Comprehensive Planning for Safe Learning Environments: A School Professional's Guide to Integrating Physical and Psychological Safety û Prevention through Recovery

by Reeves; Melissa A.

• ISBN13: 9780415998352
• ISBN10: 0415998352
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2009-12-10
• Publisher: Routledge

Summary

This book provides school administrators, school-based mental health professionals, and other educational professionals with the framework and tools needed to establish a comprehensive safe learning environment. The authors identify four necessary phases to achieve this (prevention, preparedness, response, and recovery) and provide numerous examples and tools to help readers create safe environments, while also addressing studentsa (TM) academic, emotional, and social needs. An emphasis is placed on the importance of the balance between physical and psychological safety within a multi-tiered framework - it is not enough for students to know their school is secure; they must also feel they are safe and can turn to their teachers and school-based mental health professionals with their concerns. An accompanying CD contains several valuable resources, such as forms, handouts, articles, and monitoring tools.

Author Biography

Melissa A. Reeves, PhD, is a Lecturer in the Department of Psychology at Winthrop University. She also served as a School Psychologist and Coordinator of Social-Emotional-Behavioral-Services for the Cherry Creek School District. Linda M. Kanan, PhD, is Director of the Colorado School Safety Resource Center. Previously she was a school psychologist, Intervention Coordinator, and Chair of the Safe Schools Design Team for the Cherry Creek School District. Amy E. Plog, PhD, is the Director of Research for Creating Caring Communities and a Research and Data Coordinator in the Cherry Creek School District.

