Introduction

Recent tragic events have made us

painfully aware that our schools

have been and may continue to be

sites of violence. Episodes of violence at

our schools remind us that schools are an

integral part of their communities and

therefore are vulnerable to the influences

and factors that are present in the larger

communities.

Fortunately, the actual number of primary

victims—those killed and injured directly

by school violence—has been small.

However, high profile episodes of violence have produced a substantial number

of witnesses and survivors who are known

as secondary victims. Extensive media coverage of school violence vicariously traumatizes people exposed to the media in

communities across the country, which

creates indirect witnesses and survivors

who are known as tertiary victims. 

Experience teaches that schools can support and assist children and staff during

and after a crisis. Even when a crisis does

not occur on school property, a school

can effectively serve as the place where

Message From

the Director

In recent years, our country has

experienced many violent and traumatic

events, and the young people across

our Nation have profoundly felt the

impact. From acts of terrorism to

school violence, our youth are increasingly exposed to the long-lasting and

damaging effects caused by such events.

While tragedies continue to occur,

measures that can help protect our

youth are available. Schools are wellsuited to provide support and assistance to children in the aftermath of a

crisis, including triage, short-term counseling, and referral to community services.We must develop the necessary

infrastructure and train crisis response

personnel to protect our youth in the

next crisis.

This bulletin describes an organizational

model for school preparedness and

effective responses to crises. Developed

by the National Center for Children

Exposed to Violence at the Yale Child

Study Center, the School Crisis

Response Initiative promotes specific

training for school personnel as well as

interested community members so they

may respond more effectively to the

needs of our children in the aftermath

of a crisis.

John W. Gillis

Director

U.S. Department of Justice

Office of Justice Programs

Office for Victims of Crime

School Crisis Response

Initiative

David J. Schonfeld, M.D., and Scott Newgass, M.S.W.

SEPTEMBER 2003

adolescent and child victims can go for

help after the crisis. Given proper training,

support, and resources, school staff are well

situated to provide children and adolescents with triage, support, services, shortterm counseling, and referral to community services during and after a crisis.

Schools can also reach out to parents and

other adults in the community after a crisis. In fact, in the aftermath of a crisis,

school-based intervention may be the

most effective, logical, and practical way

to help many primary, secondary, and tertiary victims whose needs may not be

addressed as well through conventional

public health and traditional medical

services. This is particularly true if the

school-based efforts are coordinated with

those of outside agencies and supplemented by outside resources—creating a

school-based crisis response team.

School-based crisis response teams work

well for several reasons. Adult and child

victims who receive care from a schoolbased crisis response team composed of

people they know will receive a response

that is not only effective, but also warm,

personal, supportive, and heartening. In

addition, school-based response teams can
OVC Bulletin

2

meet the emerging needs of students, parents, and staff during and after a crisis,

which reinforces the idea held by many

that, in a community, schools should be

a focal point for the development of

young people.

Developing an effective crisis response

and building a strong school-based crisis

response team is important. Schools

nationwide must share all the information, knowledge, skills, experiences, and

promising practices that they have

learned about crisis response. School crisis

response teams should include individuals

who work within the school and those

from the community who work collaboratively with the schools, such as mental

health and juvenile justice professionals.

Avoid plans that replace staff members

with experts from outside the community.

This is important for several reasons.

First, staff members have an ongoing relationship with and knowledge of the students, their parents, and the community.

This gives school personnel valuable

insight and perspective that will be helpful when they screen crisis victims and

intervene on their behalf. In addition,

school staff will remain in the community

throughout the long recovery period that

follows many crises. Staff are uniquely

suited to monitor the emerging and residual effects of the crisis, which allows them

to plan and coordinate a comprehensive

response. Further, because parents frequently consult school staff about daily

matters, parents already think of the staff

as experts on the children in their care

and as credible resources for information.

