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(p. 413) Providing Evidence-Based Supports to Students in the Aftermath of a Crisis 

(p. 413) Providing Evidence-Based Supports to Students in the Aftermath of a Crisis
Chapter:
(p. 413) Providing Evidence-Based Supports to Students in the Aftermath of a Crisis
Author(s):

Philip J. Lazarus

, Franci Crepeau-Hobson

, Kathy Sievering

, and Cathy Kennedy-Paine

DOI:
10.1093/med-psych/9780190918873.003.0021
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date: 15 January 2021

This chapter focuses on strategies that can be implemented in the aftermath of a school or community crisis to help restore the exposed students’ basic problem-solving abilities and help them return to precrisis levels of functioning or, depending on the impact and severity of the incidents, to adjust to a new normal. The authors first focus on empirically supported elements of crisis intervention that can be implemented within a multitiered model of service delivery. These include promoting a sense of safety, calming and supporting fearful individuals, engendering a sense of self and collective efficacy, increasing feelings of connectedness with others, and instilling hope in victims. Practical intervention strategies are provided regarding responding to mass shooting incidents, deaths of students and faculty, student suicide, and natural disasters. The chapter includes an illustrative case study and concludes with lessons learned from the authors’ experiences as school- and university-based crisis responders.

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