Benefits and Challenges of School‐Based Crisis Response Teams

Abstract

Given the increasing prevalence of schoolchildren's experience with crises and resulting loss through sudden or violent death, adoption of a school-based crisis prevention and response plan becomes crucial. This article reviews a model of regional, district, and school-based levels of response designed collaboratively by four school districts and consultants from Yale University. The team approach on which the model is based is examined through benefits it affords students, staff, parents, and the community. Obstacles that can impede full implementation of the model are identified, and strategies for overcoming logistical and systemic resistances are offered. This proactive design helps promote individual and organizational resiliency to traumatic events by promoting communication, collaboration, and service provision in an efficient and comprehensive manner.

Health promotion model for childhood violence prevention and exposure

“…Answers to these questions may alert the nurse to a lack of parental guidance, lack of parental involvement in activities, or exclusion of the child in family decisions, which may lead the child to be involved in unsupervised activities outside of the home including violence. Information about family dynamics is also beneficial to a school‐based crisis team, which intervenes when rumours of gang violence are circulating or when the team is preplanning a response for intruders on school property (Kline et al. 1995).…”

“…Crisis intervention: Families of children who have experienced violence, such as child maltreatment, domestic violence, or school crisis, are stressed and thus seek crisis intervention from health‐care providers (Kline et al. 1995, Cowen 1998).…”

“…This type of program has shown a significant decrease in parental stress and stress related to caring for a child with temperament or behaviour problems (Cowen 1998). Children, who have experienced a crisis in the school setting, need a safe place to express emotions evoked by the situation and then to return to a normal school routine in order to sublimate their reactions (Kline et al. 1995).…”

The preparation of school psychologists for crisis intervention

“…the school system for these services (Brock et al, 2001;Johnson, 2000;Kline, Schonfeld, & Lichtenstein, 1995).…”

Guidance and Counselling in Schools

“…As for the basic knowledge to be properly prepared for a crisis, school counselors at least need to be aware of posttraumatic stress disorder (PTSD) and its association with exposure to a traumatic event [16]. Kline, Lichtenstein, and Schonfeld [17] stated that any crisis not only presents dangers to the individual's mental health but also provides an opportunity for psychological growth and development of those involved.…”