Therefore, an effective response to a

large-scale crisis when well-trained

school crisis response teams are in place

should rely on experts from outside the

school community to provide short-term

consultation but not to assume the primary response role. Communities achieve

the greatest benefit when the supports

that are already in place are enhanced

and sustained, increasing the contributions by those who will continue to work

in the community and with the children.

This bulletin describes the work of the

School Crisis Response Initiative of the

National Center for Children Exposed to

Violence at the Yale Child Study Center

and provides an overview of the program’s

organizational model for school crisis preparedness and response. The organizational model presented in this bulletin is

intended to guide schools and school districts as they develop their own schoolbased crisis response plans. Individual

schools and districts will need to adapt

this general model to their unique needs

and strengths.

Background

T

he School Crisis Response Initiative

of the National Center for Children

Exposed to Violence at the Yale

Child Study Center was funded by the

Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice. This initiative is a collaboration of

the Yale Child Study Center and community mental health professionals, law

enforcement representatives, and local

and state educational agencies. The program’s mission is to empower school staff

through planning and training by consulting with schools to develop their capacity

to meet students’ emotional and mental

health needs during and after a crisis and

by providing school-based crisis response

teams with technical assistance to help

them resolve problems that arise in specific crisis situations. Funding from the

Office for Victims of Crime (OVC), U.S.

Department of Justice, supported the publication of this bulletin.1

The School Crisis Response Initiative’s

first goals were to develop and implement

an organizational model for school crisis

preparedness and response,2 establish and

coordinate training to enable school staff

to respond effectively in crisis situations,

and enhance community resources to

address emerging mental health needs of

children and adolescents in crisis settings.

Since 1991, the initiative has been presented to many state, national, and

international audiences of various educational, health, and juvenile justice professionals, including school administrators,

teachers, school nurses, physicians, psychologists, social workers, and bereavement counselors. Approximately 10,000

school staff members and specialists in

related services have received training,

including more than 500 school- and

district-level teams. Program staff have

provided technical assistance for approximately 200 school crises, many of which

involved the death of a student or school

staff member.

A Model for 

School-based Crisis

Preparedness and

Response

S

chools are well-organized systems

that function with great efficiency

under normal conditions. During a

crisis, however, schools face unusual

demands. While maintaining day-to-day

operations, they must adapt to unexpected and unpredictable influences. Both

school staff members and students will be

personally affected by the crisis. Therefore, at the time of a crisis it is very difficult for a school to organize an effective

crisis intervention response and still

maintain the required long-range perspective. Schools may underestimate the
3

SCHOOL CRISIS RESPONSE INITIATIVE

full impact of the crisis or feel overwhelmed by the extent and magnitude of

it. For schools to effectively address the

many issues that typically arise during a

crisis, a preplanned, systematic organizational model to direct decisions is essential. To be effective, a school’s crisis

response model must anticipate the results

of a crisis and identify the ways it will

affect individuals and the community.

This includes identifying and preparing

for the typical reactions of young people

of all ages. In addition, the model must

identify and plan how to use the broad

range of skills and knowledge represented

by those on the school crisis response

team, including those of collaborating

professions, such as mental health and

juvenile justice. Finally, the crisis response

model must anticipate the future needs of

the school population and develop plans

to meet those needs.

School Crisis Response Team

School crisis response teams need to

determine which crisis events are likely to

require or benefit from a team response.

In general, the following four crisis categories are included: 

■ Death of a student, a staff member,

or a community member whose

death affects a significant portion 

of the school population.

■ Major environmental crisis, such as

a flood or fire.

■ Situation that involves a threat to

the physical safety of students, such

as a schoolbus accident, even in the

absence of injuries.

■ Situation that involves a perceived

threat to the emotional well-being of

students, such as may be precipitated

by hate-crime graffiti or repetitive

bomb threats. 

Situations that involve only a few students, especially when trying to maintain

privacy or confidentiality, are better

addressed through means other than a

school crisis response team, perhaps by a

student assistance team or guidance

counselor.

