The author describes the psychological phases of crisis and discusses ways in which health service personnel may help counselors in crisis intervention. The key to crisis intervention is not the nature of the event, but the perceptions of the individual experiencing the event and his ability to cope with it. (MJB)

A review of research demonstrating that many dating relationships include violence as a means of conflict resolution precedes a discussion of strategies through which school health personnel and educators can discuss courtship violence with students and demonstrate awareness of and sensitivity to the problem. (Author/CB)

The problem of suicides among college students is discussed, and recommendations for suicide prevention and possible measures for intervention are indicated. (BY)

A mental health program in the schools is described which uses a nurse trained in mental health, with the support of a psychiatrist, to coordinate a mental health team and act as a liaison between the school and the health professionals, to assess referrals and arrange team meetings to plan interventions. (JMF)

Describes three community health center projects to develop and expand school-based mental health and violence prevention services. Key project features include: customized services; effective referral systems; confidentiality measures; and appropriate space, location, and staffing. Principal issues are integration and coordination, funding, and…

Each year, dozens of natural disasters occur, leaving child victims in their wake. Short-term effects on children include such maladaptive behavioral reactions as enuresis, insomnia, crying, vomiting, and phobias. Long-term effects include compulsive behavior, personality changes, chronic anxiety, and nightmares. (JN)

Offers a rationale for the importance of school-based intervention in crisis and emergency situations, outlining a model for crisis response policies and procedures. Discusses benefits to schools of developing a team to implement the model, obstacles that can impede full implementation, and strategies for minimizing identified obstacles. (SM)

Provides procedural guidelines, developed for the Edina (Minnesota) public school system, for dealing with crisis intervention in grades pre-K through 12. Focusing primarily on suicide, the guidelines address three levels of at-risk students/staff. Recommended actions following the death of any student or faculty member are included. (GLR)