Citation

Luna JT. Int. J. Emerg. Ment. Health 2002; 4(3): 201-208.

Affiliation

Department of Educational Psychology, Administration and Counseling, California State University, 1250 Bellflower Blvd., Long Beach, CA 90840-2201, USA. jtortori@csulb.edu

Copyright

(Copyright © 2002, Chevron Publishing)

DOI

unavailable

PMID

12387192

Abstract

The terrorist attacks on the World Trade Center in New York City and the Pentagon in Washington, DC, as well as the strong possibility of future similar attacks have obliged school crisis responders in our country to rethink usual ways of helping. In planning CISM services in U.S. schools, it now may be practical and necessary to use large-group approaches to assessment and service planning similar to those provided in war-affected nations (Ressler, Tortorici, & Marcelino, 1993). This paper reports on an extension of the CISM approach in schools (Everly & Mitchell, 1999; Johnson, 2000a, 2002; Johnson, Casey, Ertl, Everly, & Mitchell, 1999) as a guide in developing large-scale assessments and action plans. Such actions may be led by school CISM teams in collaboration with school site teams. Examples of collaborative assessment and action planning are included from CISM team and training experiences in New York City, El Cajon and Long Beach, California.

Language: en