About the Author |
|
xiii | |
Foreword |
|
xiv | |
Acknowledgments |
|
xvi | |
Introduction |
|
1 | (8) |
|
The Appreciation and the Bond |
|
|
1 | (1) |
|
|
2 | (2) |
|
Mistakes as Opportunities for Learning |
|
|
4 | (1) |
|
|
4 | (1) |
|
|
5 | (3) |
|
Narratives as an Educational Tool |
|
|
8 | (1) |
|
|
8 | (1) |
|
SECTION I Team Planning and Advocacy: Establishing a Crisis Response Team |
|
|
9 | (2) |
|
1 Accidental Death of a Student |
|
|
11 | (7) |
|
Crisis Counseling with Alienated Students |
|
|
12 | (2) |
|
Impact on Students with Special Needs |
|
|
14 | (1) |
|
|
15 | (1) |
|
Minimal Administrative Support |
|
|
15 | (2) |
|
|
17 | (1) |
|
2 Death of a Colleague: Responding Alone |
|
|
18 | (5) |
|
The Kids Always Come First |
|
|
18 | (2) |
|
Magical Thinking and Guilt |
|
|
20 | (1) |
|
Cultural Sensitivity: Funeral |
|
|
21 | (2) |
|
3 Homicide of an Elementary School Student |
|
|
23 | (4) |
|
Reaffirming Safety and Security |
|
|
24 | (3) |
|
4 Establishing a Crisis Response Team |
|
|
27 | (14) |
|
Need for School Crisis Response Teams |
|
|
27 | (4) |
|
Phases of Crisis Team Development |
|
|
31 | (2) |
|
|
33 | (2) |
|
PREPaRE Incident Command System (ICS) |
|
|
35 | (1) |
|
Leadership Functions and Reciprocal Support |
|
|
36 | (1) |
|
Multiple Roles of School Counselors |
|
|
37 | (1) |
|
Models for Forming a District Team |
|
|
37 | (1) |
|
|
38 | (1) |
|
|
38 | (3) |
|
SECTION II Team Formation: Implementing the Team and Establishing Credibility |
|
|
41 | (98) |
|
5 Training and Team Building |
|
|
43 | (9) |
|
Training to Respond to Emotional Trauma |
|
|
44 | (1) |
|
Risk Assessment and Intervention Training |
|
|
45 | (1) |
|
Educate the Team, Educate Others |
|
|
45 | (1) |
|
A District Training Event |
|
|
46 | (2) |
|
A Training Model for Schools |
|
|
48 | (1) |
|
|
49 | (1) |
|
|
50 | (1) |
|
|
50 | (2) |
|
|
52 | (13) |
|
|
52 | (1) |
|
|
52 | (1) |
|
|
53 | (1) |
|
|
53 | (5) |
|
|
58 | (6) |
|
|
64 | (1) |
|
7 Essential Elements of Crisis Response |
|
|
65 | (24) |
|
The Usefulness of a Framework |
|
|
65 | (1) |
|
Proactive Safety Measures |
|
|
65 | (4) |
|
Evacuation and Lockdown Procedures |
|
|
69 | (3) |
|
|
72 | (1) |
|
Reunification with Primary Caregivers |
|
|
72 | (2) |
|
Elements of Response to a School Crisis |
|
|
74 | (11) |
|
Summary: Essential reminders for crisis response |
|
|
85 | (1) |
|
|
86 | (3) |
|
|
89 | (9) |
|
|
89 | (1) |
|
|
90 | (1) |
|
|
90 | (1) |
|
|
91 | (2) |
|
|
93 | (4) |
|
|
97 | (1) |
|
9 Triage: Casting a Broad Net |
|
|
98 | (7) |
|
The Complexity of Psychological Triage |
|
|
99 | (1) |
|
A Model of Psychological Triage |
|
|
100 | (4) |
|
|
104 | (1) |
|
10 Death of a Kindergarten Teacher |
|
|
105 | (11) |
|
|
105 | (1) |
|
|
105 | (1) |
|
|
106 | (1) |
|
|
106 | (1) |
|
|
107 | (8) |
|
|
115 | (1) |
|
11 Engaging Children to Work Through Grief |
|
|
116 | (14) |
|
Promoting Engagement and Resilience |
|
|
116 | (2) |
|
|
118 | (2) |
|
|
120 | (1) |
|
Support After a Traumatic Event |
