[1] Ahmad, N. S. (2019). Crisis Intervention: Issues and Challenges. In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (Vol. 304, pp. 452-455). Atlantis Press.
https://doi.org/10.2991/acpch-18.2019.105
[2] Alhija, F. N. A. (2015). Teacher Stress and Coping: The Role of Personal and Job Characteristics. Procedia-Social and Behavioural Sciences, 185, 374-380.
https://doi.org/10.1016/j.sbspro.2015.03.415
[3] American Psychological Association [APA] (2013). Trauma.
http://www.apa.org/topics/trauma/
[4] American Psychological Association [APA] (2020). Resilience Guide for Parents and Teachers.
https://www.apa.org/topics/resilience/guide-parents-teachers
[5] Arvidsdotter, T., Marklund, B., Kylén, S., Taft, C., & Ekman, I. (2016). Understanding Persons with Psychological Distress in Primary Health Care. Scandinavian Journal of Caring Sciences, 30, 687-694.
https://doi.org/10.1111/scs.12289
[6] Bipath, K. (2017). Challenges Faced by the School Management Team (SMT) Regarding School Safety in South Africa. International Journal of Sciences and Research, 73, 65-83.
https://doi.org/10.21506/j.ponte.2017.3.36
[7] Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9, 27-40.
https://doi.org/10.3316/QRJ0902027
[8] Brock, S. E., Sandoval, J., & Lewis, S. (2012). Crisis Intervention in the Schools.
https://www.slideshare.net/Carikiwi/crisis-intervention-in-the-schools
[9] Brymer, M., Layne, C., Jacobs, A., Pynoos, R., Ruzek, J., Steinberg, A. et al. (2006). Psychological First Aid: Field Operations Guide (2nd ed.). National Child Traumatic Stress Network and National Center for PTSD.
https://www.nctsn.org/sites/default/files/resources//pfa_field_operations_guide.pdf
[10] Calitz, K., & De Villiers, C. (2020). Sexual Abuse of Pupils by Teachers in South African Schools: The Vicarious Liability of Education Authorities. South African Law Journal, 137, 72-107.
[11] Chitsamatanga, B. B., & Rembe, N. S. (2020). School Related Gender Based Violence as a Violation of Children’s Rights to Education in South Africa: Manifestations, Consequences and Possible Solutions. Journal of Human Ecology, 69, 65-80.
https://doi.org/10.31901/24566608.2020/69.1-3.3203
[12] de Klerk, M., & de Klerk, W. (2020). Crises Containment Management in South African Schools: A Critical Review. Journal of Psychology in Africa, 30, 599-604.
https://doi.org/10.1080/14330237.2020.1842442
[13] de Klerk, M., & de Klerk, W. (2022). Exploring Educators’ and Support Staffs’ Experiences Regarding Crises Containment Management in South African Schools. Journal of Psychology in Africa, 32, 199-206.
https://doi.org/10.1080/14330237.2022.2027632
[14] De Man, J., Smith, M. R., Schneider, M., & Tabana, H. (2022). An Exploration of the Impact of Covid-19 on Mental Health in South Africa. Psychology, Health & Medicine, 27, 120-130.
https://doi.org/10.1080/13548506.2021.1954671
[15] de Wet, C. (2016). The Cape Times’s Portrayal of School Violence. South African Journal of Education, 36, Article No. 1231.
https://doi.org/10.15700/saje.v36n2a1231
[16] de Wet, C., & Jacobs, L. (2013). South African Educators’ Understanding of Bullying. Journal of Psychology in Africa, 23, 339-343.
https://doi.org/10.1080/14330237.2013.10820633
[17] de Wet, N. C. (2009). Newspapers’ Portrayal of School Violence in South Africa. Acta Criminologica, 22, 46-67.
https://www.ojp.gov/ncjrs/virtual-library/abstracts/newspapers-portrayal-school-violence-south-africa
[18] Debiec, J. (2018). Memories of Trauma Are Unique Because of How Brains and Bodies Respond to Threat.
https://theconversation.com/memories-of-trauma-are-unique-because-of-how-brains-and-bodies-respond-to-threat-103725
[19] Dlamini, P. (2018, March 16). Violence in Schools Is Under-Reported, Says Teachers’ Association.
