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Brief Treatment and Crisis Intervention Advance Access originally published online on December 7, 2006
Brief Treatment and Crisis Intervention 2007 7(1):12-24; doi:10.1093/brief-treatment/mhl018
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© The Author 2006. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org.

Crisis Intervention for Students of Diverse Backgrounds: School Counselors' Concerns

   Michelle Canada, EdS
   Melissa Allen Heath, PhD
   Kristy Money, BS
   Neil Annandale, MS
   Lane Fischer, PhD
   Ellie L. Young, PhD

From the Jordan School District, Utah (Canada), Brigham Young University (Heath, Money, Fischer, and Young), and Texas A&M University Counseling Services (Annandale)

Contact author: Melissa Allen Heath, School Psychology Program Coordinator, Department of Counseling Psychology/Special Education, 340-K MCKB, Provo, UT 84602-5093. E-mail: melissa_allen{at}byu.edu.

Although school counselors routinely provide crisis intervention, minimal research has focused on providing such services in a manner sensitive to the unique needs of culturally, linguistically, and ethnically diverse populations. Responses of a random national sample of school counselors (n = 236, 59% return rate) indicate that approximately half expressed concerns related to this type of service. The study summarizes school counselors' concerns, providing an initial understanding for this aspect of school-based crisis intervention. Specific topics of concern most frequently mentioned were school violence and suicide. Particular attention and sensitivity must be focused on addressing these specific topics in crisis plans, taking into account the unique needs of the individual, family, and community.

KEY WORDS: crisis, intervention, school counselor, culture, diversity


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