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Volumn 39, Issue 3, 2004, Pages 139-146

Strengthening Schools: Involving Paraprofessionals in Crisis Prevention and Intervention

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EID: 2142673090     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/10534512040390030201     Document Type: Review
Times cited : (8)

References (27)
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    • Common errors in school crisis response: Learning from our mistakes
    • Cornell, D. G., & Sheras, P. L. (1998). Common errors in school crisis response: Learning from our mistakes. Psychology in the Schools, 35(3), 297-307.
    • (1998) Psychology in the Schools , vol.35 , Issue.3 , pp. 297-307
    • Cornell, D.G.1    Sheras, P.L.2
  • 9
    • 0002328286 scopus 로고    scopus 로고
    • Paraprofessionals in special education: Issues for teacher educators
    • French, N. K., & Pickett, A. L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20(1), 61-73.
    • (1997) Teacher Education and Special Education , vol.20 , Issue.1 , pp. 61-73
    • French, N.K.1    Pickett, A.L.2
  • 13
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    • Hurricane Andrew and the aftermath: The state crisis response team - A humble and necessary beginning
    • February
    • Lazarus, P. J., & Howard, P. (1993, February). Hurricane Andrew and the aftermath: The state crisis response team - A humble and necessary beginning. Communique, 26(6), 18-20.
    • (1993) Communique , vol.26 , Issue.6 , pp. 18-20
    • Lazarus, P.J.1    Howard, P.2
  • 14
    • 0001149672 scopus 로고
    • Symptomatology and management of acute grief
    • Lindemann, E. (1944). Symptomatology and management of acute grief. American Journal of Psychiatry, 101, 141-148.
    • (1944) American Journal of Psychiatry , vol.101 , pp. 141-148
    • Lindemann, E.1
  • 16
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    • Providing training for paraeducators: What motivates them to attend?
    • Spring
    • Morgan, J., Ashbaker, B. Y., & Allred, D. (Spring 2000). Providing training for paraeducators: What motivates them to attend? The Researcher, 15(1), 50-55.
    • (2000) The Researcher , vol.15 , Issue.1 , pp. 50-55
    • Morgan, J.1    Ashbaker, B.Y.2    Allred, D.3
  • 18
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    • Paraeducators in school settings: Framing the issues
    • A. L. Pickett & K. Gerlach (Eds.). Austin: PRO-ED
    • Pickett, A. L. (1997). Paraeducators in school settings: Framing the issues. In A. L. Pickett & K. Gerlach (Eds.), Supervising paraeducators in school settings: A team approach (pp. 1-24). Austin: PRO-ED.
    • (1997) Supervising Paraeducators in School Settings: A Team Approach , pp. 1-24
    • Pickett, A.L.1
  • 19
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    • The role of school crisis intervention teams to prevent and reduce school violence and trauma
    • Poland, S. (1994). The role of school crisis intervention teams to prevent and reduce school violence and trauma. School Psychology Review, 23, 175-189.
    • (1994) School Psychology Review , vol.23 , pp. 175-189
    • Poland, S.1
  • 20
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    • Best practices in crisis intervention
    • A. Thomas & J. Grimes (Eds.). Washington, DC: National Association of School Psychologists
    • Poland, S., Pitcher, G., & Lazarus, P. J. (1995), Best practices in crisis intervention. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol. 3, pp. 445-458). Washington, DC: National Association of School Psychologists.
    • (1995) Best Practices in School Psychology , vol.3 , pp. 445-458
    • Poland, S.1    Pitcher, G.2    Lazarus, P.J.3
  • 21
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    • Best practices in crisis intervention
    • A. S. Canter & S. A. Carroll (Eds.). Bethesda, MD: National Association of School Psychologists
    • Poland, S., Pitcher, G., & Lazarus, P. J. (1999). Best practices in crisis intervention. In A. S. Canter & S. A. Carroll (Eds.), Crisis prevention and response: A collection of NASP resources (pp. 69-86). Bethesda, MD: National Association of School Psychologists.
    • (1999) Crisis Prevention and Response: A Collection of NASP Resources , pp. 69-86
    • Poland, S.1    Pitcher, G.2    Lazarus, P.J.3
  • 22
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    • How to select, train, and supervise a crisis team
    • Rouf, S., & Harris, J. (1988). How to select, train, and supervise a crisis team. Communique, 17(4), 19.
    • (1988) Communique , vol.17 , Issue.4 , pp. 19
    • Rouf, S.1    Harris, J.2
  • 23
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    • Who is teaching our children: Implications of the use of aides in Chapter 1
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    • Rubin, P. M., & Long, R. M. (1994, Spring). Who is teaching our children: Implications of the use of aides in Chapter 1. ERS Spectrum, 28-34.
    • (1994) ERS Spectrum , pp. 28-34
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    • Best practices in crisis intervention
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    • Smead, V S. (1991). Best practices in crisis intervention. In J. Sandoval (Ed.), Resources in crisis intervention: School, family, and community applications (pp. 12-24). Silver Spring, MD: National Association of School Psychologists.
    • (1991) Resources in Crisis Intervention: School, Family, and Community Applications , pp. 12-24
    • Smead, V.S.1
  • 25
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    • Chowchilla revisited: The effects of psychic trauma four years after a school-bus kidnaping
    • Terr, L. C. (1983). Chowchilla revisited: The effects of psychic trauma four years after a school-bus kidnaping. The American Journal of Psychiatry, 140, 1543-1555.
    • (1983) The American Journal of Psychiatry , vol.140 , pp. 1543-1555
    • Terr, L.C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.