https://www.timeslive.co.za/news/south-africa/2018-03-16-violence-in-schools-is-under-reported-says-teachers-association/
[20] Dube, B. (2020). Rural Online Learning in the Context of Covid 19 in South Africa: Evoking an Inclusive Education Approach. Multidisciplinary Journal of Educational Research, 10, 135-157.
https://doi.org/10.17583/remie.2020.5607
[21] Duma, M. A. N. (2015). Crisis Intervention in Rural Schools in South Africa: Experiences of Educators. Studies of Tribes and Tribals, 13, 142-148.
https://doi.org/10.1080/0972639X.2015.11886720
[22] Eberlein, E., & Moen, M. (2016). Incidents and Accidents: How Are Schools Implementing the Safety Regulations Prescribed by the South African Schools Act. Journal of Social Science, 48, 108-118.
https://doi.org/10.1080/09718923.2016.11893575
[23] Ertl, M. M., Trapp, S. K., Alzueta, E., Baker, F. C., Perrin, P. B., Caffarra, S. et al. (2022). Trauma-Related Distress during the Covid-19 Pandemic in 59 Countries. The Counseling Psychologist, 50, 306-334.
https://doi.org/10.1177/00110000211068112
[24] Flannery, R. B., & Everly, G. S. (2000). Crisis Intervention: A Review. International Journal of Emergency Mental Health, 2, 119-125.
[25] Grobler, R. (2019, June 7). Violence in SA’s Schools Is Worse than You Think, and Spanking Is Part of the Problem. News24.
https://www.news24.com/news24/SouthAfrica/News/violence-in-sas-schools-is-worse-than-you-think-and-spanking-is-part-of-the-problem-20190607
[26] Hoosen, P., Adams, S., Tiliouine, H., & Savahl, S. (2022). Youth and Adolescents’ Perceptions of Violence in Post-Apartheid South Africa: A Systematic Review of the Literature. Child Indicators Research, 15, 885-911.
https://doi.org/10.1007/s12187-021-09890-5
[27] James, R. K., & Gilliland, B. E. (2012). Crisis Intervention Strategies. Brooks/Cole Pub. Co.
[28] Kelloway, R. (2020, February 14). Why Understanding What Trauma Does to the Brain Helps You Heal.
https://life-care-wellness.com/understanding-what-trauma-does-to-the-brain-helps-you-heal/
[29] Khumalo, S. S. (2019). Implications of School Violence in South Africa on Socially Just Education. Journal of Social Sciences and Humanities, 16, 1-11.
[30] Mabasa, L. T., & Mafumo, T. N. (2017). The Way in Which Schools Choose Strategies in Dealing with Safety of Learners in Schools. Gender and Behaviour, 15, 9238-9248.
[31] Magamela, M. R., Dzinamarira, T., & Hlongwa, M. (2021). Covid-19 Consequences on Mental Health: An African Perspective. South African Journal of Psychiatry, 27, Article No. a1611.
https://doi.org/10.4102/sajpsychiatry.v27i0.1611
[32] Mahabeer, D. (2020). Novice Teachers’ Beliefs and Fears on Bullying in Schools in South Africa. Koers, 85, Article No. 2445.
https://doi.org/10.19108/KOERS.85.1.2445
[33] Mampane, J. N. (2022). Homophobic Bullying in South African Schools: Theory into Practice Solutions (TIPS). In Information Resources Management Association (Ed.), Research Anthology on Inclusivity and Equity for the LGBTQ+ Community (pp. 113-129). IGI Global.
https://doi.org/10.4018/978-1-6684-3674-5.ch007
[34] Maree, J. G. (2021). Managing the Covid-19 Pandemic in South African Schools: Turning Challenge into Opportunity. South African Journal of Psychology, 52, 249-261.
https://doi.org/10.1177/00812463211058398
[35] Martin, D., & Moss, P. (2021). Back to the Future? Remembering Extended Schools in a Post-Pandemic World. FORUM, 63, 98-108.
