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Ed 340 986 Author Title Institution Spons Agency DOCUMENT RESUME ED 340 986 CG 023 943 AUTHOR Walz, Garry R., Ed.; Bleuer, Jeanne C., Ed. TITLE Developing Support Groups for Students: Helping Students Cope with Crises. INSTITUTION ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-1-56109-040-9 PUB DATE 92 CONTRACT RI88062011 NOTE 198p.; For Modules 1/2 and Module 3, separately analyzed, see CG 023 944-945. AVAILABLE FROMERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI 48109 ($16.95; quantity discounts). PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Coping; *Crisis Intervention; Elementary School Students; *Elementary Secondary Education; Program Development; Program Implementation; School Counseling; Secondary School Students; *Social Support Groups; Stress Variables IDENTIFIERS Gulf War ABSTRACT This monograph has been designed to meet the needs of students and schools for viatle approaches to the growing stresses they must contend with in today's society. Its purpose is to respond to an expressed need for:(1) a collection of the best available resources on developing student support groups;(2) information on and examples of effectively functioning programs and practice other than support groups;(3) suggestions on how to design and implement programs; and (4) information on already evaluated resources--a way. of finding out in advance if a particular resource is what they want. The monograph has been organized as a "kit" of six modules, each of which is capable of standing alone even while being part of a comprehensive program. The articles which make up the bulk of the document are all contained in the first three modules. Module 1 presents six articles designed to help the user broaden his/her perspective on student fears and crises. Module 2 presents 17 articles to help the user identify programs and practices useful in helping students cope with those fears and crises. Module 3 presents seven articles on developing and offering student self-help support groups. Module 4 offers a brief, step-by-step guide to designing and implementing student support programs. Aodule 5 contains 64 brief abstracts of significant resources. Module 6 lists sources for assistance an0 consultation. An appendix describes the ERIC system. (ABL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** I, i - -....-41116%... _ U II DEPARTMENT OFEDUCATION Office of EducaliOnal Researchand Improvement EDUCATIONAL RESOURCESINFORMATION ....-111.1ba CENTER (ERICI - OThis document has beenreproduCed IS received from the personor organaetion Originating it been made to improve (71 Minor changes have reproduCton Quality Points of view or opinionsstated in this d0Cu merit do not necessarilyrepresent official OERI pOsitiOn or policy 2 REST COPY AVAILABLE Developing Support Groups for Students Helping Students Cope With Crises Garry R. Walz and Jeanne C. Bleuer, Editors ERIC Counseling and Personnel Services Clearinghouse 2108 School of Education The University of Michigan Ann Arbor, MI 48109-1259 Copyright © 1992 byERIC Counseling and Personnel ServicesClearinghouse All tights reserved. ERIC Counseling and Personnel ServicesClearinghouse 2108 School ofEducation The University of Michigan Ann Arbor, Michigan48109-1259 ISBN 1-56109-040-9 This publication was prepared with partialfunding from the OfficeofEducational Research and Improvement, U.S. Department of Education under contract no.RI88062011. The opinions expressed inthis report do not necessarily reflect the posidons or policiesof OERI, the Department of Education, orERIC/CAPS. Not only does everyone fear but all should fear. The pedagogic problem is not to eliminate fear but to gauge it to the power of proper reaction. G. Stanley Hall 5 Dedication This work is dedicated to the thousandsof students who must regularly cope witha multitude of personal crises and challenges, frequently without recognition ofor assistance with the stresses they must endure. ACKNOWLEDGEMENTS What started out to be a relatively straightforward Penny Schreiber, for her usual superior job of task of collection and organization of resources has editing and many important contributions; turned out in practice to be something far more challenging to produce and we believe of much Kathy Bidelman, for her uncanny skill in obtaining greater utility. Without the major contributions of resources and unwillingness to ever accept a "no" the following persons, this publication would not answer, have been possible: Chris Eldred, for her availability and competent Caroline Mohai, for her insightful and unrelenting help whenever a problem or need arose. search for