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Stages of first psychophysiological care

Although useful and empirically confirmed data from other approaches to crisis intervention have been included, much of the model presented here is the result of dr. Peter Levin’s work. Over the past three decades, Dr. Levin has traveled the world in response to global crises, studying and caring for children and adults who have experienced life-changing events.

The first psychophysiological care consists of four stages: evaluation, intervention (small group, large group, individual), psycho-education and subsequent observation.

Evaluation required

This first stage is priceless. The school crisis response team meets as a group, explaining their roles and deciding who will do what. The team gathers as many facts as possible about what happened during the event. Knowing the scale of the crisis, the team can decide how to act first. If the size of the event were relatively small and the entire class or large group of students did not participate or influence it, group-wide modeling would not be necessary or useful. Group crisis interventions are intended for homogeneous groups (Brock and Jimerson, 2002; Mitchell and Everly, 1996a) are students who are all exposed to the event roughly to the same degree and who after the event have a manageable level of difficulty.

The homogeneity of the group is a complex criterion for traumatology. Most students will have their own individual reactions based on their own past traumatic experiences, their proximity to the event and/or the victim, and the resources available to them before, during and after the event. The crisis intervention team may find small groups and individual support more appropriate unless a large number of affected students need the intervention of a large group.

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