Crisis Management

Crises perplexity in human beings enlightens Review of Crisis in overt trails through issue the United States Throughout the United States students in public schools choose flummoxd many crises. Students have witnessed or experienced many different types of crisis which can let in violence, death, accidents, family issues, instinctive disasters and terrorism. Statistics from the National aggregate for teachingal Statistics (2008) show that in the 2003-04 school year there were 19 homicides and 3 suicides that supervenered at school.Outside of school in the 2003-04 school year there were 1,437 homicides and 1,285 suicides of youth ages 5 to 18. correspond to the Fatality epitome Reporting System Encyclopedia (2008) in the year 2007, there were 2,022 children ages 0-15 and 5,338 teens ages 16-20 who died in lethal car accident. Other crises include disasters. Since 2003 there have been 4 hurricanes (hurricanes Isabel, Ivan, Katrina, and Ophelia) in the United States. Hurr icane Katrina displaced over 372,000 school-aged children (Dickenson, 2008). In the September 11 attack, there were 3,051 children who lost a parent (New York Media, 2008).Earthquakes, thunderstorms, and tornadoes also have caused major fatalities and displacements. Public Schools in the United States need to be ready to handle crisis, large and small, to keep children and staff out of harms way. There must be a Crisis Intervention or Management Plan, in case any of these crises occur in the school. Unfortunately, not all do. School Psychologists put-on a significant role of the crisis forethought team and should review the object and know their discriminate in crisis management for schools during and after the crises occurs.Crisis Management, as defined by The Model School Crisis Management Plan (1999), is that part of a school divisions near to school safety which focuses more narrowly on a time-limited, problem-focused intervention to identify, confront and resolve the crisi s, restore equilibrium, and support appropriate adaptive responses. This paper pass on address the following recent research on what school crisis management plans should include, definition and signs of post distresstic stress disorder, and resources to direct school psychologists in playing an important role in risis management. Resent research on crisis management plans The Center for Mental wellness in Schools at UCLA (2008) created a 161 page crisis prevention and response plan for schools to use as a resource. In it they define the major facets of crisis response as being 1. communication, 2. counselor-at-law and coordination, and 3. health and safety. These major facets should be implemented during the emergency, immediate import, days/weeks following, and in prevention.The mental archetypal helper approach which was developed by the National Center for PTSD to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism should also be included in the crisis management plan. It is designed to reduce the sign distress caused by traumatic events and to foster short-and long-term adaptive functioning and make out (NCTSN, 2006). The Psychological First Aid for school aged children should be implemented immediately after the trauma and includes three canonical objectives managing the situation, mobilizing support, and following up.Definition and signs of posttraumatic stress disorder Posttraumatic Stress Disorder is an anxiety disorder that can occur after you have been through a traumatic event during this type of event, you think that your life or others lives are in danger. You may feel afr charge or feel that you have no ensure over what is happening (NCPTSD, 2008). If these feelings persist over a long time and interfere with a souls daily life, they are experiencing PTSD. Elementary school-aged children show different signs of PTSD than adults.Instead of experiencing flashbacks or amnesia, children e xperience time skew (mis-sequencing trauma related events) and omen formation (belief that there were warning signs that predicted the trauma) and may reenact the trauma in play, drawings, or verbalization (Hamblen, 1998). Adolescents resemble the signs of adults, but may also reenact the trauma in some part of their daily life. Resources for school psychologists in crisis management The National Association of School Psychologists (2000) has a list of website resources that guide school psychologists on various school safety and crisis information.Some resources include school safety/violence prevention, suicide prevention/intervention, trauma, natural disasters, and war/terrorism materials. One approach the NASP recommends for school psychologists in identifying coping strategies is the BASIC Ph Coping Model by Dr. Mooli Lahad. The model suggests that mickle possess six potential characteristics or dimensions that are at the core of an individuals coping style (Zenere, 2004). Th e six coping styles are Belief, Affect, Social, Imagination, Cognitive, and Physiological.There are many organizations and associations listed on the Ed. gov Emergency preparedness website. It is important for school psychologists to recognize their important role in the crisis management team. They should use the resources available to them to aid in the schools process of developing the crisis management plan. School psychologists should also stay with-it on current research regarding outcomes of tragedy in children. Together as a team, they have the world power to help children, and hopefully reduce PTSD in children after a trauma. ReferencesCenter for Mental Health in Schools at UCLA. (2008). Responding to a Crisis at a School. Los Angeles, CA Author. Retrieved declination 2, 2008, from http//smhp. psych. ucla. edu/ Dickenson, C. (2008, November). Children Displaced by Hurricane Katrina. Communique, 37(3), 32. Fatality Analysis Reporting System Encyclopedia (2008). National S tatistics. Retrieved December 2, 2008, from http//www-fars. nhtsa. dot. gov/Main/index. aspx Hamblen, J. (1998). PTSD in Children and Adolescents. National Center for PTSD. Retrieved December 2, 2008, from http//www. ncptsd. va. ov/ncmain/ncdocs/fact_shts/fs_children. html National Association of School Psychologists (2000). Information for Educators. Retrieved December 3, 2008, from http//www. nasponline. org/educators/index. aspx National Center for Education Statistics (2008). Indicators of School Crime and Safety2007. Retrieved December 2, 2008, from http//nces. ed. gov/programs/crimeindicators/crimeindicators2007/ NCTSN National Child Traumatic Stress Network (2006). Psychological First Aid Field Operations Guide (2nd Ed). Retrieved December 3, 2008, from http//www. ncptsd. va. ov/ncmain/ncdocs/manuals/smallerPFA_2ndEditionwithappendices. pdf U. S. Department of Education (2008). Emergency Planning. Retrieved December 2, 2008, from http//www. ed. gov/admins/lead/safety/emergenc yplan/index. html Virginia General Assembly (1999). The Model School Crisis Management Plan, 2. Retrieved December 2, 2008, from http//pen6. pen. k12. va. us/VDOE/Instruction/model. html Zenere, F. (2004). How Children with Trauma and Ongoing Threat The BASIC Ph Model. National Association of School Psychologists. Retrieved December 2, 2008, from http//www. nasponline. org/