Crisis intervention in a school community disaster: Principles and practices

Toubiana, Yosef H.; Milgram, Norman A.; Strich, Yehoshua; Edelstein, Aharon

doi:10.1002/1520-6629(198804)16:2<228::aid-jcop2290160212>3.0.co;2-k

Cited by 20 publications

(9 citation statements)

References 14 publications

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“…As a group, the Yamit settlers did not seek the professional services of the mental health community at the time, but in Israel, groups under stress have not had to make such requests. Members of the helping professions in Israel rush to volunteer in all kinds of community crises, including war (seeAmir, 1982; Chetkow, 1982; Levy, 1982; andZafrir, 1982) and civilian disasters (Klingman, 1987; Toubiana, Milgram, Strich, & Edelstein, in press). With rare exceptions (Dasberg & Sheffler, 1987), this volunteering phenomenon did not occur for the Yamit settlers.…”

Section: The Stress Of Being Uprootedmentioning

confidence: 99%

Bias in identifying and treating high-risk client groups.

Milgram¹,

Toubiana²

1988

Professional Psychology: Research and Practice

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The ethical responsibilities of psychologists for providing professional treatment to people at risk for stress reactions and posttraumatic stress disorders include (a) the identification of such client groups in advance of urgent need and (b) the creation of a professional climate in which primary, secondary, and tertiary interventions are provided. Political or ideological bias, however inadvertent, may place some groups of potential clients beyond the pale of professional help during periods of urgent need. Two case studies are presented to illustrate this phenomenon: former Israeli settlers evicted from their homes as part of the peace settlement with Egypt, and American combat veterans in the aftermath of the Vietnam conflict. Recommendations for identifying groups at high risk for ideological bias are offered.

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Section: The Stress Of Being Uprootedmentioning

confidence: 99%

Bias in identifying and treating high-risk client groups.

Milgram¹,

Toubiana²

1988

Professional Psychology: Research and Practice

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“…Training permanent staff in these techniques will have two principal benefits: First, it will increase the number of people who can provide postcrisis counseling, and, second, it will enable people who are familiar with the particular student body and school community to serve. As others have noted (Collison et al 1987;Toubiana, Milgram, Strich, & Edelstein, 1988), the presence of outsiders in a school, no matter how well intentioned they may be, can be perceived as intrusive and as undermining the school's desires and abilities to help their students themselves. Perhaps the focus of the author's role as consultant will shift to helping the crisis team learn to be consultants.…”

Section: Discussionmentioning

confidence: 99%

Consultation and training with school-based crisis teams.

Weinberg¹

1989

Professional Psychology: Research and Practice

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Schools often bring in outside mental health consultants to provide postcrisis counseling after a suicide or another tragedy. This article describes a different role for consultants who specialize in this type of work: training school personnel to provide this valuable service themselves. It is argued that training school-based personnel to provide postcrisis counseling results in greater value to a school system than does direct service provision by an outside consultant. The author's experience as mental health consultant to a large urban/suburban school district's crisis team is used to illustrate various training techniques that can be used and benefits that can be derived from this type of consultation.

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“…Emergency crisis intervention teams were mobilized to deal with the groups affected by the disaster: the injured children and their families, the bereaved families, the other children in the accident school, and children in other city schools. Treatment and follow-up of children during the summer and the subsequent school year were regarded as effective (Toubiana, Milgram, Strich, & Edelstein, 1988).…”

Section: Methodsmentioning

confidence: 99%

Children's selective coping after a bus disaster: Confronting behavior and perceived support

Milgram

Toubiana²

1996

Journal of Traumatic Stress

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Data were obtained from 675 seventh graders grieving the death of 19 and injury of 14 fellow students in a traffic accident. Frequency of confronting behaviors was inversely related to their intensity. Perceived helpfulness of the various support person categories (oneself, parents, siblings, relatives, friends, classmates, classroom teachers, guidance counselors, psychologists) was related to current stress levels, context of the disaster, and prior helping relationships. Personal loss and situational variables affected confronting behavior and stress reaction levels. Specific helpful support persons affected interest in individual and/or group treatment. Findings were consistent with a model of search and selection of helpful support persons in community-wide stressful situations.

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Crisis intervention in a school community disaster: Principles and practices

Cited by 20 publications

References 14 publications

Bias in identifying and treating high-risk client groups.

Bias in identifying and treating high-risk client groups.

Consultation and training with school-based crisis teams.

Children's selective coping after a bus disaster: Confronting behavior and perceived support

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