Crisis Response In The Schools Full Test Bank Chapter.11

CHAPTER 11: CRISIS RESPONSE IN THE SCHOOLS

Multiple Choice

1. Allen et al. (2002) found that what percentage of school counselors reported they received no training in crisis intervention in their graduate education?

1. 15%
2. 20%
3. 35%
4. 55%

2. The two most common crises that school-based professionals encounter, however, are suicide and accidents.

1. Teen pregnancy and school shootings
2. Suicide and accidents
3. Suicide and school shootings
4. School shootings and accidents

3. What acronym was developed to help counselors predict the risk of suicide:

1. DAP
2. SLAP
3. NAP
4. TRAP

4. According to the CDC, what percentage of students had seriously considered attempting suicide?

1. 13.8%
2. 23.8%
3. 33.8%
4. 43.8%

5. What does CRT stand for?

1. Critical Risk Team
2. Critical Risk and Trauma
3. Catastrophe Response Time
4. Crisis Response Team

6. School officials, professional helpers, the CRT Coordinator, and other team members will view a crisis:

1. differently
2. the same
3. similarly
4. somewhat the same

7. During this stage of grief feelings of shock, disbelief, confusion and denial, are primary.

1. Secondary
2. Initial
3. Middle
4. Final

8. During the first step of crisis intervention, the responder should:

1. actively listen and confirm each student’s perceptions and responses
2. develop a relationship by building rapport
3. utilize basic counseling skills
4. ensuring the physical safety of the person(s) with whom you are working

9. The initial stage of grief is usually followed by a stage characterized by all but which:

1. shock
2. anger
3. rage
4. guilt

10. According to the CDC, what percentage of high school students reported making at least one suicide attempt?

1. 6.3%
2. 16.3%
3. 26.3%
4. 36.3%

11. The CDC monitors youth risk through the:

1. Youth Activity Survey
2. Youth Risk Behavior Survey
3. Hazards and Behavior Survey
4. Youth Crime Survey

12. Suicide is the ______ leading cause of death for individuals in the 10-19 year old range.

1. first
2. third
3. second
4. fourth

13. Which is not an approach used to assist with crisis intervention:

1. The ABC Model
2. The Six Step Model
3. Psychological First Aid
4. The Columbine Model

14. This age group’s reaction to trauma is often inconsistent.

1. adults
2. elders
3. children
4. adolescents

15. These people help school staff manage and monitor students who leave school with a parent (elementary and middle school) or students who leave school independently (high school), provide support, field phone calls, and so forth.

1. Parent Responders
2. CRT Coordinators
3. Front Office Responders
4. Traveling Responders

16. Motor vehicle crashes accounting for more than.

1. one in three teenage deaths
2. one in two teenage deaths
3. one in five teenage deaths
4. two in three teenage deaths

17. These people secure resources and monitor the common area (usually a library or lunchroom) where students may want to write about or draw their memories of the deceased or injured person.

1. First Responders
2. CRT Coordinators
3. Large Group Responders
4. Parent Responders

18. These people visit homes where students gather, work with the football team (or any group to which the deceased or injured student belongs) when they meet, or monitor parking lots and other outside areas where students congregate.

1. First Responders
2. CRT Coordinators
3. Large Group Responders
4. Traveling Responders

19. These people provide information, resources, and debriefing to parents as needed.

1. Parent Responders
2. CRT Coordinators
3. Classroom Responders
4. Traveling Responders

20. These people provide debriefing of crisis for an entire classroom of students, or provide class coverage for an impacted teacher.

1. First Responders
2. CRT Coordinators
3. Classroom Responders
4. Traveling Responders

21. These people provide individual and group crisis counseling for students most impacted. This may be in a pre-determined space, such as the counseling office, or may simply happen wherever students congregate.

1. First Responders
2. CRT Coordinators
3. Classroom Responders
4. Parent Responders

22. These people are often selected for this position because of strong leadership abilities, good organizational skills, and additional training in trauma response and intervention.

1. First Responders
2. CRT Coordinators
3. Classroom Responders
4. Parent Responders

23. Similarly, unresolved grief of a CRT member could lead to __________, thereby rendering a responder ineffective.

1. conversion
2. transference
3. counter transference
4. adaptation

24. According to Kanel, being conscious of one’s own emotions, values, opinions, and behavior – as enhancing a responder’s skill in working with impacted clients is called:

1. Enlightenment
2. Therapeutic awareness
3. Psychiatric understanding
4. Consciousness

25. This age group’s reactions to trauma can include fearing they may die, reacting with guilt if they think they did something wrong that caused the event, manifesting their feelings physically, and experiencing highly intense and wide mood swings.

1. adults
2. children
3. elders
4. adolescents

True/False

1. According to the Center for Disease Control (CDC) and Prevention (2009), motor vehicle crashes are the leading cause of death for U.S. teens.

2. Crisis can be defined in many ways.

3. School psychologists and school counselors do not play a key role in advocating for the development and implementation of a comprehensive crisis response plan.

4. According to James (2008) desirable characteristics of CRT members include poise, creativity, flexibility, tenacity, courage, life experiences, and resiliency.