School Crisis Response Plan

A school crisis response plan should

include guidelines for membership on the

school crisis response team and the roles

of its members; protocols for delivering

crisis intervention services; and protocols

for notifying team members, school staff,

students, parents, and the community of

information about a crisis. To respond to

unique situations such as large-scale natural disasters or criminal activities, specific

guidelines must be established. The plan

must address three general areas: safety

and security; dissemination of accurate

information to school crisis response team

members, school staff, students, parents,

and, when appropriate, the general public; and the emotional and psychological

needs of all parties. Experience shows that

all three areas must be addressed concurrently. If they are not, none will be

addressed effectively.

No ideal school crisis response plan exists

that suits all the needs of all schools and

school districts. The organizational model

presented within this document intends

to guide schools and school districts as

they develop their own school crisis

response plan. Individual schools and

school districts will need to adapt the

general model to their own unique needs

and strengths.

The school crisis response plan proposed

in this bulletin recommends that each

community create three organizations to

operate the three components needed to

fully implement a crisis response plan—a

school-based crisis intervention team, a

district-level crisis intervention team, and

a regional resource group.

School-based Crisis Intervention Team

Usually, the school-based crisis intervention team provides staff and students with

the majority of direct services needed during most crisis events. However, the roles

and functions of the three teams will vary

according to the needs of each community. School systems can adjust the specific

functions of these teams and the relationships among them to fit the district’s and

region’s needs. For example, smaller

school districts may have the district-level

crisis intervention team provide students

with more direct services than the schoolbased crisis intervention team provides.

District-level Crisis Intervention Team

The district-level crisis intervention team

comprises members of the district office,

representatives of school-based teams, and

district-level collaborators and consultants

such as personnel from the local mental

health clinic, local police station, and/or

fire department. The district-level crisis

intervention team establishes district-wide

policies that are relevant to crisis preparedness and response; oversees their

implementation at the school level;

requires and arranges training of schoolbased crisis intervention teams; establishes

and maintains district-level connections

with agencies and consultants; provides

school-level teams with support and backup at the time of a crisis; coordinates the

sharing of resources among school-level

teams, such as assigning counseling staff

from other schools to a school responding

to a crisis; and oversees the implementation of the school crisis response plan

across schools within the district.

Regional Resource Group

The regional resource group comprises

representatives of the district-level team

as well as relevant professionals from the
OVC Bulletin

4

community, including the mental health

and juvenile justice sectors. This group

provides a forum for sharing experiences

among the participating school systems

and collaborating experts; participates as

indicated in district-level and school-level

trainings; oversees the resource needs for

the region; advocates for expansion of

services, such as emergent mental health

services, as necessary; establishes interdistrict agreements for sharing resources

across district lines; and facilitates interdistrict sharing when a major school crisis

puts an individual school system in need

of resources.

The National Center for Children

Exposed to Violence formed a regional

resource group for this program in 1991

with the initial participating school districts of East Haven, New Haven, North

Haven, and West Haven, Connecticut.

Subsequently, additional school districts

joined in the development of the organizational model and establishment of

district-level policies. From this process,

initial training for school staff, successful

advocacy for the expansion of regional

urgent mental health services for children

in crisis, and creation of the current initiative described in this bulletin were

implemented. The regional resource

group that was developed for this program

continues to meet quarterly.

Roles and Responsibilities of Schoolbased and District-level Crisis

Intervention Teams

The organizational model outlines specific positions and responsibilities for members of the school-level and district-level

crisis intervention teams. These positions

are crisis team chair, assistant chair, coordinator of counseling, staff notification

coordinator, communications coordinator,

media coordinator, and crowd management coordinator. Depending on the

school or district, an individual team

Roles of Crisis Team Members

Crisis team chair—Convenes scheduled and emergency team meetings,

oversees both broad and specific

team functions, ensures that the

required resources are available to

each team member for assigned

duties, and communicates with the

district-level team. Is often an

administrator or designee.

