Due to the changing spirit of our times, school districts across the nation have been charged with the responsibility of developing comprehensive crisis response plans. These plans typically focus on the structure of crisis response—in the aftermath of a large-scale tragedy. For example, they address such issues as who will serve as members of a school crisis response team? What are the specific roles of team members? Who will gather the facts? How will team members be notified? What information will be shared with the school family? Who will address the media? etc.
Although structured plans have been developed and implemented by our school districts, little attention has been given to the process of school crisis response. For example, once students have been assembled in a lounge, library, or other counseling venue, what is done to help them? What is the goal of early intervention? Who is truly prepared to address the emergent psychological needs of groups of people who are exhibiting emotional distress?
The Academy, through its publication A Practical Guide for Crisis Response in Our Schools Sixth Edition, provide a structure and process for effectively managing a wide spectrum of school-based crises—from the seemingly mundane to the most severe. No longer is school crisis response delegated solely to school administrators and members of a school crisis response team. Effective crisis management is the responsibility of all members of the school family.
It is important that all school personal, even those without mental health credentials, are trained and able to implement strategies that keep those impacted by the crisis functional and assists in mitigating long-term impairment and emotional suffering. Drs. Mark Lerner and Ray Shelton, through the Academy’s publication, Comprehensive Acute Traumatic Stress Management, describe effective strategies for addressing the emotional needs of people during traumatic events. If all educators are trained in effective school-based intervention, we can reestablish a productive educational process and prevent acute stress reactions from becoming chronic stress disorders.
The American Academy of Experts in Traumatic Stress® is a multidisciplinary network of professionals who are committed to the advancement of intervention for survivors of trauma. The Academy in collaboration with the National Center for Crisis Management®, aims to identify expertise among professionals, across disciplines, and provide standards for those who provide intervention to survivors of traumatic events. Members are provided with the opportunity to apply for Diplomate and Fellowship status. Members can also obtain certification in one or more of the 17 specialty areas offered within the Traumatic Stress Specialties and Crisis Management Specialties Programs. The Academy’s international membership includes individuals from over 200 professions and specialties in the health-related fields, emergency services, criminal justice, forensics, law, business and education. The international membership includes professionals from across the United States and over 30 foreign countries. The Academy can be contacted by email at info@aaets.org or by phone at 800-810-7550.
Guest Author:
Dr. Brad Lindell is President of the American Academy of Experts in Traumatic Stress and Chairman of the National Center for Crisis Management. Prior to serving as President and Chairman of these organizations, he was their Vice President for 13 and three years, respectively. He is an author of the Academy’s publications A Practical Guide for Crisis Response in Our Schools and A Practical Guide for University Crisis Response and has lectured and trained school personnel in responding to crisis situations. He is also the author of the online course A Practical Guide for School Crisis Response, developed in partnership with the Traumatology Institute.
Dr. Lindell also published the book Papers on Attention Deficit-Hyperactivity Disorder – a collection of papers that assist parents and school personnel in addressing the unique challenges presented by students with ADHD. He has served on the Professional Advisory Board for Children and Adults with Attention Deficit Disorder (CHADD). Dr. Lindell is a licensed New York State psychologist and a certified school psychologist.
Dr. Lindell also published Mental Health Cost Containment: Detecting Unnecessary and Fraudulent Services Following a Motor Vehicle Accident and served as the Executive Director of Operations for Mental Health Document Review (MHDR) – a psychological cost containment company for the No-Fault industry. Dr. Lindell frequently consults with the insurance industry in the detection of unnecessary and fraudulent psychological claims. He has been called upon by the legal community and the National Insurance Crime Bureau as an expert. Dr. Lindell has also served as a statistical and research consultant to corporations and governmental agencies for over twenty-five years. He has served as an Adjunct Professor for Hofstra University and Dowling College teaching courses in research and statistics and psychological and educational measurement.
