Crisis Interventions in Schools: A Systematic Review

Sokol, Rebeccah L.; Heinze, Justin E.; Doan, Jessica; Normand, Meg; Grodzinski, Alison; Pomerantz, Naomi; Scott, Briana A; Gaswirth, Maura; Zimmerman, Marc A.

doi:10.1080/15388220.2021.1879098

Cited by 13 publications

(13 citation statements)

References 31 publications

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“…The discussion of the results reveals that the most widely used intervention models in the pre-professional practicums of Social Work at the Technical University of Manabí are Case Management, Crisis Intervention, and Behavior Modification. (17) This is because these approaches are geared towards resolving concrete social problems and allow for practical results to be obtained in the short term, as suggested by Lake et al (18) . It also coincides with the views expressed by Schott et al (19) who indicate that these models, focused on the internal and subjective processes of individuals, require a more prolonged intervention time, which hinders their application in practicum contexts with limited schedules.…”

Section: Discussionmentioning

confidence: 99%

Pre-Professional Placement Intervention Models in the Social Work programmed at the Technical University of Manabí in 2024

Mendoza Velazco,

Menéndez Menéndez,

Salvatierra Choez

et al. 2024

Salud, Ciencia y Tecnología

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Introduction: Pre-professional placements are a fundamental component of Social Work students' education, as they enable them to apply theoretical knowledge in real-world contexts. However, at the Technical University of Manabí, no prior research has been conducted on the intervention models utilized. Objetive: The objective of the research was to determine the intervention models currently employed in the pre-professional placements of the Social Work programmed at UTM. The study aimed to characterize the models in terms of their objectives, structure, activities and evaluation mechanisms. Methods: The study adopted a quantitative approach with an exploratory-diagnostic design. The population consisted of 510 students in the seventh and eighth levels. The sample comprised 426 students, selected through non-probability sampling. A 17-item questionnaire on intervention models was designed. Results: The main results identified 10 applied models, with Case Management, Crisis Intervention and Behavior Modification being the most prevalent. Most include clear objectives, action plans and teacher supervision. Conclusion: The effectiveness of the intervention models applied in the pre-professional practices is corroborated, however, systematic evaluation needs to be improved, the models need to be adapted to local needs and the articulation between theory and professional practice needs to be strengthened for a comprehensive training.

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Section: Discussionmentioning

confidence: 99%

Pre-Professional Placement Intervention Models in the Social Work programmed at the Technical University of Manabí in 2024

Mendoza Velazco,

Menéndez Menéndez,

Salvatierra Choez

et al. 2024

Salud, Ciencia y Tecnología

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“…Universal classroom intervention should be evaluated through psychoeducational, developmental, or positive psychological tools, while clinical scales and relative thresholds should be used for Tier 2 or Tier 3 interventions (Chafouleas et al, 2016; Rickwood, 2012). Sokol et al (2021) suggested that it is unfeasible and perhaps even unethical to incorporate a Randomized Controlled Trials (RCT) design that would exclude parts of the population from the expected benefits when applying a universal school-based intervention in times of a crisis. Our review revealed confusion between the universal level of the intervention and the clinical evaluation employed.…”

Section: Discussionmentioning

confidence: 99%

“…A review of school-based universal crisis intervention is also important at an institutional level. First, at the time of crisis, the design and implementation of any intervention often require a significant amount of time and resources, mainly from those who are already tasked with managing the emergency (Sokol et al, 2021). Therefore, the analysis of extant programmes and related key methodological and psychoeducational factors can help schools and communities to gather ideas for activities, while the school staff can concentrate on adapting them to suit their context and culture.…”

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confidence: 99%

Universal crisis psychoeducational interventions in schools: A scoping review

Capurso

Stasio²,

Ragni

2022

School Psychology International

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In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.

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“…Consultation, assessment, referral, and education teams are able to more quickly identify and assess student needs and generate interventions to support students at the school, community, and family levels (Bates et al, 2019). School crisis response teams, most commonly composed of administrators, school-based mental health providers, school-based medical personnel, support staff, and educators, address a variety of crises or traumatic events within the school environment (Sokol et al, 2021). Another interprofessional school-leadership team approach, the Integrated Comprehensive Systems for Equity framework, utilizes teams to address systemic inequities to meet student needs (Weiler & Hinnant-Crawford, 2021).…”

Section: Tltsmentioning

confidence: 99%

The formation and functions of school‐based trauma‐leadership teams: A preliminary qualitative study

Liang

Gutekunst

Kohler

et al. 2023

Psychology in the Schools

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Studies suggest that among children, adverse childhood experiences increase the risk of developing behavioral challenges in and out of the school environment. Rooted in distributed leadership, trauma‐leadership teams (TLTs) are a novel systems‐based intervention in which a team of educators deepens knowledge and works to implement trauma‐responsive policies and practices within the school community. The current study used a consensual qualitative research design to (a) understand the ways TLTs are created, (b) describe educators' perceived benefits and outcomes of these teams, and (c) describe how TLTs are applied in schools to improve trauma‐informed care practices. Additionally, the study highlights growth areas for TLT implementation. Domains from interviews include (1) Formation of TLTs; (2) Benefits and Outcomes of TLTs; (3) Trauma‐Responsive Competency; and (4) Growth Areas of TLT. Results suggest that TLT members view TLTs positively, offer insight into how TLTs are formed, and see benefits from TLTs within their school communities. Results also suggest areas for growth for TLTs.

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Crisis Interventions in Schools: A Systematic Review

Cited by 13 publications

References 31 publications

Pre-Professional Placement Intervention Models in the Social Work programmed at the Technical University of Manabí in 2024

Pre-Professional Placement Intervention Models in the Social Work programmed at the Technical University of Manabí in 2024

Universal crisis psychoeducational interventions in schools: A scoping review

The formation and functions of school‐based trauma‐leadership teams: A preliminary qualitative study

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