Ronald D. Taylor

Extent, Type, Preferences and Consequences of Crisis Intervention Training for Teachers

Abstract This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically.

Teacher Interactions in Mainstream Social Studies and Science Classes

This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.

Crisis intervention : longer-term training effects

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.

The Effects of Antecedent Cues on Teachers’ and Mental Health Workers’ Perceptions of Students’ Life Event Stressors

This study examined point‐in‐time and point‐of‐view antecedent cue effects on teachers’ and mental health workers’ perceptions of life events’ impact on students. Increased congruence between student and adult perceptions of life events’ impact was demonstrated via systematic variation of cue conditions designed to limit the contribution of historical and personal referents. Implications are discussed in terms of future research and training efforts.