Managing Sudden Violent Loss in the Schools

Underwood, Maureen; Dunne-Maxim, Karen; Ahrens, Robert E.

doi:10.1093/cs/17.2.125

Cited by 6 publications

(10 citation statements)

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“…Most details of their work can in some way be traced back to crises, either from the perspective of prevention, intervention, or "postvention" (Underwood, 1995). They provide services for a multi-faceted group of students and act as consultants to teachers, advisors to administrators, and liaisons to families.…”

Section: Journal Of School Violencementioning

confidence: 99%

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High Schools Respond to Crises

Razi¹,

DeChillo

2005

Journal of School Violence

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Schools across the nation have increasingly coordinated crisis intervention programs to minimize the impact felt by students as the result of a crisis, such as national events and school violence. Through the development of response plans and crisis teams, as well as the instrumental work of school counselors in promoting intervention plans and prevention programs, school systems have taken steps toward assisting students in recovery from crises. Theories of crisis intervention emerge from direct practice; however, minimal research has been conducted to examine how schools plan to respond to crises versus their actual response. This research investigated what high schools in one Massachusetts county have learned from actual response to crises. The study was conducted via written surveys of administrators and qualitative interviews with school counselors.

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Section: Journal Of School Violencementioning

confidence: 99%

“…For most counselors, debriefing with students and staff and ensuring adequate follow through on services for students at risk were critical parts of their role as school counselors. These activities are considered "postvention" strategies (Underwood, 1995).…”

mentioning

confidence: 99%

High Schools Respond to Crises

Razi¹,

DeChillo

2005

Journal of School Violence

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“…First, the workshop drew upon another response program, Managing Sudden Traumatic Loss in the Schools (Underwood & Dunne-Maxim, 1997). This program employs a systemic model that has been used in hundreds of schools across the country to contain and manage the impact of suicides, homicides, accidents, and other types of traumatic deaths.…”

Section: The Response Modelmentioning

confidence: 99%

Crisis Intervention in a New Context: New Jersey Post–September 11, 2001

Underwood¹,

Kalafat²

2002

Brief Treatment and Crisis Intervention

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This article provides a case study of the development of a participatory psychoeducational workshop that was rapidly developed and disseminated to an affected community in response to the attack on the World Trade Center (WTC). The workshop provided conceptually, empirically, and experientially grounded training to community and educational personnel on responses to disaster and trauma, resilience, tolerance, and compassion fatigue. [Brief Treatment and Crisis Intervention 2:75-83 (2002)] KEY WORDS: crisis, disaster, psychoeducation, trauma. "Who are you?" asked the caterpillar. .. "I-I hardly know, sir, just at present," Alice replied rather shyly, "At least I know who I was when I got up this morning, but I think I must have changed several times since then."-Lewis Carroll, Alice's Adventures in Wonderland The events in the United States since September 11, 2001, have created a climate of apprehension and fear that is challenging the emotional resources of the nation at large. It is also taxing the collective wisdom of mental health practitioners

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“…That is why some schools have asked for professional help. In some areas specialist advisors have suggested strategies and protocols that should be known in advance and carried out if another suicide should take place [Underwood & Dunne-Maxim, 1992;Wenckstern, 1995].…”

Section: Significant Others As Suicide Survivors: How To Help Themmentioning

confidence: 99%

Swedish Swing: The Sixth European Symposium on Suicide and Suicidal Behaviour, Lund

Grad

1996

Crisis

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When my first patient committed suicide, I was in the second year of my clinical training, as happens to more than 30% of all residents who experience a patient's suicide while starting their professional career [Goldstein & Buongiorno, 1984;. I was helped to cope with all different feelings arising because of this loss by my supervisor and teacher, who had been accompanying me through the patient's 13 months of therapy.Six years later, this same supervisor took his own life. His suicide was quite unexpected for me, as my regular supervision session was scheduled for just two days after his death. He was the most charismatic person in the process of forming my professional profile. I lost a teacher,

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Managing Sudden Violent Loss in the Schools

Cited by 6 publications

References 0 publications

High Schools Respond to Crises

High Schools Respond to Crises

Crisis Intervention in a New Context: New Jersey Post–September 11, 2001

Swedish Swing: The Sixth European Symposium on Suicide and Suicidal Behaviour, Lund

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