 330). A crisis indicates danger at the outset of an experience in which an individual becomes devastatingly overwhelmed. If the individual does not acquire support after experiencing a tragedy, significant issues may transpire such as cognitive, behavioral, physical, and psychological distress. On the contrary, the term crisis characterizes opportunity, since individuals are more inclined to seek supportive services following a Staff members should be knowledgeable and informed of the school resources and safety design. Being prepared should also incorporate practice drills whether they may be in the event of a fire, tornado, or hurricane and violent or aggressive acts. Community resources can also benefit those affected by a traumatic experience and mental health organizations, social workers, psychologists, therapists, and other medical professionals are incorporated within the plan to extend services to those in need. By seeking community offered help students will be able to work toward normalcy. Returning to a routine or normalcy is important for students so they feel safe at school and in their community. Debriefing, follow-up and an evaluation of the program are methods utilized to review the sequence of events, discuss the effectiveness of the plan and make any necessary modifications (Gullatt & Long, 1996). Crisis Management Team A crisis management team is responsible for developing procedural safeguards when a tragedy may affect the school community. Crisis response teams comprise of school counselors, psychologists, social workers, teachers, administrators, and parents to offer the necessary aid within the school. School counselors play an integral part within the crisis management team by becoming familiar with the district and the school’s crisis response procedures. It is imperative that they work closely with administrators and school personnel to design and employ a crisis plan if one does not exist (Erford, 2015). Role of the professional
Harmening, W. (2014). "Crisis communication" In Harmening, W. (2014). Crisis intervention: The criminal justice response to chaos, mayhem, and disorder. Boston, MA: Pearson
Emergency services can visit a school to provide talks to pupils which can be incorporated within the curriculum. At our school we have a local community officer based on the premises and is they should a safeguard issue arise, as well as delivering information talks relating to their role and responsibilities.
This paper will highlight and examine “survivors coping” from the text “Crisis Intervention: Promoting Resilience and Resolution In Troubled Times” by Echterling, Presbury, and McKee in relation to the effectiveness of crisis intervention.
Having several purposes, it focuses on reducing the overall intensity on a person’s emotions reaction to a crisis. The primary purpose focuses on helping individuals restore their level of functions before the crisis occurs. Functions may or may not improve by acquiring new coping skills and removing unproductive ways of coping, like withdrawal, isolation, and substance abuse. With this unique methods, individuals can properly equip themselves to cope with difficulties in the near future. Upon discussing about the ends of the situation, crisis intervention assisted individuals in their recovery process preventing serious long-term dilemma from developing. Documents have shown positive outcomes such as, declined distress and enhanced problem
Professional school counselors have a unique role within their schools. They are advocates for student, parents, colleagues, and communities. Professional school counselors are also seen as leaders, collaborators, and consultants within their school and their community. It is the school counselor’s ethical responsibility to know, understand, and implement the American School Counselor Association (ASCA) ethical standards no matter what capacity they are active in.
The research question in the article is whether or not providing school age children with protective factors and coping skills after a natural disaster assist them positively through the trauma they are experiencing. Children that are receiving school based trainings through group treatment by using the Journey of Hope (JoH) intervention plan are being looked at to determine whether it has effective strategies in assisting them. In April 2011, a major outbreak of tornados hit Alabama. Tuscaloosa was a disaster area after it was hit by an EF4 tornado that killed numerous people and put the community in total shambles. Numerous children survived the tornado, seen the aftermath of devastation left remaining. Countless families lost their home, car and all their personal possessions. Some families did experience a loss of a loved one or a pet due to the fury of the large tornado.
A challenging aspect in crisis counseling involves the fear of not preparing enough for a crisis. Providing the best care for my clients is an ethical standard I uphold and while appropriate assessments and safeguards can be implemented during session, I can never ensure my client’s continue with treatment. This issue forces me to trust the interventions and skills I’m utilizing in session. Gaining supervision as a counselor-in-training as often as possible eases this particular challenge because of the relationship built with my
For instance, I learned that one major component of resilience is physical health. Thus, it is imperative for children to eat well, exercise, and get six to eight hours of sleep each night. Another component of resilience is school support. This means that children need support from another adult that does not pertain to their family, such as a school counselor. Furthermore, I learned several strategies that schools and teachers can implement to help their students overcome traumatic experiences. For example, I learned that teachers should keep familiar routines, maintain high expectations for their students, and avoid focusing on their students’ negative behaviors. In addition, schools can be flexible and give these students time to speak to their teachers, counselors, or staff members. Talking to any of these individuals helps students express their feelings instead of bottling them up. Overall, this article helped me acquire more knowledge on resilience and strategies that I can one day use with my future
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
Contrary to the similarities of both models, The ABC Model of Crisis Intervention is used as an assessment consisting of three components: A- achieving contact, B-boiling the problem down to basics and C-coping (Kanel, 2010). Kanel (2010) suggest that the ABC Model of Crisis Intervention is designed for a client whose functioning level has decreased following a psychosocial stressor. It’s most effectively applied within 4 to 6 weeks of the crisis. The Seven Task of Assessment consists of the following seven tasks: (1) Initiating Contact, (2) Defining the Crisis, (3) Providing Support, (4) Examining Alternatives, (5) Re-establishing Control, (6) Obtaining Commitment, and (7) the Follow Up (James, 2013). The Seven Task Assessment is a more detailed assessment focusing solely on the difficulties faced by the client due to a severe crisis. It allows for a closer encounter with the client to evaluate the crisis’ severity, their current emotional status, alternative methods, support systems and coping
This paper will discuss the following 4 Core Functions of a Counselor: Case Management, Client Education, Crisis Intervention, Referral and their primary purposes.
The communication process is not something that begins when a crisis rears its ugly head rather it is a process that takes place in preparing for a crisis before it happens. While the term crisis represents a blanket term used to describe many situations, each situation is unique, thus presenting different obstacles to overcome. However, with a well-established advanced plan in place an organization places itself in a position to overcome and work around obstacles. The development of a comprehensive crisis management plan is one achieved through effective communication where each member of the crisis management team has an advanced shared understanding of his or her role and responsibility during a time of crisis (du Pr'e, 2005).
exactly qualifies as a crisis? According to Sloth (2004), a crisis is. a situation that has reached a critical phase for which dramatic and... ... middle of paper ... ...
A disaster is not a simple emergency. A disaster is that point when a human is suffering and has a devastating situation which they themselves need help from others to survive. Regardless if natural or human caused, a disaster causes a vast amount of issues in the community. In the simulation of “Disaster in Franklin County reveals that preparation is key and even with that more can be addressed. A community nurse remains an essential part of the team involved in a disaster including before, during, and after the event.
The school counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development. The knowledge, understanding, and skill in these domains are developed through classroom instruction, assessments, consultation, counseling, coordination, and collaboration. For example, in assessment, school counselors may use a variety of personality and vocational assessment methods to help students explore vocation needs and interests. The classroom guidance lessons are designed to be preventive and include self-management and self-monitoring skills. The responsive services component of the school counselor's role provides individual and/or small group counseling for students. For example, if a student's behavior is interfering with his or her achievement, the counselor will observe that student in a class; provide consultation to teachers and other personnel to develop (with the student) a plan to address the behavioral issues, and then work together to implement the plan. They also help by providing consultation services to family members.