Campus is the most important place for students to learn knowledge and skill. But there are still a lot of crisis in the campus. However, there are a lot of natural disaster and accidents in the campus. Most campus accidents caused by artificial careless. It is easy to harm and weak the campus safe. The purpose of the case study investigates the school crisis management. Therefore, how to teach the crisis management in the education process, how to inspire the conscience of crisis management, how to reduce accident¡¦s happen, how to insure the safe of the teachers and students in the campus. This is the very important issue in the education. We hope the crisis management would reduce the probability of the campus crisis reduce the harm during the campus crisis. The research structure based on prepare for school crisis and emergency measure for school crisis. We received 533 survey results. Total response rate of the paper survey was 56.149% based on valid responses. The data is statistically analyzed by factor analysis, reliability analysis, one-way ANOVA and Pearson¡¦s product-moment correlation. The major findings are listed below: 1. The average lower score in prepare school crisis is detect system and education training. 2. The average lower score in emergency measure school crisis is learning development and law consultation. 3. The red signal rank school crisis for teachers and employers is food poisoning, suicide events, bomb events, threaten events, sexual crime¡K At last, according to the conclusions of the research, we finding older age, seniority, high education, high position will pay more attention on school crisis management.

Thesis (Ph. D.) -- University of Maryland, College Park, 2005. / Thesis research directed by: Counseling and Personnel Services. Includes bibliographical references. Also available on the World Wide Web as a PDF file.

by Sou Meng Kei, Yu Cheng Yuan, Yung Yin Ting, Evelyn. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves [83-85]). / ABSTRACT --- p.ii / LIST OF APPENDICES --- p.iii / ACKNOWLEGMENTS --- p.iv / TABLE OF CONTENT --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Literature Review --- p.2 / Objectives --- p.4 / Definition of Terms --- p.4 / Background Information --- p.6 / Secondary School in Hong Kong --- p.6 / Existing Guidelines on School Crisis Management --- p.8 / Common Crisis-prone Teenage Problems in Hong Kong --- p.9 / Recent School Crises in Hong Kong --- p.10 / Significance of Study --- p.11 / Chapter II. --- METHODOLOGY --- p.12 / Research Design --- p.12 / Description of the Sample --- p.13 / Definition of Grouping Items --- p.14 / Definition of Constructs and Their Relationship --- p.16 / Chapter III. --- LIMITATION --- p.18 / Chapter IV --- DATA ANALYSIS AND DISCUSSION --- p.20 / General Findings --- p.20 / Comparative Findings --- p.34 / Additional Statistical Findings --- p.50 / Chapter V --- RECOMMENDATIONS & IMPLICATIONS --- p.52 / Chapter VI --- CONCLUSION --- p.57 / APPENDIX / BIBLIOGRAPHY

This study determined the reliability and validity of the Triage Assessment Scale for Students in Learning Environments (TASSLE) used in a Middle School setting. Participants included faculty/staff from a local middle school, masters students enrolled in a counseling program at a local private university in Pennsylvania, and experts with experience in crisis and the use of the TASSLE form. Following the viewing of three scenarios (mild, moderate, and severe), participants rated their perception of the level of reaction to the crisis using the TASSLE form. A quantitative correlational, within and between-subjects design was used to determine the reliability and validity of the TASSLE form. Content validity was demonstrated by the agreement of the ratings of the mild, moderate, and severe levels on the TASSLE form. / School of Education / Counselor Education and Supervision (ExCES) / PhD / Dissertation

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 67-71). Also available online in ProQuest, free to University of Oregon users.

Thesis (DPsych) -- School of Life and Social Sciences, Swinburne University of Technology, 2009. / Submitted as partial fulfillment of the requirements for the award of the Professional Doctorate in Counselling Psychology in the Faculty of Life and Social Sciences, Swinburne University of Technology, 2009". Includes bibliographical references (p. 168-189)

