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Building Communities Through Consultation During Crisis: Psychological Reflections Post September 11, 2001 (From Shocking Violence II: Violent Disaster, War, and Terrorism Affecting Our Youth, P 52-59, 2003, Corinne E. Frantz and Rosemarie Scolaro Moser, eds. -- See NCJ-199446)

NCJ Number
Janet Q. Nelson; Corinne E. Frantz
Date Published
8 pages
This chapter discusses the critical role of psychologists and mental health professionals in providing support to communities, specifically schools, in the aftermath of a crisis event through the use of crisis intervention approaches.
The terrorist attacks of September 11, 2001, have brought to the attention of many community leaders and mental health professionals that the crisis intervention programs in place in schools and municipal governments are insufficient in responding to the needs associated with terrorism and war. Seasoned psychologists can lose the perspective that they contribute to communities in their sensitivity to the developmental stages of children and in applying that knowledge in program development and ongoing support. It is a psychologist’s responsibility to be a part of the dialogue and to know that they do not have the answers, but that their participation in the life of a community can help provide valuable perspectives to school personnel and community leaders. Psychologists and mental health professionals can offer nonjudgmental, reflective comments and facilitate, support, and expand the ideas of school staff at all developmental levels. The field of psychology needs to study and think about alternative, new, and creative ways to facilitate psychological health within communities. References