The Self-Reported Effects of Crisis Intervention Work on School Psychologists

Abstract

Documenting the effects of crisis intervention work on school psychologists was the primary purpose of this study. To examine these effects a sample of 400 randomly selected school psychologists were surveyed. Half of the surveys were returned. Among respondents who had previously participated in a crisis intervention, just over 90% reported one or more of 37 specific negative reactions following crisis intervention work. Physical reactions in general and fatigue/ exhaustion in particular were the most frequently reported reactions. All respondents reported use of self-care strategies and 94% viewed these strategies as important. Implications of these findings for the practice of school psychology are discussed.

The Crisis Response to a School-Based Hostage Event: A Case Study

“…Regardless of exposure to the actual site, the personal impact of the response and the need for opportunities for social support to debrief with other responders following the response are important to recognize. Consistent with other research with school crisis responders (e.g., Bolnik & Brock, 2005), participants in the present study noted crisis reactions subsequent to their involvement in the response. Being aware of one's own reactions to violent acts and to their clients' traumatization allow for the engagement in self-care strategies (Trippany, White Kress, & Wilcoxon, 2004).…”

Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

“…It is our belief that school psychologists need to be familiar with, and trained in, the assessment of risk factors associated with students who have been physically, emotionally, or sexually abused; suicide risk assessment; and risk assessment of other forms of dangerous behavior in students. For example, Bolnik and Brock (2005) found that 86% of their sample had been involved in at least one critical incident at their school involving crisis intervention. In addition, Nickerson and Zhe (2004) found that the majority of school psychologists in their sample addressed at least four significant incidents, such as serious injury, death, or suicide attempts, during their career.…”

“…Despite having to respond to crises as part of their role, the research literature suggests that most school psychologists have not received formal training in this intervention area (Adamson & Peacock, 2007; Debski, Spadafore, Jacob, Poole, & Hixson, 2007). In this regard, the percentage of school psychologists reporting having completed coursework in crisis intervention has ranged from 5% to 61% (e.g., Adamson & Peacock, 2007; Allen et al, 2002; Bolnik & Brock, 2005; Debski et al, 2007). A competency for this domain might include: Students will be able to recognize and respond to crisis situations , in consultation with supervisors and school personnel.…”

“…First, it will provide knowledge about how school psychologists could prevent and respond to crises (Poland, 1994). Second, there is evidence that certain crisis situations have negative effects on school psychologists' mental health, which may increase burnout and limit effectiveness in providing subsequent services following the crisis (Bolnik & Brock, 2005). Third, such training could address a number of ethical and professional practice issues unique to crisis situations.…”

“…Continuing education courses or workshops are vehicles by which school psychologists can gain additional knowledge (NASP, 2010; Wneck, Klein, & Bracken, 2008). In fact, several surveys have indicated that postgraduate education or in‐service training were major sources of information related to a variety of mental health topics, such as crisis intervention (e.g., Bolnik & Brock, 2005) and psychopharmacology (e.g., Carlson et al, 2006). Wnek et al (2008) surveyed school psychologists' continuing education efforts and interests and found that respondents reported that they did not gain much benefit from previous continuing education (e.g., crisis intervention, assessing and treating conduct problems) and indicated that they wanted more opportunities for professional development in these areas.…”