This research paper is concerned with an assessment of individual responses to a crisis, specifically in a school environment. The crisis theory shall be explored, and ways through which a crisis does happen; be it in an accidental or developmental manner. The psychosocial, physical and sociological assumptions of the crisis theory shall also be addressed. Further, ways of establishing a comprehensive crisis prevention and intervention process shall also be explored. There is a need for schools to be proactive in addressing crisis situations; if at all the responses to crisis are to be effective and timely.
This often involves prior planning for unforeseen incidences that may occur in the future, and this calls for a collective collaboration of all the necessary stakeholders like the community, the state, and the health care providers. Safety of the children is a priority, and the crisis management team ought to be trained on the identification of stress-induced symptoms in children as a result of a crisis. Interventions to crisis could be classroom-based activities, as well counseling sessions for the victims. There is also a need to establish additional staff support and follow-up for the victims.
Introduction
Often, crisis events leave in their wake traumatic disorders that will call for psychological support. In fact, posttraumatic disorders are so common today that the association of American psychiatrists has estimated that close to 90 percent of Americans are likely to suffer from traumatic stressor. In addition, recent findings have also revealed that almost 90 percent of the traumatic stressor victims have a high chance of developing post-traumatic stressor disorder. As such, there arises a greater need to urgently intervene in the face of crisis to avert these likelihoods from occurring (Blauvelt, 1999). Seeing the large number of Americans who are at risk suffering from post traumatic disorder courtesy of a crisis, the question then begs, what is the nature of a crisis?
A crisis can be viewed at as an acute response towards an incident that is critical. In the process, an individual’s psychological homeostasis gets disrupted, and their coping mechanism also fails. Evidence has also been put forward that human often suffers form distress art a time of crisis. It is thus imperative that appropriate and timely crisis response measures and intervention mechanisms are adopted early (Decker, 1997). A crisis response that is effective often will require a systematic organization response, as well as preparation before hand. In the case of a school, a prior existence of a comprehensive plan to crisis response will enable a school address the needs of its students, teachers and other staff members, as well as the larger community during such a time of crisis (Caplan, 1964).
Crisis theory
According to Gerald Caplan, a crisis comes about as a result of space changes occurring in the life of a person, which often leads to a relationship modification with how that person perceives him/herself. Caplan further opines that that a change will often come about in a slow manner, usually following experiences that are both normal and inevitable. These are experiences that involve both social and physical growth and development. Also, such a change could also happen due to traumatic and unforeseen events that are traumatic. As a way of differentiating the two crisis concepts, Caplan has labelled them as development and accidental crises respectively (Caplan, 1964).
Whether a crisis is situational or accidental, this will be dependent upon the element of time, as well as the source of stress. The manner in which a person perceive him/herself relative to their world (includes the kind of relationship they have with other people), is usually a rapid one, and is more often as a result of an initiation, following a personal loss, which an individual perceives as being a threat to self. In addition to this kind of external event, there are situations in the life of an individual that often pose as a challenge to their self-concept. Whichever the case, an individual will feel threatened, and will also tend feel as if they may not be able to deal with the situation in hand, thus resulting to behavioural responses that happens to be at the individual’s disposal.
In this regard, there are three and interrelated factors that have been identified by Rapoport as having the potential to result in a state of crisis. First, a treat will come from an event that is hazardous. Secondly, there occurs a threat to instinctual need, and this is linked symbolically to the threats that earlier led to a conflict, or vulnerability. Finally, there occurs an inability to the situation with a coping mechanism that is adequate. By virtue of similarity to past events in our lives, an event that is threat-producing is armed with powers to arouse earlier anxiety feelings hitherto repressed in one way or the other (Rapoport, 1965).
This then leads to a feeling of double fear, and this then tends to accumulate enough powers that would make us vulnerable, and the individual feels less able to cope with both the event and the aroused feelings. The crisis theory often assumes that psychosocial (involves a person’s relationship with family and friends); physical and sociological needs have a role to play in an individual’s fundamental ego integrity. When any of the three supplies is shut, then a feeling of threat perception to an individual’s integrity is aroused, resulting in a crisis (Coloroso, 2000).
It is the resulting crisis then that tends to produce a series of adaptive struggles, as an attempt at the preservation of an individual’s identity.