useful products and resources and their organization into a useful form; Pat Wisner, for another demonstration of her extra- ordinary skill in desktop publishing and her ability to take copy and make it into a highly attractive and organized publication; TABLEOF CONTENTS Preface xiii About the Editors xv Introduction 1 Module 1: Helping Students Cope With Fears and Crises 3 Worries of Elementary School Students 5 Jeremiah A. Crowley Fears are Natural Part of Growing Up 9 Lawrence Kutner How Children Grieve: Implications for Counseling 11 Helene Mc Glatein Helping Children Cope With War 21 Jenni Zimmer The Gulf Crisis: Student Concerns, Teacher Responses 25 Counselors, Teachers, and Death Education 29 Richard C. Nelson Module 2: Programs and Practices for Helping StudentsCope With Fears and Crises 35 Children's Fears: Toward a Preventive Moael 37 Edward H. Robinson, Ill, Joseph C. Rotter, Mary Ann Fey andSandra L. Robinson Children and Crises: A Developmental Guidance Approach 49 John Allan and Eileen Anderson 11 rips: Talking With Your Child About War 57 Elizabeth Crwy Children and WarResponding to Operation Desert Storm: A Special Handout for Parents 61 Debby Waddell and Alex Thomas Children and WarResponding to Operation Desert Storm: A Special Handout for Teachers 65 Debby Waddell and Alex Thomas Responding to Student or Thacher Death: Preplanning Crisis Intervention 69 James R. Sorensen ix Developing Support Groups for Students The Role of School Counselors With Bereaved Teenagers:With and Without Peer Support Groups 71 Ross E. Gray Parent's Away Group: An Ongoing SupportGroup for Children in Grades K-6 79 With Deployed Parents Julie Murphy and Vermelle J. Matthews Responding to Suicide in Schools: A Case Study in LossIntervention and 83 Group Survivorship Ellen S. Zinner "Strossing" Relaxation in the Classroom 87 Iris Prager-Decker The PEACE Process: A Modified Senoi Techniquefor Children's Nightmares 95 Janece 0. Hudson and Carol O'Connor Teaching Children About Death 101 Marjorie Brookshire and Melody P. Noland 105 Using Guided Fantasy With Children Ron F. Anderson 111 Rechanneling Anxieties Gerard Giordano 115 Do More Than Tie a Yellow Ribbon American Association for Counseling andDevelopment Essential Elements of a 'Teacher In-Service Program onChild Bereavement 119 Bruce Cunningham and Jan Hare Responding to Children's Feats About War 125 Jenni Zimmer Module 3: Developing and OfferingStudent Self-Help Support Groups 129 Youth Engaged in Self-Help: A Guide forStarting Youth Self-Help Groups 133 Mary K. Parkinson and Nancy Sax Introducing and Tapping Self-Help MutualAid Resources 149 Catherine J. Paskert and Edward J. Madara Community Post-Tornado Support Groups:Conceptual Issues and Personal Themes 153 Thomas E. lime and Wayne C. Richard 157 Coping With Desert Storm: Ideas for Startingand Running a Self-Help Support Group Jaal Fischer 161 Desert Storm: Hints for Happy Homecomings boa! Fischer and Deborah Langsam Self-HelpAnd How We Teach Tomorrow 163 Edward J. Madara When Someone's Away: An Ongoing SupportGroup for Students in 165 Grades 7-12 with Deployed Parents andFriends Marlene L. Bowling, Carolyn S. Dongesand Barbara Stock Nielsen 9 x Table of Contents Module 4: Designing and Implementing Student Support Programs 173 Garry R. Walz Module 5: Abstracts of Significant Resources 177 Module 6: Sources for Assistance and Consultation 189 Appendix: The ERIC System 195 1 1) xi PREFACE If the news were always good, there would be no Personnel Services Clearinghouse has been designed need for student support groups. Unfortunately, to meet the needs of students and schools for viable school children are being increasingly exposed-- approaches to the growing stresses and crises they both directly and through the mediato stressful must contend with. ERIC/CAPS has assembled a events that can undermine their ability to concen- highly useful body of ideas and approaches which trate on their studies. The Persian Gulf War and the offer immediate hope and assistance to schools in economic recession, while dramatic illustrations of responding to student fears and major social and events that can cause disruption and trauma in the environmental crises. It will be equally useful to lives of children and their families, are only two both the school with extensive student support such examples. On a daily basis, children across services that desires to build on and enhance its America personally experienceor experience present services, and the school without many vicariouslythe effects of crime and violence, drug student services that wishes to design and imple- and alcohol
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