Crisis Intervention Strategies for School-Based Helpers. Edited by Thomas N. Fairchild. Springfield, IL: Charles C Thomas, 1986. 549 pp. $59.00 hardback

This paper discussed marriage and divorce counselling strategies. The objective of which is to demonstrate how counselling can maintain marital stability and avoid, minimize and manage the divorce and post-divorce crisis among couples. Marriage is a ‘give and take’ relationship which should be ‘till death do us apart’ affair. Some basic principles of marriage are approval of the couples, payment of bride prize and religious rites, and possible problems of divorce among couples include psychological, social and economic, and causes of divorce are poverty, promiscuity, poor feeding and infertility to mention but a few have been enumerated. Family Ecological Equilibrium Interaction, Family Cognitive Restructuring, Family Psychosocial Harmony Restoration and Group Crisis Intervention strategies were proposed as counselling strategies to increase family stability and mitigate divorce among couples.

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Cardiovascular Disorders

Pediatric Health Conditions in Schools ◽

10.1093/med-psych/9780190687281.003.0017 ◽

2019 ◽

pp. 309-326

Author(s):

Lyla E. Hampton ◽

Abigail C. Demianczyk ◽

Casey Hoffman

Keyword(s):

Quality Of Life ◽

Birth Defects ◽

Neurodevelopmental Disorders ◽

Congenital Heart ◽

Heart Defects ◽

School Setting ◽

The United States ◽

Intervention Strategies ◽

School Based

Congenital heart disease (CHD) is one of the most common birth defects in the United States, affecting approximately 1% of births per year, with most children surviving into adulthood. Despite improved survival, individuals with CHD remain at high risk for neurological, cognitive, and psychosocial challenges that affect quality of life across the lifespan and have specific implications for working with children with CHD in the school setting. This chapter describes several common complications of CHD, as well as acquired heart defects, that have implications for how children with the conditions present in the school setting. The chapter also provides information about common neurodevelopmental disorders associated with these medical conditions and the effects of the conditions on psychological adjustment and quality of life in children. Finally, the chapter concludes with a review of intervention strategies that school-based professionals may adopt when working with children with heart conditions.

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Neurodevelopmental Disorders Presenting in Early Childhood

Pediatric Health Conditions in Schools ◽

10.1093/med-psych/9780190687281.003.0014 ◽

2019 ◽

pp. 245-260

Author(s):

Jack Dempsey ◽

Amy K. Barton ◽

Allison G. Dempsey ◽

Stephanie Chapman

Keyword(s):

Early Childhood ◽

Cerebral Palsy ◽

Neurodevelopmental Disorders ◽

School Setting ◽

Intervention Strategies ◽

Medical Complications ◽

Medical Conditions ◽

School Based Intervention ◽

School Based ◽

Broad Overview

Neurodevelopmental disorders are a group of conditions that manifest in early childhood and are associated with differences in brain development. They are associated with difficulties with learning, movement, language, or social behaviors. This chapter provides school-based clinicians with a broad overview of neurodevelopmental disorders that present in early childhood, with a particular focus on those associated with specific underlying medical conditions. The reviewed medical conditions and complications include genetic and congenital anomalies, cerebral palsy, and preterm birth. For each of the varying medical complications and conditions, the chapter discusses the assessment and management of the associated neurodevelopmental difficulties, with a focus on applications for the school setting. The chapter ends with a broad overview of school-based intervention strategies and approaches that are commonly implemented when working with children with neurodevelopmental disorders.

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

School Psychology International ◽

10.1177/0143034311400828 ◽

2011 ◽

Vol 32 (2) ◽

pp. 210-224 ◽

Cited By ~ 16

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.

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