Establishing a foundation for the comprehensive crisis prevention and intervention
In a school setting where a comprehensive response program to crisis already exists, then such a plan will come in handy, in assisting such a school to anticipate as well; as meet the needs of its students, the teachers, and the larger community in the event of a crisis. Crisis is not only often disruptive to an education program, but is also associated with both long-term and short-term consequences. Such consequences are best tolerated in a situation where there is a provision of adequate support, if and when such a crisis occurs (Newglass & Schonfeld, 2000). In addition, schools are more likely to implement support services in a case where there already exists a crisis response system.
For a crisis response program to be effective, there is a dire need to be both prepared, and also have in place an organised and systematic response. Such a response should flexible such that it can find application in a wide variety of crisis situations, while also being specific, so as to provide guidance if and when a crisis does occur. For a crisis response to be effective, it ought to validate the traumatic events, as well as the typical reactions, while also providing a mechanism for both the staff and students to not only express their individual reactions to the event, but also as a beginning point to resolving their perception regarding the said crisis (Winnipeg School Division, 2003).
When a school has an established and working systematic and organised crisis preparedness plan to respond to crisis, then such a school remains proactive in the face of a crisis. Further, such an institution will also be in a position to assess the developing hazards, anticipate needs, and also identify the necessary and available resources for responding to the crisis. In addition a proactive approach to a crisis aids in the identification of services gaps that warrant addressing.
Responding to Crisis
As there is no knowing when or where a crisis such as violence in a school may happen, it then follows that those school that are both safe and effective, also happens to be prepared in advance for a potential crisis. The need to intervene in a situation where a crisis has occurred helps to ensure safety. It is also important to respond, following a tragic incident. These are the two vital components of a crisis response plan. Aside from the establishment of a contingency plan, those schools that are effective will also go out of their way adequately prepare their crises response team (Blauvelt, 1999).
It is this team that plans on the course of action to be taken in the event of say, a violent strike. The crisis team also sees to it that both the staff and teachers are aware of how they ought to behave in the face of a crisis. As such, the students and their teachers feels a sense of security, as a result of the well-conceived plan, that makes sure that everyone is aware of what they are expected to do, or whom they ought to consult for further instructions (Decker, 1997).
Crisis response principles
Planning to intervene into a crisis is no different from any other form of intervention, and is thus based on a safe and responsive foundation to the needs of children. In planning for crisis response, it is important to include the teachers and the rest of the staff in multifaceted skills that often includes situations those results from escalating class incidents, up to and including serious crisis (Menutti, 2006).
In addition, such plans should bear reference to either the sate or the district state procedures. A lot of states have at their disposal manual on crises intervention that is often availed to local schools and education agencies.
The community agencies such as the fire, police and rescue team ought to be involved in the planning, as well as their social welfares, hospitals (including mental health services), the juvenile justice, and the faith-based communities. Provisions should also be made for a regular meeting of the core team, so that they can be able to identify the local, federal and state resources necessary and available for use during and after the occurrence of a crisis. In addition, this will also facilitate a securing of the involvement and support of these stakeholders, way before even a crisis occurs (Poland & Jami, 2000).
Intervening during a crisis to ensure safety
When weapons are sued around or in schools, when explosions and bomb threats, fights, accidents, suicides and natural disasters happens in a school environment, this demands immediate and planned action, as well as post-crisis intervention measures that are long-term (Blauvelt, 1999).When a school has planned for such contingencies, then there is a reduction in the incidences of trauma and chaos that may be experienced. Thus, contingency provision becomes an important facet of planning for a crisis response. An evacuation procedure to protect both the students and staff against possible harm is one such contingency provision.
In this regard, the identification of a safe area for the school community in the event of a crisis becomes critical. Such an evacuation should also be undertaken in and orderly manner. Also, communication should be both fool-proof and effective, with responsibilities and roles designated to different individuals as a way of avoiding confusion. There should also be a process to facilitate the securing of external and immediate support from enforcement officers of the law, as well as other community agencies that may be relevant.
As a way of preparing the school community towards the handling of a crisis, in-service training ought to be provided to the staff members, and also involves the community members such as the police and the youth whenever appropriate. A manual should also be produced as a way of reminding the staff of their roles. The school community should also practice responding to the violent warning signs, while also attempting to practice on ways and means of avoiding violence, like management of angers and the resolving of conflicts.
Responding in the Aftermath of Crisis
It is important for the crisis team member to be aware of the reactions to natural stress. In addition, they ought also to be familiar with the way different individuals may respond to grief-inducing incidents such as loss and death. This should as well include a consideration of development, cultural values and religious beliefs. For schools that are effective, these normally ensure that the community response is coordinated. Those professional that are in the vicinity of the community should also be willing to assist those individuals faced with severe reactions to stress. For those schools that have ever experienced tragic incidences, their response plans have often included similar provisions, like helping of parents to better understand how their children would react to violence (Newglass & Schonfeld, 2000).
