6.27 EXPLORING BENEFITS OF SCHOOL-BASED CRISIS INTERVENTION PROGRAMS: A PRELIMINARY STUDY

2016 ◽  
Vol 55 (10) ◽  
pp. S212-S213
Author(s):  
Ji min Cha
Keyword(s):  
Crisis Intervention ◽  
Intervention Programs ◽  
School Based ◽  
Preliminary Study

Studying the Effects of Services for Victims in Crisis

1987 ◽  
Vol 33 (4) ◽  
pp. 520-531 ◽  
Author(s):  
Robert C. Davis
Keyword(s):  
Crisis Intervention ◽  
Intervention Programs ◽  
Hard Data

Crisis intervention programs for victims have grown rapidly, but with little hard data to demonstrate their effectiveness. This study attempted to examine the effects of services on victims' psychological and material adjustment. Although substantial recovery occurred for all victims in the first three months postcrime, there was no evidence that recovery was any greater for victims who received services than for those who did not.

School‐Based Bullying Intervention Programs in Australia and New Zealand

2021 ◽  
pp. 510-526
Author(s):  
Donna Cross ◽  
Amy Barnes ◽  
Melanie Epstein ◽  
Natasha Pearce ◽  
Kevin Runions ◽  
...  
Keyword(s):  
New Zealand ◽  
Intervention Programs ◽  
Bullying Intervention ◽  
School Based

Bullying, Cyberbullying, and Interventions in Schools

2020 ◽  
pp. 265-282
Author(s):  
Elena Bianchini
Keyword(s):  
Best Practices ◽  
Intervention Programs ◽  
Public Concern ◽  
School Based Intervention ◽  
School Settings ◽  
School Based ◽  
The World ◽  
Definition Of

Issues of bullying and cyberbullying among schoolchildren are nowadays a matter of international concern, with school bullies, cyberbullies, and victims having become a topic of public concern and research in various countries around the world. This chapter, besides a definition of bullying and cyberbullying, explains the characteristics, types, causes, and consequences of these acts based on findings from various studies. In addition, the chapter presents some school-based intervention programs, implemented in different school settings, with the aim of effectively reducing levels of bullying and cyberbullying in schools. Finally, the chapter aims to provide guidelines and propose best practices in order to fight acts of violence and aggression.

The Influence of Bullying Behaviours on Sense of School Connectedness, Motivation and Self-Esteem

2005 ◽  
Vol 15 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Jason L. Skues ◽  
Everarda G. Cunningham ◽  
Trilochan Pokharel
Keyword(s):  
High School ◽  
Academic Success ◽  
School Connectedness ◽  
Self Esteem ◽  
Female Students ◽  
Intervention Programs ◽  
Male Students ◽  
School Based ◽  
Being Bullied ◽  
Males And Females

AbstractThe aim of the current study was to examine how bullying by peers relates to self-esteem, school connectedness and motivation for academic success in an Australian high school. Questionnaires were completed by 975 students across years 7 to 12. As predicted, male students were subjected to more direct forms of bullying than female students. However, contrary to expectations, there were no significant differences between males and females in their reported experience of indirect forms of bullying. Also, students in the lower year levels of high school reported being bullied more frequently than students in high year levels. Findings supported predictions that students who were bullied by their peers at school tended to report having lower levels of self-esteem, feeling less connected to their peers, teachers and school, and being less motivated to perform well at school. These results may have implications for school-based intervention programs that are designed to reduce bullying behaviours.

Including School Resource Officers in school-based crisis intervention: Strengthening student support

2011 ◽  
Vol 32 (2) ◽  
pp. 210-224 ◽  
Author(s):  
Richard K. James ◽  
Joan Logan ◽  
Scott A. Davis
Keyword(s):  
Crisis Intervention ◽  
Police Officers ◽  
Crisis Response ◽  
School Resource Officers ◽  
Emotional Needs ◽  
Resource Officers ◽  
Crisis Prevention ◽  
School Based ◽  
Support Students ◽  
School Resource

This article discusses the importance of trained police officers, School Resource Officers (SROs), participating in school-based crisis response efforts. These efforts, mostly preventative in nature, mitigate and de-escalate trauma for students exposed to a wide variety of challenging situations. Scenarios are presented with dialogue between students and SRO, offering insights into how SROs support students’ emotional needs. The article demonstrates how trained SROs’ service complements school-based crisis prevention and intervention efforts.

A review of crisis intervention programs

1971 ◽  
Vol 45 (4) ◽  
pp. 498-508 ◽  
Author(s):  
Stephen L. Schwartz
Keyword(s):  
Crisis Intervention ◽  
Intervention Programs

Bullying victimisation and adolescents: Implications for school-based intervention programs

2013 ◽  
Vol 57 (2) ◽  
pp. 107-123 ◽  
Author(s):  
Leanne Lester ◽  
Donna Cross ◽  
Julian Dooley ◽  
Thérèse Shaw
Keyword(s):  
Intervention Programs ◽  
School Based Intervention ◽  
School Based ◽  
Bullying Victimisation

Onset Paranoid Symptoms in Depressive and Non-depressive Middle Adolescence Sample: School-based Preliminary Study from Croatia

2017 ◽  
Vol 41 (S1) ◽  
pp. S217-S217
Author(s):  
S. Krnic ◽  
D. Britvic ◽  
M. Milanovic
Keyword(s):  
Control Group ◽  
Cross Sectional ◽  
Psychiatric Interview ◽  
School Based ◽  
Paranoid Symptoms ◽  
Preliminary Study ◽  
Competing Interest ◽  
Cross Sectional Design ◽  
Clinical Characteristic ◽  
Depressive Group

IntroductionThere is a lack of epidemiological evidence on the prevalence and incidence of mental health disorders in adolescence in Croatia. Depressive disorder and paranoid symptoms have been demonstrated to be closely related in adult community samples or patients with adult depression. The present study used a cross-sectional design to evaluate a sample of Croatian adolescents.ObjectivesExamine the prevalence of paranoid symptoms in adolescents attending grammar school as a preliminary study of clinical characteristic of depression in adolescence.MethodsA sample of 450 individuals, average age 15.7 (SD = 0.45); female 232 (51.6%), male 218 (48.4%). The screening was followed by the use of a structured psychiatric interview (HAMD-21), which was administered to confirm the presence or absence of depression disorder. Item paranoid symptoms were administered to evaluate the level OD symptoms (0–none; 1–suspicious; 2–ideas of reference; 3–delusions of reference and persecutions).ResultsA total of 450 participants were screened, using HAMD-21, paranoid symptoms occurred (44.9%). Depressed adolescents: moderate, severe and very severe, defined as more than 14 points in HAMD-21 presented paranoid symptoms 68.1%, and non-depressed 32.2%.ConclusionThe depressive group displayed more frequent and intense paranoid symptoms than the control group (P < 0.001). Among non-depressed the incidence of paranoid symptoms is a surprisingly high. This could be the consequences of the war in Croatia, transition, as well as the influence of social networks on adolescent communication. This requires future studies.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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