1. David Feldman personally experienced a tragedy alongside the people affected by it and thus faced a particular ethical challenge. What did a colleague of Dr. Feldman advise him to do when he tried to take on a counseling role after his own daughter’s school was attacked? *

2. When mental health professionals arrived on campus and began meeting with students by working outward from those closest to the attack, many students reacted negatively. What was the main reason this approach felt unhelpful to the students? *

3. A student met with one counselor she connected with, but when she returned to the library a week or two later, that counselor was gone and she was handed to someone new who again asked her to start from the beginning. What problem with the support model does this best illustrate? *

4. True or False: Requiring students to carry clear backpacks and wear ID badges after the attack made the students who returned feel meaningfully safer. *

5. Staff distributed a self-scored questionnaire labeled at the top as a PTSD test, which students completed, scored, and interpreted on their own without any explanation or guidance. From an assessment-ethics standpoint, what was the most significant problem with how this was handled? *

6. After the self-scored screening was collected, students began comparing results and treating a high score as something to brag about. What unintended dynamic emerged from administering the screening this way? *

7. A standardized worksheet asked the presenter to weigh whether her stated worst fear would still matter in five minutes, five weeks, and five months. Why did this technique fail for this particular student? *

8. Among everything offered to students, animal-assisted support stood out as especially well received. What did students identify as the quality that made the therapy dogs so helpful? *

9. True or False: Students who were physically inside the building during the attack and students who were elsewhere on campus often needed different kinds of support, and offering everyone the same interventions at the same time did not serve both groups well. *

10. A group of students chose to spend the one-year anniversary together painting at a friend’s home, an activity they organized entirely on their own. What does this example suggest about effective support after a community tragedy? *

11. Teachers were described as one of the most genuine sources of support, in part because some had been in the building themselves and one had lost a colleague. How did the most supportive teachers tend to help their students? *

12. After the attack, the presenter’s teacher had died and her completed coursework was sealed inside the closed-off building, yet the school initially resisted adjusting her borderline grade. What broader concern does this conflict highlight? *

13. True or False: The presenters suggested that in the immediate aftermath of a school tragedy, the most effective approach is to have every affected student begin formal counseling right away, regardless of whether they feel ready. *

14. David Feldman noted that some community members who volunteered to help in the immediate aftermath had good intentions but were not the right fit for the work. What specific gap did he identify among some of these volunteers? *

15. Reflecting on celebrity visits, gifts, and rewards that followed the tragedy, the Feldmans described these gestures as well-intentioned but unsettling. Why did this kind of attention feel “weird” to the student? *