This study is an examination of the predictor variables, as measured by a Demographics Questionnaire (DQ) and the Professional School Counselor Perception of Preparedness/Frequency of Specific Crisis Situations Survey (PSCPPFSCSS). The researcher determined the combination of predictor variables that accounted for the greatest amount of variance in professional school counselors’ overall perceptions of preparedness in stabilizing a student in specific crisis situations. Members of the American School Counseling Association were contacted through e-mail and encouraged to access a Web site to complete the DQ and PSCPPFSCSS. A total of 210 participants responded (response rate 23.5%). A stepwise regression analysis was used. The outcome variable was the counselors’ ratings of their preparedness for crisis counseling in specific crisis situations. The researcher entered 9 predictor variables and discovered that seven predictors met the criterion for entry set at F = .05. The 7 predictors were: (a) student/counselor ratio, (b) level of education, (c) years of school counseling experience, (d) pre-service hours spent in crisis intervention, (e) in-service hours spent in crisis intervention, (f) graduate coursework hours in crisis counseling, and (g) total number of times crisis situations were encountered. Counselor/student ratio and pre-service hours of preparation were not significantly related to perception of preparedness in dealing with specific crisis situations. The findings indicated that more experience resulted in greater perceptions of preparedness. Counselors with first-hand experience with crisis situations, more years of counseling experience, graduate course work, in-service hours of preparation, hours spent in formal or in-service, and higher degrees expressed higher levels of preparedness. The full model on the seventh step of the regression indicated that a sizable portion of the variance (approximately 41%) in counselors’ reported perceptions of preparedness is significantly explained by the predictors (p < .001). Recommendations included: (a) replication of the study with a greater sample size, (b) integration of crisis intervention skills in counselor preparation coursework, (c) extended internships with crisis response for graduate students in counselor education programs, and (d) supervision provided by counselors who have greater experience in crisis response.

Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 93-95). Also available on the World Wide Web.

This thesis addresses the identification of critical incidents in schools, the factors influencing teachers' coping, and the implications for crisis intervention and management. An argument is developed that school communities may be best served by a salutogenic (wellness) perspective for crisis response and recovery, which focuses on the personal and collective resources that contribute to successful coping and mental health. Three aims were addressed. First considered was the potential for commonly occuring events (e.g., the death or injury of a teacher or student, assault, vandalism or damage to school property, professional misconduct on the part of a teacher), to evoke stress, grief, or trauma responses in individuals and organisations. Emphasised was the nature of individual differences in responses to such critical incidents, and ways of dealing effectively with the varying character and intensity of such responses. The second aim was to examine the influence of pre-existing personal wellbeing and resources on individuals' responses, adjustment and growth after an incident. The third aim was to explore the interface between the individual and the organisation following critical incidents, and the nature and impact of intervention and management strategies on an individuals' sense of wellbeing and ongoing investment within the organisation. Two related studies investigated the impact of critical incidents on teachers. In Study 1, 245 teachers completed a self-report questionnaire that gathered quantitative data comprising three measures of personality and positive functioning (Psychological Wellbeing & Sense of Coherence), demographic data, and teachers' previous experience of critical incidents. Teachers also provided an autobiographical account of a personally significant critical incident. Results showed that commonly occuring events, such as the death of a student or teacher, and other issues such as professional misconduct of a colleague, professional conflict, theft and vandalism were regarded as critical incidents by teachers. The four distinct response categories indentified (negative feelings, positive cognitions, negative conditions, & negative impact on functioning) were characteristically grief or stress responses rather than those associated with psychological trauma. Significant relationships were identified among the personality variables and the measures of positive functioning. Extraversion was positively related to positive functioning, and introversion negatively related. The findings point to personal and collective issues that have the potential to facilitate and enhance coping and recovery after a critical incident. In particular, six management strategies (Wellness Factors), comprising both personal and organisational components, emerged as potential contributors to ongoing psychological wellbeing, sense of coherence, and posttraumatic growth outcomes. These Wellness Factors were identified as: (a) emotional and practical support; (b) active involvement; (c) responding according to individual need; (d) access to information; (e) readiness; and (f) leadership. Study 2 involved a more detailed examination of the experience of 30 teachers following a critical incident subsequent to the completion of Study 1. This study examined personality, posttraumatic growth and personal trauma history (gathered through a self-report questionnaire), in conjunction with the pre-event personal characteristics gathered in Study 1. The second component of Study 2 consisted of a semi-structured interview that explored the teachers' personal experiences of the critical incident. Results revealed that PCI Extraversion showed significant positive relationships with Psychological Wellbeing and Sense of Coherence. PCI Emotionality showed a significant positive relationships with Posttraumatic Growth. Interview data showed that 22.5% of teachers reported a high incidence of Acute Stress responses (DSM-IV-TR criteria). In addition, anger directed at the school's leadership, and conflict between disillusionment with authority and the impact of the event. Strong negative relationships were identified among Extraversion and Openness, and the Wellness factors. Results showed that moderate stress responses are associated with Posttraumatic Growth at a personal level. However, the same responses can evoke disillusionment and cynicism at an organisational level. The findings are discussed in terms of the personal and organisational factors that contribute to healing and recovery following critical incidents. Implications for critical incident management planning, intervention and recovery are considered, along with directions for future research.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Patricia H. Klass (chair), Elizabeth T. Lugg, Joseph Pacha, Thomas Ellsworth. Includes bibliographical references (leaves 100-105) and abstract. Also available in print.