Assistant chair—Assists the crisis

team chair with all functions and

substitutes for the chair in the chair’s

absence.

Coordinator of counseling—Develops

mechanisms for ongoing training of

crisis team members and other

school staff and identifies and establishes liaisons with community

resources for staff and student counseling. At the time of a crisis, determines the extent of counseling

services needed, mobilizes community resources, and oversees the mental health services provided to

students. Must have appropriate

counseling and mental health skills

and experience.

Staff notification coordinator—

Establishes, coordinates, and initiates

the telephone tree when school is

not in session to contact the crisis

team and general school staff, including itinerant, part-time, and paraprofessional staff. Also establishes a plan

to rapidly disseminate relevant information to all staff during regular

school hours.

Communications coordinator—

Conducts all direct in-house communications, screens incoming calls,

and maintains a log of telephone

calls related to the crisis event.

Helps the staff notification coordinator develop a notification protocol

for a crisis event that occurs during

the schoolday.

Media coordinator—Contacts the

media; prepares statements to disseminate to staff, students, parents, and

the community; and maintains ongoing contact with police, emergency

services, hospital representatives, and

the district office to keep information

current. Handles all media requests

for information and responds after

coordinating a response with the

media coordinator for the districtlevel team.

Crowd management coordinator—

In collaboration with local police

and fire departments, develops and

implements plans for crowd management and movement during crises,

including any required evacuation

plans and security measures. Crowd

management plans must anticipate

many scenarios, including the need

to cordon off areas to preserve physical evidence or to manage increased

vehicular and pedestrian traffic.

Because of the possibility of actual

threats to the physical safety of students, crowd management plans must

provide for safe and organized movement of students in a way that minimizes the risk of harm to them under

various threats, such as sniper fire.
5

SCHOOL CRISIS RESPONSE INITIATIVE

location and physical layout of the buildings, geographic and socioeconomic

makeup of the area, and behavioral trends

exhibited within the student population.

Schools are better able to function with

minimal disruption in the immediate

aftermath of a crisis if they have sufficient

structure in place to coordinate services

when the crisis occurs. Although adjustments will need to be made to student

activities, such as postponing exams or

substituting instructional activities with

supportive classroom discussions about

the crisis event, it is best to continue routine school activities as much as possible.

Students who feel unable to maintain

their regular school schedule should be

permitted to seek counseling or support

services in a less structured setting, such

as a support room or guidance counselor’s

office. Some crisis situations necessitate

closing a school for periods of time. However, whenever possible, it is best to avoid

school closings and early dismissals, particularly during the crisis. Students find

comfort in the schoolday routine and in

the company of their peers and trusted

adults. In addition, canceling school disrupts the family routine and places an

additional burden on working parents

who must scramble to find alternate

childcare. Children who are already traumatized by a crisis may be placed in unfamiliar and unsatisfactory last-minute

daycare. Further, temporary removal from

school can sometimes increase a student’s

fears about returning to school and may

engender school avoidance behaviors. In

the aftermath of a crisis, if student safety

is a concern at the school’s location, it

may be necessary to reconvene school in

an alternate location. School crisis

response plans should include arrangements for this possibility.

Without having in place a school crisis

response plan and an infrastructure to

support it, an effective response to a crisis

is unlikely. When developing a school crisis response plan, teams must begin with

general protocols to handle elements present in all crises. However, these general

protocols must be flexible so they can be

modified to address the unique needs of

special situations, such as natural disasters

or criminal activities.

Mental Health Triage 

I

n providing care for students in the

aftermath of a school crisis, the organizational model and school crisis

response plan recommend that the school

crisis response team follow the principles

of mental health triage.4 Staff in support

rooms should provide mental health

triage and make appropriate referrals to

other support and counseling services in

the school and community.

Schools operate with a zero reject policy.

