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Children and adolescents : early intervention and prevention of post traumatic stress disorder in Connecticut school systems / Susan A. Kassheimer

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Identifier	Thesis 1528
Author	Kassheimer, Susan A
Title	Children and adolescents : early intervention and prevention of post traumatic stress disorder in Connecticut school systems / Susan A. Kassheimer
Publisher	Central Connecticut State University
Date	1998
Resource Type	Master's Thesis
Notes	The identification of the diagnostic category of Post Traumatic Stress Disorder (PTSD) in the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association (1994) has sharpened the focus on the psychological aspects of human reactions to natural and human induced disasters, violence, and accidents. It is only recently that mental health professionals and researchers have begun to take a closer look at the impact and treatment of the psychological effects of traumatic events in the lives of children. The purpose of this research was to determine if mental health professionals working in Connecticut public schools are trained in early intervention techniques designed to prevent PTSD in the aftermath of a variety of crises. A review of the literature revealed that there is little empirical research in the area of school crisis. Unfortunately, much of what is known has been learned from a crisis that has already occurred. There is a pressing need for schools to deal more proactively with crises and for school mental health workers to intervene and take an active role in preventing, reducing, and treating the trauma. An historical review of school crisis incidents is presented as well as crisis intervention approaches and models, and school-based interventions. In addition, two school-based intervention models: Student Assistance Program (SAP) and Critical Incidence Stress Debriefing (CISD), are reviewed. A questionnaire was developed based on the findings found in the literature in order to elicit information about the education and training of mental health professionals, as well as information concerning school intervention. Specifically, the research sought to determine if mental health workers in Connecticut schools are adequately prepared and trained to deal with children who have been traumatized, and what prevention techniques have been used. Results of this survey were consistent with the literature and what little research that has been conducted in school crisis. The schools surveyed had crisis intervention plans and teams in place. However, the mental health professionals charged with implementing the intervention plans lacked specific training in PTSD, trauma, and crime prevention. Although all schools surveyed had an intervention plan in place, the majority of the respondents did not have a clear understanding of the model that was supposed to be used. Schools also varied in the frequency of how often the crisis teams met with most (72%) meeting only three or less times per year. It is important to note that when the respondents were asked what they felt would improve the intervention plan in their school, many responded with the same comments: regular team meetings, more skills and training, and more available community resources. In summary, the findings of this study concurred with literature recommendations for having an intervention plan set in place. However, it appears that many Connecticut schools lack a comprehensive and uniform crisis intervention model as well as mental health professionals who are specifically trained in the emotional sequella of trauma, including Post Traumatic Stress Disorder.
Subject	Post-traumatic stress disorder in children -- Prevention -- Connecticut
Department	Department of Health and Human Service Professions
Advisor	Rosenberg, Judith H., 1950-
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	42587428
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Children and adolescents : early intervention and prevention of post traumatic stress disorder in Connecticut school systems / Susan A. Kassheimer

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