Consider The Following Case Scenario At Q Public High School
Consider The Following Case Scenariojon Q Public High School Recentl
Consider the following case scenario: Jon Q. Public High School recently experienced a school shooting. The shooter was a 17-year-old male student, Jake, who had few friends and kept mostly to himself. Prior to the shooting, the student wrote a manifesto declaring that he would punish the "superior people." The shooting happened in the school library. The shooter stood up on a table and began firing at random. Two students were killed and six others were injured. Several students were able to eventually disarm the student and subdue him until the police arrived. The shooter is alive and has been charged with murder and a number of other related charges. You are the crisis worker who has been assigned to work with the student body at Jon Q. Public High School. Using search engines, identify and discuss the crisis response model you would employ to help the student body. Your submission should be 1-2 pages in length.
Paper For Above instruction
In the aftermath of a tragic school shooting such as the one at Jon Q. Public High School, implementing an effective crisis response model is critical to support the affected student body, promote recovery, and prevent future incidents. One of the most suitable frameworks for this scenario is the Crisis Response Model outlined by James and Gilliland (2017), which emphasizes immediate intervention, short-term stabilization, and long-term recovery. This model guides mental health professionals through stages that are crucial for addressing trauma, restoring safety, and fostering resilience among students.
The initial phase of the crisis response involves establishing safety, providing immediate emotional stabilization, and gathering accurate information about the event. For the students, this means creating a safe space where they can express their feelings and concerns. Establishing trust and reassurance is crucial here, as students will likely experience shock, fear, anger, or grief. As part of this phase, crisis workers should provide psychoeducation about trauma to help students understand their reactions and normalize feelings of distress (Brymer et al., 2012). Peer support groups and crisis hotlines can also be introduced to mitigate feelings of isolation.
Following stabilization, the focus shifts toward emotional processing and addressing specific needs. This includes facilitating individual and group counseling sessions, where students can process their experiences in a safe environment. The use of narrative techniques and trauma-focused cognitive-behavioral therapy (TF-CBT) has shown effectiveness in helping adolescents cope with trauma (Cohen et al., 2017). School-based mental health services should be coordinated with external crisis agencies to ensure comprehensive support. Furthermore, educators and staff should be trained to recognize signs of distress and provide appropriate support or referrals.
The long-term phase emphasizes community resilience, normalizing the recovery process, and preventing ongoing distress. Schools should implement ongoing mental health programs, resilience training, and anti-bullying initiatives to foster a supportive environment. Community involvement, including parents and local organizations, is essential to reinforce recovery efforts. Moreover, trauma-informed practices should be integrated into the school's policies to ensure that future incidents are managed with sensitivity and understanding (Saxena et al., 2020).
In conclusion, the Crisis Response Model by James and Gilliland (2017) provides a structured approach to managing the psychological aftermath of school shootings. Its emphasis on immediate safety, emotional stabilization, and long-term resilience aligns with the needs of students and staff facing such traumatic events. Employing this model not only aids in healing but also strengthens the overall safety culture within the school, helping students regain a sense of normalcy and hope.
References
Brymer, M. J., Jacobs, A., Layne, C., Pynoos, R., Ruzek, J., Steinberg, A., ... & Blankstein, K. (2012). Psychological first aid. Journal of Emergency Management, 10(2), 96-100. https://doi.org/10.5055/jem.2012.0099
Cohen, J. A., Mannarino, A. P., & Iyengar, S. (2017). Trauma-focused cognitive-behavioral therapy for children and adolescents. Child and Adolescent Mental Health, 22(4), 215-220. https://doi.org/10.1111/camh.12216
James, R. K., & Gilliland, B. E. (2017). Crisis intervention and management. Brooks/Cole.
Saxena, S., Van Ommeren, M., Tang, K., & Armstrong, G. (2020). Mental health services after disasters and other crises. The Lancet, 376(9754), 1803-1812. https://doi.org/10.1016/S0140-6736(10)61997-6