That is, schools were established to serve

all students and are mandated to provide

all necessary services required by students

to facilitate their education. The principles of triage recognize that in certain settings and under certain conditions it is

not possible to provide all needed mental

health services to everyone. Instead, decisions must be based on the most efficient

use of limited resources to prevent the

most harm. In this context, mental health

triage during a school crisis means that

children in need of immediate evaluation

and services by a mental health professional should be referred directly to appropriate community resources and should

not receive extensive evaluations or

counseling services by school personnel.

This requires preexisting access to appropriate urgent mental health services for

traumatized children and adolescents.

Children who are not in need of urgent

mental health services may be offered limited interventions, such as counselor-led

member may assume more than one position, or several team members may share

the responsibilities of one position. Team

members must receive training for their

positions and develop an appreciation of

other team members’ responsibilities.

More detailed information about these

positions appears in the sidebar.

The notification protocol in the school

crisis response plan outlines specific ways

to efficiently notify school crisis response

team members, school staff, students, parents, and community members about crisis events that occur both during and

outside of school hours. This protocol

outlines provisions that may be needed

during a crisis—supportive and appropriate classroom interventions;3 designated

rooms within the school that are staffed

by counseling personnel who can provide

short-term support services to students

individually and in groups; and support

groups during and after the crisis. The

organizational model assigns roles to

individuals to address the many communication needs of schools and communities during a crisis. Within this

framework, the school crisis response

team can manage communications,

including rapidly contacting all necessary

personnel; developing and circulating

written notices for staff, students, parents,

the community, and the media; responding to the increased need to evaluate and

assemble information as it develops; and

managing both local and national media.

The school crisis response team can coordinate the efforts of school personnel and

parents with those of police officers and

mental health and medical professionals

to address the emotional responses that

evolve from traumatic and critical situations. The school crisis response team can

also perform preliminary assessments of

liabilities and vulnerabilities associated

with each school and district. Factors that

affect vulnerabilities include the population served by the school or district,
OVC Bulletin

6

discussions in group settings like classrooms and support groups. Evaluations

made during the immediate aftermath

of a crisis must have specific goals—to

identify those in need of urgent services

and to expedite their referrals. Until additional resources become available, longer

and more indepth evaluations should be

postponed.

Followup

Reactions and responses to a crisis

are both immediate and long term

and may be observed for months or

even years after an event. Both children

and adults in a school community will

have immediate and long-term reactions

and responses to a crisis, including grief.

A school-based crisis intervention team is

particularly well suited to monitor the

adjustment of students and staff members

for an extended period of time. Ongoing

observation by the school-based crisis

intervention team allows team members

to identify individuals who are in need of

further services so they can be referred to

community resources. The team may also

recognize common needs of students and

staff that can be addressed by establishing

support groups in the school.

Establishing Memorials

Often, the school crisis response

team must address the content and

timing of memorializing the event.

Immediate issues, such as how to formally

convey condolences to family survivors

on behalf of the school, are appropriately

addressed by the school crisis response

team after receiving as much input as

possible from the school community. Frequently, formal memorialization activities,

such as raising funds for a scholarship to

honor a murdered teacher, are undertaken

too soon—sometimes within hours of the

crisis. Although loving and therapeutic,

memorialization activities that are undertaken too soon may divert energy and

attention from the acute psychological

and emotional needs of the victims. In

addition, early memorialization events

may be mistakenly interpreted by victims

as indicating closure of the crisis. Victims

who face closure of a crisis prematurely

fail to take the time they need to grieve,

adjust, and cope. For optimal recovery,

nothing should discourage victims from

continuing the grieving and healing

process as long as necessary. 