5. Each time a responder works with a student, teacher, or parent a record of that contact does not have to be made.

6. Having more than one CRT team is not recommended.

7. With the introduction of cell phones, e-mail, and Twitter, this aspect of crisis response and intervention has become one of the most challenging to plan for and manage.

8. Two factors which understandably impact the level of grief experienced include the type and quality of relationship between the survivor and the victim.

9. Grieving the loss of a person who died from natural causes is more difficult than emotionally processing a death which was unexpected and caused by accident, suicide, or homicide.

10. The First Responders typically engage in a form of “psychological triage” to identify vulnerable, high-risk individuals or groups.

Short Answer Essay

1. Discuss why timing is important in crisis response.

• Issues related to timing primarily drive the response within a school setting. Appropriate timing of a response often makes the difference between an average and a poor response. Poor timing results in lingering and avoidable physical and emotional consequences, while an effectively timed response leads to restoring equilibrium. With the introduction of cell phones, e-mail, and Twitter, this aspect of crisis response and intervention has become one of the most challenging to plan for and manage. School and agency personnel have realized this, and commonly add “emergency management” to crisis intervention planning.
• In terms of timing, let us first consider crisis response and emergency management in the best of circumstances (i.e., with time to plan). A common example of this is when a student is injured or dies during a weekend. The school and CRT have time to plan an effective and site-specific response. Because crisis does not adhere to any schedule, however, we also discuss issues and strategies surrounding a sudden or unexpected crisis later in the chapter.
• In the case of the death or injury of a student or staff member over a weekend, a series of standard events will likely fall into place. When tragedies occur, typically police officers are involved at some point, and to some degree. Police officers are trained to follow protocol in informing people most closely affected. Thus, officers usually notify a school district official or the building principal of such an event; although this process and timing is specific to the town, city, or county. With this information, building principals usually initiate action by the CRT.

2. Describe the roles and responsibilities of responders.

• First Responders: provide individual and group crisis counseling for students most impacted. This may be in a pre-determined space, such as the counseling office, or may simply happen wherever students congregate.
• Classroom Responders: provide debriefing of crisis for an entire classroom of students, or provide class coverage for an impacted teacher.
• Parent Responders: provide information, resources, and debriefing to parents as needed.
• Front Office Responders: help school staff manage and monitor students who leave school with a parent (elementary and middle school) or students who leave school independently (high school), provide support, field phone calls, and so forth.
• Large Group Responders: secure resources and monitor the common area (usually a library or lunchroom) where students may want to write about or draw their memories of the deceased or injured person.
• Traveling Responders: visit homes where students gather, work with the football team (or any group to which the deceased or injured student belongs) when they meet, or monitor parking lots and other outside areas where students congregate.

3. Discuss how you would assess for suicide and threat.

• Responders must assess the student’s level of distress, including his or her level of risk for committing suicide or homicide. They must also assess the level of functioning and appropriate coping skills.
• Students who present with suicidal or homicidal ideation become the first priority. Thus, it is crucial that responders are knowledgeable, comfortable, and competent in conducting suicide and threat assessments.
• Many scales have been developed to predict the risk of suicide. One approach that is easy to remember and effective for new professional helpers is the use of the acronym SLAP.
  • S = Specificity
  • L = Lethality
  • A = Availability
  • P = Proximity
• How much Specificity exists in the student’s plan to commit suicide? How detailed is the plan? Has the student made the decision to wait until his family leaves this weekend so he will be alone and the garage will be empty? Has the student stated she may commit suicide if her boyfriend breaks up with her? The student who knows where and when he will kill himself is considered more at risk than the student who presents with an ambiguous plan.
• How Lethal is the current plan? The more lethal the method, the higher the risk is for suicide completion. This can be the most difficult aspect of the situation to evaluate. A plan involving the use of a firearm is more lethal than planning to jump off a roof. However, if the student has no idea where to get a gun and the roof is 17 stories up then the level of lethality would change. A plan involving drugs or alcohol is also challenging in this aspect of the assessment. For example a student who tells you she is planning on “taking pills” could mean taking a handful of aspirin, driving to the store to purchase several bottles of extra strength pills, or stealing her dad’s prescription pain medication.
• The next step of the assessment provides additional clarification. The more available the means, the higher the risk us. Does the student have Available means to carry out the plan? Does the student have access to a gun and ammunition? Can the student access lethal amounts of drugs or alcohol? Can the student drive and does he have access to a car? Having a driver’s license is a major factor to consider when assessing the risk of suicide in adolescents because it means many methods become more accessible.
• The final step of SLAP involves determining the student’s Proximity to others. Who is in the student’s support system? Is the student isolated from adults who are in a position to provide support? Students with minimal or inconsistent support systems are considered to be at higher risk for attempting suicide.

4. Please give your definition of a crisis and provide examples of possible crises that you may encounter as a school counselor.

• Crisis can be defined in many ways. Heath and Sheen (2005) defined crisis as “an event or circumstance that occurs often without warning and initially poses an overwhelming threat to an individual or group”
• Subsequently, James (2008) expanded on the definition of crisis as “a perception or experiencing of an event or situation as an intolerable difficulty that exceeds the person’s current resources and coping mechanisms”
• The latter definition encompasses the entire crisis event and response whether we are talking about the shootings at Columbine, the death of a beloved teacher, a suicidal student, or any of the other crises previously listed.