https://doi.org/10.3898/forum.2021.63.2.09
[36] Masitsa, M. G. (2011). Exploring Safety in Township Secondary Schools in the Free State Province. South African Journal of Education, 31, 163-174.
https://doi.org/10.15700/saje.v31n2a477
[37] Mayeza, E., Bhana, D., & Mulqueeny, D. (2022). Normalising Violence? Girls and Sexuality in a South African High School. Journal of Gender Studies, 31, 165-177.
https://doi.org/10.1080/09589236.2021.1881460
[38] McClelland, D., & Gilyard, C. (2019). Calming Trauma—How Understanding the Brain Can Help.
https://www.phoenix-society.org/resources/calming-trauma
[39] Minero, E. (2017, October 4). When Students Are Traumatized, Teachers Are Too.
https://www.edutopia.org/article/when-students-are-traumatized-teachers-are-too
[40] Nako, N., & Muthukrishna, N. (2018). Teacher-Instigated In-School Interpersonal Violence: Types and Prevalence in South African Public Schools. Journal of Psychology in Africa, 28, 371-374.
https://doi.org/10.1080/14330237.2018.1527553
[41] Namome, C., Winnaar, L., & Arends, F. (2021). Improving Psychosocial Support in SA Schools during and after COVID-19 as Part of a Recovery Plan (HSRC Policy Brief, February).
http://hdl.handle.net/20.500.11910/15829
[42] Netshitahame, N. E., & Van Vollenhoven, W. J. (2002). School Safety in Rural Schools: Are Schools as Safe as We Think They Are? South African Journal of Education, 22, 313-318.
[43] Nguse, S., & Wassenaar, D. (2021). Mental Health and Covid-19 in South Africa. South African Journal of Psychology, 51, 304-313.
https://doi.org/10.1177/00812463211001543
[44] Oliver, B. (2019, January 28). All Trauma Is Not the Same: Big T vs Little T and How to Treat Them.
https://nexusrecoveryservices.com/blog/big-t-vs-little-t-trauma/
[45] Ottens, A. J., & Roberts, A. R. (2005). The Seven-Stage Crisis Intervention Model: A Systematic Blueprint for Intentional Crisis Resolution. Brief Treatment and Crisis Intervention, 5, Article No. 329.
https://www.researchgate.net/publication/31325314_The_Seven-Stage_Crisis_Intervention_Model_A_Road_Map_to_Goal_Attainment_Problem_Solving_and_Crisis_Resolution
[46] Panchal, N., Kamal, R., Cox, C., & Garfield, R. (2021). The Implications of Covid-19 for Mental Health and Substance Use.
https://pameladwilson.com/wp-content/uploads/4_5-2021-The-Implications-of-COVID-19-for-Mental-Health-and-Substance-Use-_-KFF-1.pdf
[47] Parahakaran, S., Macer, D. R. J., Mantegazza, S. S., Sheriff, D. S., Maboloc, C. R., Eviota, G., Takahashi, R. et al. (2021). Implications of Covid-19 for Education. Statement of the World Emergency Covid19 Pandemic Ethics (WeCope) Committee (31 March 2021).
https://eubios.info/yahoo_site_admin/assets/docs/Wecope_Education_Report.9363349.pdf
[48] Pijoos, I. (2020, July 31). #CrimeStats|School Bullying Sees Murders, Hundreds of Serious Assaults. Sunday Times.
https://www.timeslive.co.za/news/south-africa/2020-07-31-crimestats-school-bullying-sees-murders-hundreds-of-serious-assaults/
[49] Pillay, I. (2021). The Impact of Inequality and Covid-19 on Education and Career Planning for South African children of Rural and Low-Socioeconomic Backgrounds. African Journal of Career Development, 3, Article No. a36.
https://doi.org/10.4102/ajcd.v3i1.36
[50] Rholetter, W. M. (2013). Burnout (Psychology). Salem Press Encyclopedia.
