Title

Utilizing the Six-Step Model for Crisis Response in Schools

Format

Individual Presentation

First Presenter's Institution

Wright State University

First Presenter’s Email Address

jill.minor@wright.edu

First Presenter's Brief Biography

Jill Minor is an assistant professor and program director of Wright State University’s School Counseling Program in Dayton, OH. Dr. Minor is an accomplished school counselor with over 15 years of experience at all levels K-12. Her research examines crisis planning and response, teaching effectiveness, and the professional role identity of school counselors. Dr. Minor has presented on topics such as school counselors’ role in school culture and climate, leadership, giftedness, and college and career services. Additionally, Dr. Minor works with local school districts to advance training and practices in counseling skill development and crisis intervention skills.

Second Presenter's Institution

Kennesaw State University

Second Presenter’s Email Address

nduchac@kennesaw.edu

Second Presenter's Brief Biography

Neil Duchac, DrPH, Ed, D., PH.D., is an Associate Professor and the Executive Director of the Academy for Inclusive Learning and Social Growth at Kennesaw State University. For the past thirty years, he has worked in various mental health and developmental disability settings and with multiple populations. His doctorates include Counselor Education and Supervision, Public Health, and Educational Leadership and Practice. Professionally, he is licensed as a professional counselor and certified school counselor.

Location

Session Seven Breakouts ( Sloane)

Strand #1

Health: Mental & Physical Health

Strand #2

Hands: Safety & Violence Prevention

Relevance

It is crucial that educators are proactive in establishing a learning environment that supports positive social learning and academic success for all students. Thus, recognizing, intervening in, and reporting peer victimization incidents is important because educators have the opportunity to influence students who in turn influence each other and their community, promoting a systemic positive social chan

Brief Program Description

In schools around the country, students are confronted with crisis-inducing events that they may have difficulty coping with and managing on their own. As such, crisis intervention skills are essential tools for educators working with students experiencing a crisis. Utilizing a standardized model of crisis response may enhance an educator's helping skills necessary to effectively support, and empower impacted students. This interactive, practice-based session will offer a practical approach for addressing a variety of crisis situations in a school setting using Gilliand’s Six-Step Model of Crisis Intervention as a framework of practice.

Summary

Crisis intervention is a method used to handle crisis situations that offers immediate, spontaneous help to students. With the goal to reduce the intensity of crisis among students, crisis intervention help students return to their level of functioning by developing new effective coping skills and problem-solving. It is important for educators to use deliberate principles and practices in order to create a safe school environment for all students. Using a standardized model for intervening in crisis situations can help educators to be aware of the elements of an effective crisis response and ways to intervene in a way that supports and empowers a student through the crisis. Therefore, the intention for this presentation is to examine crisis situations in school, review safe school legislation, and move from policy to practice by describing the Six-Step model with the procedural steps to inform educators on how to respond and assist a student in crisis. The participants will practice the steps of the Six-Step model which will allow them to be educated and prepared when they return to their schools to support students in need.

Evidence

Caine, R.M., & Ter-Bagdasarian, L. (2003). Early identification and management of critical incident stress. Critical care nurse, 23 1, 59-65 .

Markowitz, M., Haddow, J., & Carlton, G. (2015). After the crisis: Traumatic event crisis intervention plan (TECIP). Copes Consulting.

Wachter Morris, C. A., & Barrio Minton, C. A.. (2012). Crisis in the curriculum? New counselors' crisis preparation, experiences, and self efficacy. Counselor Education and Supervision, 51(4), 256–269.

Watkins Van Asselt, K., Soli, L. L., & Berry, E. L. (2016). Crisis fearlessness: A call for trauma competencies in counselor education. The

Learning Objective 1

Identify crisis situations in schools

Learning Objective 2

Describe the Gilliand’s Six-Step Model

Learning Objective 3

Apply the necessary helping skills required for effective intervening

Keyword Descriptors

Crisis, Six-Step Model, Trauma Response

Presentation Year

2023

Start Date

3-7-2023 2:45 PM

End Date

3-7-2023 4:00 PM

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COinS
 
Mar 7th, 2:45 PM Mar 7th, 4:00 PM

Utilizing the Six-Step Model for Crisis Response in Schools

Session Seven Breakouts ( Sloane)

In schools around the country, students are confronted with crisis-inducing events that they may have difficulty coping with and managing on their own. As such, crisis intervention skills are essential tools for educators working with students experiencing a crisis. Utilizing a standardized model of crisis response may enhance an educator's helping skills necessary to effectively support, and empower impacted students. This interactive, practice-based session will offer a practical approach for addressing a variety of crisis situations in a school setting using Gilliand’s Six-Step Model of Crisis Intervention as a framework of practice.