Thoughtful responses and ideas about

how to memorialize people will often arise

over time. Schools that rely on formal,

traditional means of memorialization,

such as placing a plaque in a hallway or

dedicating the yearbook, should keep in

mind that their actions may establish a

precedent that may be difficult for the

school to follow in the future. At the

time of subsequent deaths of students or

staff, those most directly affected by the

loss may question why similar memorial

activities are not instituted for their loved

ones. Comparison of memorialization

efforts is inevitable and likely to cause

contention. To avoid painful comparisons, it is best to encourage the development and implementation of meaningful,

symbolic, and respectful memorials for

each person who died and whose loss

affects the school community.5

Enhancing Community

Resources

T

he plan for school crisis preparedness

and response cannot and should not

be developed by the school system in

isolation. Members of a diverse group of

disciplines and professions who represent

the full range of community resources

should be involved directly in both planning and implementing the school crisis

response plan. Through an organized,

collaborative, and capacity-building planning process, the community can anticipate the majority of needs that may arise

in a school crisis and then draw on the

membership of the crisis response team

and resource groups to identify available

resources. An extensive network of partners from various service sectors, including police, other government agencies,

mental health providers, and social services agencies, should be established and

maintained. Then the necessary steps

can be taken to develop the resources

not currently available.

Although a time-consuming task, maintaining this network has benefits far

beyond crisis intervention. The network

allows the school and community to

address a broad array of prevention and

intervention services related to the mental health and safety of children and

young adults within the region. For

example, some school crisis situations

will require the services of police and

fire rescue teams. Promoting proactive

and collegial relations with the local

police will help minimize conflicts around

organizational responses and allocations

of resources by the police during crises.

In addition, maintaining proactive and

collegial relationships will make the

interactions and communications between

schools and police more effective in noncrisis incidents, such as in criminal investigations and arrests of students on school

grounds or student probation discussions

between juvenile justice personnel and

school authorities. An effective working

relationship with law enforcement is an

immediate payoff of crisis preparedness

and helps preserve commitment to the

process of crisis planning by all of the

community. A successful, effective

school crisis response plan must benefit
7

SCHOOL CRISIS RESPONSE INITIATIVE

not only the school and its local community, but also the school district and

the larger community. Only when all

elements of the larger community are

involved can a successful school crisis

response plan be developed, implemented, and maintained.

Training Crisis Teams

and School Staff

A

lthough school staff members have

a general understanding of child

development and possess instructional skills, many are not familiar with

children’s reactions to trauma and stress

and how they relate to a child’s development. Also, many educators do not know

how to apply their instructional abilities

to support children and teach them positive coping skills during a crisis. Most

school staff members are not aware of the

basic principles of an incident command

structure, nor do they know how to maintain an organizational focus during a crisis. Therefore, training conducted

according to the School Crisis Response

Initiative aims to cover the following

areas: 

■ Crisis theory as applied to children

and adults.

■ Children’s reactions to traumatic

events and children’s grieving and

bereavement.6

■ Crisis response organizational model

with emphasis on the roles and

responsibilities of school crisis

response team members and implementation protocols of the crisis

response.

■ Principles of memorialization.

■ Classroom interventions.

■ Support room interventions.

■ Mechanisms that enable staff to provide support for one another during

a crisis.

Optimally, full school crisis response

teams participate together in training

that includes group activities that focus

attention on working as a team and

achieving balance between leadership and

full participation by team members. Team

members realize that the group process

allows for deliberation from multiple

vantage points and permits compromise

that respects potentially competing priorities, such as ensuring order and security, providing the school community

with accurate information, and promoting emotional recovery and optimal

coping. 

Ongoing Consultation

Ongoing consultations with school crisis

response teams promote further teamwork

and help team members form functioning

district teams and regional resource

groups and establish and solidify collaborative relationships with local agencies,

including mental health and juvenile justice agencies.

Supporting School Crisis

Response Team Members and

School Staff

A crisis of any nature often awakens feelings related to a prior crisis that may

assume a primary focus for a particular

child or staff member. Given an appropriate opportunity during a crisis, these

particular children and adults may be

inclined to disclose a wide range of personal crises. If this is not anticipated,

members of the crisis response team can

easily be overwhelmed by the discrepancy

between available resources, including

skill limitations and available time of

team members, and the evolving, seemingly infinite needs of the community.

