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Abstract
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VioLit summary:
OBJECTIVE:
The purpose of this article by Poland was to present strategies and guidelines for school crisis planning teams to follow in the event of violent or traumatic situations that happen in or effect schools.
METHODOLOGY:
The author employed a non-experimental research design in this study. Information discussed in the article was taken from existing literature in school crisis planning.
FINDINGS/DISCUSSION:
The author posited three theoretical models upon which school crisis planning can be based. The first model emphasized primary prevention and included such strategies as conflict resolution programs and gun safety classes. The next model involved secondary intervention, or steps to be taken immediately after a crisis such as evacuating students or contacting families. The third level, tertiary intervention, involved long-term support and assistance for victims of crisis. It was argued that most schools implement only the secondary intervention type of crisis assistance. The author recommended that schools evaluate how they may have handled a crisis in the past to determine whether or not they might have been aided by the addition of primary and tertiary level plans.
Several types of crisis teams were described by the author. For example, it was suggested that schools could utilize "building teams" to deal with crisis, wherein all members of the crisis team (nurse, psychologist, security officer) work at the same school. Another option he presented was the "district team," wherein the crisis team members are employed by the district and go to the site of whichever school needs them. The third option he described was a team comprised of members from the district and the community (e.g., police, medical personnel). The author recommended that schools assemble this team before a crisis situation occurs. Regardless of their type, it was argued that crisis teams be composed of four to eight members to cover medical assistance, security, contacting parents, providing emotional support for victims, and dealing with the media. Adequate communication between the team members and the faculty and staff of the school was deemed essential to crisis planning. The author recommended that schools and school busses practice responding to crises through drills and readiness activities.
The author discussed several specific crises that might occur in schools and tips for dealing with each. For example, when a student has died, it was suggested that the principal notify all teachers before school through a phone call or a memo, giving them detailed instructions for how to assist their students. The author also described evacuation procedures for dealing with fire, gas leaks, or other emergencies. He stressed that schools must plan ahead for a safe place to take students which is near a phone or other means of communication. Additionally, it was recommended that teachers bring activities to keep students occupied or to reduce their anxiety throughout the crisis. Bomb threats were also discussed, and it was recommended that school administrators try to learn as much information as possible from the person calling in the threat (i.e., What type of bomb is it?) and that they maintain calm so as not to frighten students and staff. In the case of fighting, it was suggested that teachers evacuate the nearby crowd and allow the violent persons time and space to calm down before reprimanding or disciplining them. Natural disasters were briefly mentioned, and the author suggested that schools offer their support both emotionally and as a place of shelter for local families. Suicide was also described as a crisis which schools must deal with. The author recommended that schools take active roles in suicide prevention by training all staff who come in contact with students to detect possible suicidal behavior. It was recommended that parents of potentially suicidal students be notified and that students be referred to counseling immediately, regardless of whether or not the parent cooperates. In the event of a suicide, the author recommended that schools try not to glorify or dramatize the student's death by holding a memorial service or by referring to the death as anything other than suicide. Gangs were noted as an increasingly significant problem in schools, and it was recommended that schools prevent problems by removing graffiti, enforcing behavior codes, increasing security, identifying gang members on campus and working with them to reduce violence, offering extracurricular programs as alternatives to gang membership, and alerting parents to warning signs of gang involvement. The author recommended that schools make it difficult for students to bring guns to school (through metal detectors, for example) while also encouraging students to report the presence of guns on campus. In addition to programs aimed at preventing accidental shootings, the author also recommended other prevention curricula, such as safe bicycle riding tips, conflict mediation, and anger management.
The author concluded that crisis planning and prevention are the most important steps administrators and school psychologists can take to make their schools safer. He argued that this effort must involve the participation of staff, students, and the surrounding community.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
Prevention Recommendations
Violence Prevention
School Violence
Firearms in School
Firearms Violence
Program Recommendations
Intervention Recommendations
Violence Intervention
Conflict Resolution
Psychological Victimization Effects
Violence Effects
School Based
School Personnel
School Mental Health
Mental Health Personnel
Juvenile Offender
Juvenile Violence
Student Violence
School Safety Planning
Crisis Intervention
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