Table of Contents

List of Figures	p. xv
List of Tables	p. xvii
Series Foreword	p. xxi
Preface	p. xxv
Acknowledgments	p. xxix
About the Authors	p. xxxi
Establishing a Comprehensive Safe Schools Climate
Introduction and Overview to Establishing a Safe School	p. 3
What Is a Safe School?	p. 5
Barriers to Establishing Safe Schools	p. 7
What Is a Crisis?	p. 8
Characteristics of a Crisis	p. 9
What Is Physical and Psychological Safety?	p. 9
Physical Safety	p. 9
Psychological Safety	p. 10
Essential Elements to Comprehensive Planning for Safe Learning Environments	p. 11
Multi-Phase Elements (M-PHAT)	p. 11
Multi-Hazard Elements (M-PHAT)	p. 15
Multi-Agency Elements (M-PHAT)	p. 16
Multi-Tiered Intervention Elements (M-PHAT)	p. 16
Why Do We Need to Establish Physical and Psychological Safety?	p. 20
Safety and Crime Statistics	p. 20
Legislation	p. 24
No Child Left Behind Act of 2001	p. 24
Zero-Tolerance Policies	p. 25
Family Educational Rights and Privacy Act	p. 26
Proposed Legislation	p. 27
The Present Volume	p. 28
System-Wide Considerations: Stakeholder Support and Data-Driven Decision Making	p. 33
The Importance of Stakeholders	p. 33
Who Are Key Stakeholders in School Safety?	p. 34
Barriers to Collaboration With Stakeholders	p. 35
Integration With Multi-Hazards Approach to Prevention and Preparedness	p. 36
Importance of Data in the Process	p. 38
What Does the Data Gathering Look Like?	p. 39
Physical Safety Audit	p. 39
Psychological Safety Assessment	p. 41
Comprehensive School Safety Assessment: Real-World Example	p. 61
District Example of Using Data to Establish a Safe School Climate	p. 63
Physical Safety Data	p. 63
Psychological Safety Data	p. 64
Development of District-Level Safety Team	p. 68
District-Level Safe Schools Design Team: Real-World Example	p. 72
Parallel Process at the School Level	p. 75
Effective Collaboration With Community Agencies	p. 75
Conclusion	p. 77
Physical Safety: Multi-Hazard Prevention and Preparedness
Integrating and Expanding a Multi-Hazards Approach to Establish a Safe Learning Environment	p. 81
What Does It Mean to Use a Multi-Hazards Approach for Safety Planning?	p. 81
How Is the Multi-Hazard Approach Expanded or Modified for Schools?	p. 83
The Importance of Multi-Agency Collaboration for Multi-Hazard Preparedness and Response Readiness	p. 84
School Multi-Hazard Preparedness and Planning: Types of General and Specific Plans	p. 86
Building Control and General System Procedures	p. 86
Crisis Go-Kits	p. 93
Accidents and Medical Emergencies	p. 93
Weather and Other Natural Disasters	p. 94
Hazard-Specific Building Responses	p. 96
Specific Psychological Safety Response Planning	p. 96
Psychological Safety Preparedness and Response Training: Real-World Example	p. 97
Conclusion	p. 97
Establishing an Effective School Crisis Team Using Incident Command System Principles	p. 99
The National Incident Management System	p. 101
NIMS Training for School Personnel	p. 101
Real-World Example	p. 102
Incident Command System	p. 103
Command Structure	p. 108
Integrated or Unified Command	p. 108
School Incident Command System Crisis Team Structure	p. 108
Real-World Example	p. 111
Conclusion	p. 113
Comprehensive Safe School and Crisis Response Planning	p. 123
Comprehensive Plans for Safe Schools	p. 124
Crisis Response Plans	p. 125
School/Building-Level Crisis Response Plans	p. 125
School Crisis Team Response Plan	p. 132
RESPONSE PLAN (i.e., School Crisis Team Response Plan)	p. 133
School Staff Crisis Response Plan	p. 134
Types of Practice Exercises and Drills	p. 134
School Staff Response Plan	p. 135
Release and Reunification Planning	p. 141
Working With the Media	p. 143
Conclusion	p. 144
Psychological Safety: Multi-Level Prevention, Intervention, and Recovery
Universal Prevention Efforts in Schools	p. 147
Mitigation and Physical Safety	p. 148
Prevention and Psychological Safety	p. 151
School Policies and Management Strategies	p. 152
Social-Emotional Skill Building Instruction	p. 155
Overall Climate and Culture	p. 156
Positive Youth Development	p. 156
Parent Involvement	p. 159
Importance of Coordinated Efforts	p. 159
Real-World Example of Organizing a District-Wide Universal Prevention Program in Schools: The CARES Model	p. 161
Communities Are Connected, Inclusive, and Work to Prevent Bullying	p. 164
Asset-Building Is Integrated in the School, Family, and Community	p. 164
Responsive Decision Making Is Based on Data	p. 165
Expectations are Clear to Students, Staff, and Parents	p. 165
Social-Emotional-Behavioral Skills are Taught	p. 166
Importance of Evidence-Based Interventions	p. 166
Resources.for Finding Evidence-Based Interventions	p. 168
Real-World Example: Examination of CARES Model Fit and Research Base for Programs in Use in a Large Suburban School District	p. 173
Conclusion	p. 182
Early and Targeted Interventions	p. 189
Definition of Early and Targeted Interventions	p. 190
Why Are Targeted Interventions Needed?	p. 192
The Benefits of Providing Targeted Interventions	p. 194
Academic Performance and Educational Outcomes	p. 195
Helping Students Learn Well With Others	p. 195
Increasing Student Engagement	p. 195
Decreasing Behaviors That Interfere With Learning	p. 196
Evidence-Based Interventions	p. 196
Selecting Targeted Interventions	p. 197
Considerations for Implementation of Targeted Interventions	p. 198
Participant Selection	p. 198
Staff Training	p. 198
Staff Resources	p. 199
School Demand and Expectations Versus Student Functioning	p. 199
Types of Targeted Interventions	p. 201
Academic Interventions	p. 202
Alternatives to Suspension	p. 202
Social-Emotional Interventions	p. 204
Emotional Regulation	p. 209
Anger Management/Aggression Reduction	p. 210
Social Skills/Problem Solving	p. 210
Coping Skills Regarding Grief and Loss	p. 211
Coping Skills Regarding Divorce	p. 213
Substance Abuse and Suicide	p. 213
Awareness of Risk Factors and Early
Warning Signs for Early Intervention	p. 214
Risk Factors and Warning Signs	p. 214
Staff Awareness Training	p. 214
Breaking the Code of Silence: Methods of Reporting Concerning Behaviors	p. 216
Specific Reporting Guidelines for Tip Lines	p. 217
Real-World Example: One State's Tip Line	p. 217
Summary	p. 218
Managing Risk Behaviors and Other Intensive Interventions	p. 219
Risk Behaviors and Threats to School Safety	p. 220
Legal and Policy Issues	p. 221
Breaking the Code of Silence for High-Risk Behaviors	p. 222
Reporting of Dangerous Student Behavior: Real-World Example	p. 224
Suicide as a School Safety Issue	p. 225
Best Practices for Suicide Intervention	p. 227
Suicide Risk Documentation: Real-World Example	p. 233
Other High-Risk Behaviors	p. 233
Self-Injury	p. 233
Victims of Child Abuse, Sexual Abuse, and Sexual Assaults	p. 234
Substance Abuse	p. 234
Threats of Harm to Others or the School	p. 237
Interventions Equal to the Level of Concern	p. 243
Documenting Interventions After Threat Assessment	p. 244
Real-Life Example: Danger Assessment and Intervention Plan	p. 244
Students With Significant Emotional and Behavioral Issues	p. 245
Collaborating With Community Agencies for Intervention	p. 246
Wraparound Services	p. 246
Functional Family Therapy	p. 247
The Safe Schools/Healthy Students Initiative	p. 248
Summary	p. 248
Recovery Efforts and Management of Crises in Schools	p. 249
Physical Recovery Efforts	p. 250
Psychological Recovery Efforts	p. 251
Assessment of Individual Physical Safety and Psychological Impact	p. 251
Trauma Assessment Variables	p. 253
Crisis Exposure	p. 253
Personal Vulnerability	p. 253
Threat Perceptions	p. 254
Crisis Reactions	p. 254
Common Reactions	p. 256
Psychological Triage	p. 260
Primary Level	p. 260
Secondary Level	p. 261
Tertiary Level	p. 261
Psychological Recovery Interventions	p. 262
Psychological First Aid	p. 262
Reestablishing Social Support Systems	p. 263
Classroom Meetings	p. 265
Psychoeducation as Crisis Recovery Intervention	p. 266
Individual and Group Psychological Crisis Interventions	p. 268
Individual Crisis Interventions (ICI)	p. 272
Group and Classroom-Based Crisis Interventions (CCI)	p. 274
Research Regarding Group Crisis Interventions	p. 276
Listen, Protect, Connect-Model and Teach	p. 276
Psychotherapeutic Interventions	p. 279
Care for the Caregivers	p. 281
Guidelines for Dealing With a Death and Memorials	p. 282
Conclusion	p. 284
Concluding Comments	p. 285
Web Site Resources	p. 287
U.S. Department of Education Resources	p. 287
National Incident Management System Web Sites	p. 287
Federal Agency Web Sites	p. 288
Resource and Professional Organization Web Sites	p. 288
References	p. 291
Index	p. 331
CD Contents	p. 339
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