10 months following a crisis-intervention training program which focused on interpretation of signal events, 17 participants more frequently reported increased belief in their ability to recognize the need for intervention and to intervene effectively than did 22 control subjects. Perceived frequency of intervention by trained participants, however, had decreased rather than increased. Implications of the findings and recommendations for research are discussed.
Get full access to this article
View all access options for this article.
References
1.
BlomG. E.CheneyB. D.SnoddyJ. E. (1984) Stress in childhood: An intervention model for teachers and other professionals. New York: Teachers College Press.
2.
LondonP. (1987) Character education and clinical intervention: A paradigm shift for U.S. schools. Phi Delta Kappan, 68, 667–673.
3.
SiegelS. (1956) Nonparametric statistics for the behavioral sciences. New York: McGraw-Hill.
4.
SlaikeuK. A. (1990) Crisis intervention: A handbook for practice and research. Boston, MA: Allyn & Bacon.
5.
TaylorR. D.BradyM. P.SwankP. R. (1987) Does crisis intervention training change teachers' beliefs about helping skills?Paper presented to the Phi Delta Kappan Research into Practice Conference, University of Houston, Houston, TX.
6.
TaylorR. D.BradyM. P.SwankP. R.HawkinsJ. (1989) The effects of antecedent cues on teachers' and mental health workers' perceptions of students' life event stressors. Educational Psychology, 9, 53–61.
7.
TaylorR. D.SpiessG. A. (1989) Effect of age on congruence between adults' and youths' ratings of life event stressors. Psychological Reports, 65, 1017–1018.
8.
YanceyG. B.KellyL. (1990) The inappropriateness of using participants' reactions to evaluate effectiveness of training. Psychological Reports, 66, 937–938.