In an event of a tragedy, children not only have difficulties sleeping, but may also experience fears for the future that are unrealistic. They could also become ill physically, and also be prone to ease of distraction (Trump, 1998). Schools have also helped the teachers and other staff member to cope with the reactions to a crisis, through grief counseling sessions and briefing. Schools also help both the students and teachers to adjust once the crisis is over, by providing mental health counseling sessions that could be both short-term and long-term.
It is also important for schools to assist victims and their family members to re-familiarize themselves with the schools environment again, by say, providing them with guidance regarding how they are supposed to act and adjust. Schools also help teachers and students cope with the return of a student who had previously been removed from the school community. Such a student could be returning from a mental hospital or a juvenile detention facility. It is thus the role of the schools to coordinate how such a transition is going to be both possible and uneventful (Menutti, 2006).
A behavioural approach to crisis management
Regardless of the causes of a crisis, it is imperative that health care providers, administrators, teachers, parents and the society assumes the responsibility of managing such a crisis through effective treatment and education, as the cost of its mismanagement is often high. A crisis management plan that is school-based cannot occur as an isolated case from the larger community. An effective collaboration of the school and community providers of mental health will lead to the development of solutions that will enhance the school’s capacity to address the mental health needs of its members in an effective and timely manner, when a crisis does occur (Poland, S. and Jami, 2000).
Classrooms interventions
The crisis management interventions that are offered in schools are geared toward meeting the emerging needs of the students when such an institution is responding to crisis. In addition, activities in class often the arising demand for resources on individual counselling sessions, while also permitting such programs to target the most vulnerable students, and who are in a dire need for intensive intervention (Menutti, 2006). For this reason, there is a need top offer the teacher extra in-service training as a way of preparing them for the provision of this service. A crisis is capable of eliciting feelings of a previous crisis, and for a given child, such may assume a primary focus.
When a child is faced with such kinds of stresses, three often dies exist an inclination for then to personal and diverse crises, such as unresolved parental; conflicts like divorce, or prior deaths. Hence, teachers need to have a timely access of the necessary back-up services that will enable them to effectively handle these ‘incidental’ concerns (Newglass & Schonfeld, 2000). Besides aiding the students to express their thoughts and feelings, an activity that is classroom- based would also entail written efforts, guided discussions and art projects. Such activities will also enable the teachers to become more familiar with their student’s capabilities for development, and also their coping modes with previous situations that were also stressful.
As such, teachers should be in a position to select those modalities that would also provide a best match for the needs of the students. Through written activities, students are bale to express their sorrows and anger, and this form of activity is most beneficial to those students who have skills that are better developed. On the other hand, teacher-led discussions are the most effective (Trump, 1998). Even then, teachers are not encouraged to hide their reactions and feelings but should rather be encouraged to establish compassionate and meaningful ways of expressing their feelings.
Ultimately, staff support and follow-up sessions may prove necessary, especially given that the responses of individuals to a crisis differs. In case of a significant event, then a long-term reaction can often be anticipated, with a possible need for additional counselling for the victim beyond the school environment.
References
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Caplan, G. Principles of preventative psychiatry. (1964). M.D, New York: Basic books. Web.
Coloroso, B. (2000). Parenting through crisis: Helping kids in times of loss, grief, and change. Toronto: Penguin, 2000. Web.
Decker, R. H. (1997). When a crisis hits: Will your school be ready? Thousand Oaks, CA: Corwin Press. Web.
Menutti, R. B. (2006). Cognitive-behavioural interventions in educational settings. London: Routledge. Web.
Newglass, S., and Schonfeld, D. J. (2000). School crisis intervention, crisis prevention, and crisis response. Oxford: oxford university press. Web.
Poland, S. and Jami, S. M. (2000). Coping with crisis: A quick reference. Longmont, CO: Sopris West. 2008. Web.
Rapoport, L. “The State of Crisis: Some Theoretical Considerations,” in Crisis Intervention: Selected. Readings, Howard J. Parad, ed. (New York: Family Service Association of America, 1965), pp. 25-26.
Trump, K. S. (1998). Practical school security: Basic guidelines for safe and secure schools.
Thousand Oaks, CA: Corwin Press. 2008. Web.
Winnipeg School Division. (2003). Guidelines for the development of a school crisis response plan. Winnipeg: Winnipeg School Division. Web.