The authors describe how school leaders at seven sites where school shootings occurred engaged in surface and deep acting, two forms of emotion work (Hochschild, 1983, 1990) in response to their understanding about what feelings were appropriate or inappropriate in crisis situations. Data are drawn from three qualitative studies over a 9-year period. Analyses of data regarding emotion work yield four lessons for school crisis leadership: (a) personal definitions of leadership guided responses to the shooting, (b) the extent that the crisis changed leaders' work, (c) the high personal toll paid by leaders, and (d) the change in the sense of what is possible. Ideas about leadership and emotion, including display rules, are culturally bound, which has implications for leadership training, development, and policy changes in schools.
This article discusses four lessons for school counselors responding to any serious crisis: (a) School counselors can expect to take on leadership roles in times of crisis due to their expertise. (b) Crisis teams are temporary organizations within a school structure. Membership in two organizations can create role conflict. (c) Effective school counselors have found subtle ways to support and counsel formal leaders. And, (d) school counselors must be vigilant in their own care, especially during a crisis.
Federal law mandates that all miners receive safety and health training when first entering the mining industry and at least 8 hours annually thereafter. Although the mining industry has historically relied on an experiential master-apprentice model for training new employees, the formal safety training provided to miners is generally done in a classroom, with mixed results. In a series of stakeholder meetings held by NIOSH across the West in 1997-2000, trainers identified significant gaps in materials that were available to teach new and experienced miners. They asked whether NIOSH could develop effective materials to fill these perceived gaps, as well as make training more effective for those who were required to attend, but who often refused to be attentive. Adult learning theories, social learning theories, mentoring, and storytelling were all employed in the development of a series of safety training videos that have become very popular in the mining industry. This Report of Investigations describes the theoretical frameworks that were used, the process that was developed to produce the videos, and the results of the evaluations as to whether or not they were effective in training new and experienced miners.To receive documents or more information about occupational safety and health topics, contact NIOSH at: 1-800-35-NIOSH (1-800-356-4674
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.