[51] Rodgers, S., & Hassan, S. (2021). Therapeutic Crisis Intervention in Schools (TCI-S): An International Exploration of a Therapeutic Framework to Reduce Critical Incidents and Improve Teacher and Student Emotional Competence in Schools. Journal of Psychologists and Counsellors in Schools, 31, 238-245.
https://doi.org/10.1017/jgc.2021.2
[52] Ross, D. (2017, December 4). How Trauma Affects the Brain: Doctors’ Notes.
https://www.thestar.com/life/health_wellness/analysis/2017/12/04/how-trauma-affects-the-brain-doctors-notes.html
[53] Shafique, F., & Mahmood, K. (2010). Model Development as a Research Tool: An Example of PAK-NISEA. Library Philosophy and Practice (E-Journal), Article No. 427.
[54] Solomon, B., Katz, E., Steed, H., & Temkin, D. (2018). Creating Policies to Support Healthy Schools: Policymaker, Educator, and Student Perspectives. Child Trends.
https://www.childtrends.org/wp-content/uploads/2018/10/healthyschoolstakeholderreport_ChildTrends_October2018.pdf
[55] Spaull, N., & Van der Berg, S. (2020). Counting the Cost: Covid-19 School Closures in South Africa and Its Impact on Children. South African Journal of Childhood Education, 10, Article No. a924.
https://doi.org/10.4102/sajce.v10i1.924
[56] Steyn, H., Myburgh, C., & Poggenpoel, M. (2011). Teachers’ experience of Aggression in a Secondary School: Case Study. Journal of Psychology in Africa, 21, 125-130.
https://doi.org/10.1080/14330237.2011.10820438
[57] Swingler, H. (2019, August 26). Conflict Leaves Children Traumatised, Anxious—For Life.
https://www.news.uct.ac.za/article/-2019-08-26-conflict-leaves-children-traumatised-anxious-for-life
[58] Trauma Sensitive Schools (2016). Helping All Children Feel Safe.
https://traumasensitiveschools.org/blog-helping-all-students-feel-safe/
[59] Van der Merwe, M. (2017). Exposure to Violence: What Crime and Trauma Cost Our Learners.
https://www.dailymaverick.co.za/article/2017-10-29-exposure-to-violence-what-crime-and-trauma-cost-our-learners/#.WzTcVMSxXIU
[60] Van Tonder, C. L., & Williams, C. (2009). Exploring the Origins of Burnout among Secondary Educators. South African Journal of Industrial Psychology, 35, Article No. 762.
https://doi.org/10.4102/sajip.v35i1.762
[61] Wan, W. (2020, May 4). The Coronavirus Pandemic Is Pushing America into a Mental Health Crisis. Washington Post.
https://www.washingtonpost.com/health/2020/05/04/mental-health-coronavirus/
[62] Warren County School (2011). Warren County School Crisis Intervention Plan: Guidelines for a Proactive Building Response to a Traumatic Event.
https://www.warrencountyesc.com/docs/Warren%20County%20School%20Crisis%20Intervention%20Plan-0.pdf
[63] Weir, K. (2020, September 1). Safeguarding Student Mental Health.
https://www.apa.org/monitor/2020/09/safeguarding-mental-health
[64] Western Cape Government (2021). Covid-19 Dashboard.
https://coronavirus.westerncape.gov.za/Covid-19-dashboard
[65] White, C. J., Gina, J. M., & Coetzee, I. E. M. (2015). Safety and Security in Schools in KwaZulu-Natal. Educational Studies, 41, 551-564.
https://doi.org/10.1080/03055698.2015.1090301
[66] Wiederhold, B. K. (2022). The Escalating Crisis in Adolescent Mental Health. Cyberpsychology, Behavior, and Social Networking, 25, 81-82.
https://doi.org/10.1089/cyber.2022.29237.editorial
[67] Xaba, M. (2006). An Investigation into the Basic Safety and Security Status of Schools’ Physical Environments. South African Journal of Education, 26, 565-580.
[68] Young, J. (2022). Addressing the Mental Health Crisis: The Covid-19 Pandemic’s Escalating Impact on Behavioral Health. Professional Case Management, 27, 158-160.
https://doi.org/10.1097/NCM.0000000000000570
[69] Zhang, L., Zhou, J., & Li, L. (2015). Crisis Intervention in the Acute Stage after Trauma. International Journal of Emergency Mental Health and Human Resilience, 17, 714-716.