|
|
121 | (5) |
|
|
126 | (4) |
|
12 Cultural Responsiveness When a Teacher Dies |
|
|
130 | (9) |
|
|
130 | (1) |
|
|
131 | (1) |
|
|
132 | (1) |
|
|
133 | (1) |
|
|
134 | (3) |
|
|
137 | (2) |
|
SECTION III Team Development: Building Skills, Caring for Clients and Ourselves |
|
|
139 | (72) |
|
13 Media Message: Mutual Benefit or More Trauma? |
|
|
141 | (7) |
|
Managing the Impact of Words and Images |
|
|
141 | (2) |
|
Planning for Media Collaboration |
|
|
143 | (2) |
|
Impact of Social Media and Technology |
|
|
145 | (2) |
|
|
147 | (1) |
|
14 Death in the Classroom: Severe Emotional Trauma |
|
|
148 | (11) |
|
|
148 | (1) |
|
|
149 | (1) |
|
|
149 | (1) |
|
|
150 | (3) |
|
|
153 | (4) |
|
|
157 | (2) |
|
15 Memorials and Funerals |
|
|
159 | (7) |
|
|
159 | (1) |
|
Preparing Schools for Funerals and Memorials |
|
|
160 | (4) |
|
|
164 | (2) |
|
16 Being Present: In the Skin of the Responder |
|
|
166 | (10) |
|
The Quality of Being Present |
|
|
166 | (2) |
|
|
168 | (3) |
|
Being Present in the Presence of Suffering |
|
|
171 | (3) |
|
|
174 | (2) |
|
|
176 | (15) |
|
|
176 | (1) |
|
|
176 | (1) |
|
|
177 | (1) |
|
|
178 | (8) |
|
|
186 | (3) |
|
|
189 | (2) |
|
18 Care for the Caregiver: In the Eye of the Storm |
|
|
191 | (12) |
|
The Need for Caregiver Care |
|
|
192 | (1) |
|
Risk to Crisis Responders |
|
|
193 | (3) |
|
Strategies for Finding the Eye of the Storm |
|
|
196 | (3) |
|
Moving Forw ard After the Storm |
|
|
199 | (1) |
|
|
200 | (3) |
|
19 Death of an English Teacher |
|
|
203 | (8) |
|
|
203 | (1) |
|
|
203 | (1) |
|
|
204 | (1) |
|
|
204 | (3) |
|
|
207 | (3) |
|
|
210 | (1) |
|
SECTION IV Team Maintenance: Sharing Leadership, Expanding Knowledge, Ongoing Challenges |
|
|
211 | (50) |
|
20 Disengagement and Demobilization |
|
|
213 | (9) |
|
The Imperative of Disengagement |
|
|
213 | (1) |
|
Tertiary Triage and Ongoing Support Systems |
|
|
214 | (2) |
|
|
216 | (3) |
|
Examining Outcomes for Effectiveness |
|
|
219 | (1) |
|
Debriefing for Crisis Team Closure |
|
|
220 | (1) |
|
|
221 | (1) |
|
21 Leadership and Teamwork |
|
|
222 | (13) |
|
Leadership Styles Adapted to Crisis Response |
|
|
222 | (3) |
|
PREPaRE's Incident Command System |
|
|
225 | (1) |
|
School Principal and Response Team |
|
|
226 | (1) |
|
Sharing Leadership: Partnerships and Collaboration |
|
|
227 | (2) |
|
Crisis Leadership and Teamwork: Essential Qualities |
|
|
229 | (2) |
|
Leadership Makes a Difference |
|
|
231 | (2) |
|
|
233 | (2) |
|
22 Homicide of a High School Student |
|
|
235 | (16) |
|
|
235 | (1) |
|
|
236 | (2) |
|
|
238 | (1) |
|
|
239 | (6) |
|
|
245 | (3) |
|
|
248 | (3) |
|
|
251 | (10) |
|
The Systems Work of Kurt Lewin and Salvador Minuchin |
|
|
252 | (3) |
|
School Crisis Response and Systems Thinking |
|
|
255 | (2) |
|
Basic Emotional and Existential Issues |
|
|
257 | (1) |
|
|
258 | (3) |
|
|
261 | (28) |
|
|
263 | (3) |
|
Sample Survey of School Crisis Responders |
|
|
266 | (2) |
|
|
268 | (21) |
Index |
|
289 | |