All members of the crisis teams and

school administration need to recognize

that this work is difficult and they need to

provide adequate support for school staff

and other crisis response team members as

they work. Crisis response planning for a

community must ensure that appropriate

supports are available to attend to the

mental health needs of members of the

crisis response team. An employee assistance plan (EAP) is one way to provide

access to discreet, confidential, cost-free,

and short-term mental health services.

School systems that do not have an EAP

may develop a resource list of several

practitioners who are experienced in

working with traumatized adults and have

agreed to be available for offsite staff support. Generally, this approach requires

considerable out-of-pocket expense,

which may limit access for staff who need

this service. Whether a school system uses

an EAP or a less structured model based

on available clinicians providing intervention with staff on a case-by-case basis,

schools should make the names and numbers of support professionals and resources

available to school staff at the beginning

of a crisis.

For More Information

T

o obtain further information about

the School Crisis Response Initiative

or to request consultation or technical assistance, contact the National Center for Children Exposed to Violence at

www.nccev.org or 1–877–49–NCCEV 

(1–877–496–2238).

To contact the authors directly, write to

David J. Schonfeld, M.D.

Department of Pediatrics

Yale University School of Medicine

333 Cedar Street, P.O. Box 208064

New Haven, CT 06520–8064

E-mail: David.Schonfeld@yale.edu
*NCJ~197832*

Scott Newgass, M.S.W.

Yale Child Study Center

230 South Frontage Road

New Haven, CT 06520–7900

E-mail: Scott.Newgass@yale.edu

For other victim-related information,

please contact 

Office for Victims of Crime

U.S. Department of Justice

810 Seventh Street NW., Eighth Floor

Washington, DC 20531

202–307–5983

Fax: 202–514–6383 

Web site: www.ojp.usdoj.gov/ovc

OVC Resource Center

1–800–627–6872 or 301–519–5500

(TTY 1–877–712–9279)

E-mail: askovc@ojp.usdoj.gov

For information on training and technical

assistance available from OVC,

please contact

OVC Training and Technical

Assistance Center

1–866–OVC–TTAC (1–866–682–8822)

(TTY 1–866–682–8880)

E-mail: TTAC@ovcttac.org

Notes

1. The program gratefully acknowledges

support from ACES (Area Cooperative

Educational Services, Hamden, CT), the

Community Foundation for Greater New

Haven, the Connecticut Office of Policy

and Management, the Office for Victims

of Crime, and the William Caspar

Graustein Memorial Fund.

2. Schonfeld, D., M. Kline, and members

of the Crisis Intervention Committee,

1994, “School-based Crisis Intervention:

An Organizational Model,” Crisis Intervention and Time-Limited Treatment

1(2):155–166.

3. Lichtenstein, R., D. Schonfeld, M.

Kline, and D. Speese-Linehan, 1995, How

to Prepare for and Respond to a Crisis,

Alexandria, VA: Association of Supervision and Curriculum Development. 

Portions of this book may be viewed at

www.ascd.org/framebooks.html under the

author Lichtenstein.

4. See note 2 above, Schonfeld, “Schoolbased Crisis Intervention: An Organizational Model.”

5. Newgass, S., and D. Schonfeld, 2000,

“School Crisis Intervention, Crisis 

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Children About Death,” Journal of Pediatric Health Care 7(6): 269–274.

U.S. Department of Justice

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This document was prepared by the Yale

University Child Study Center, National

Center for Children Exposed to Violence,

under grant number 1997–MU–MU–KO21,

awarded by the Office of Juvenile Justice

and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice.

The opinions, findings, conclusions, and recommendations expressed in this document

are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.

The Office for Victims of Crime is a component of the Office of Justice Programs,

which also includes the Bureau of Justice

Assistance, the Bureau of Justice Statistics,

the National Institute of Justice, and the

Office of Juvenile Justice and Delinquency

Prevention.