ERIC Number: ED430196
Record Type: Non-Journal
Publication Date: 1999-Apr-8
Reference Count: N/A
Homicide Crisis Intervention in a Multicultural School Setting.
Tramonte, Michael R.
This paper summarizes information concerning homicide crisis intervention in a multicultural school that would be useful for school psychologists. School psychologists are encouraged to be introspective about their own beliefs about death, grief, and multiculturalism. This paper discusses the eight factors to consider when providing services to multicultural students, parents, and communities as well as 10 commonly reported cultural biases about multicultural counseling and development. Basic information about homicides is summarized. Eight characteristics that survivors of homicide victims experience such as delayed, exaggerated, and complicated bereavement are listed and discussed. Information about assessment and therapy is provided. A discussion of cross-cultural service delivery warns school psychologists to be aware of sources of cultural identities, as well as attitudes and beliefs shaped by culture. Examples of culture influences are provided. Within a section of the paper devoted to multicultural homicide survivor service considerations the following issues are discussed: community and cultural influences; survivors' characteristics; criminal justice system; therapy. This paper concludes with a list of specific suggestions for helping homicide survivors. Appendix A provide death awareness, grief awareness, and multicultural awareness questionnaires. Appendix B is a list of addresses of helpful support systems with information on homicidal bereavement. (Contains 38 references.) (MKA)
Descriptors: Beliefs, Bias, Community Influence, Crisis Intervention, Cultural Influences, Cultural Pluralism, Death, Delivery Systems, Diversity (Student), Educational Environment, Elementary Secondary Education, Family (Sociological Unit), Grief, Homicide, Intervention, School Psychologists, Therapy
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A