Becoming PREPaREd in Canada: NASP Crisis Prevention and Intervention Curriculum International Debut

Autor/in	Marr, Allen
Titel	Becoming PREPaREd in Canada: NASP Crisis Prevention and Intervention Curriculum International Debut
Quelle	In: Communique, 37 (2008) 2, S.4-5 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Intervention; Prevention; School Psychologists; Mental Health Workers; Workshops; Foreign Countries; School Safety; Safety Education; Emergency Programs; Crisis Management; Staff Development; Curriculum Implementation; Canada + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychiater; Lernwerkstatt; Schulung; Ausland; Sicherheitserziehung; Hilfsprogramm; Krisenmanagement; Personnel development; Personalentwicklung; Kanada
Abstract	New Brunswick is a small Maritime province in Canada bordering on Maine. With just 700,000 people, the population is clustered in small cities and towns. Nevertheless, tragedies happen here as they do elsewhere and there is a need to be prepared. The National Association of School Psychologists (NASP) had developed PREPaRE, a curriculum founded upon evidence-based practices for preparation and response to crises. The PREPaRE curriculum training provided the material that school leaders and mental health professionals would need to know in ensuring a positive and safe school environment. It also offered assistance on how to respond as a school system during a tragic event and how to respond after an event has ended. In this article, the author describes the 3-day PREPaRE curriculum training which was conducted on May 13-15 in Moncton, New Brunswick--the first PREPaRE training sessions offered within Canada. Workshop #1 covered the elements that help to define a crisis, prevention practices, and district response practices, including team roles, procedures, and community collaboration. This workshop also emphasized the necessity for creating physically and psychologically safe schools. Developing crisis plans and practicing and evaluating them made up the last part of the day. Workshop #2 was a more intimate affair with a smaller group and an emphasis on therapeutic responding. This workshop discussed the effect of crises, establishing short- and long-term support, intervention, identifying the traumatized, meeting with students, and providing care for the caregiver. Among the essential components of the training was the development of a shared language so that communication is easier no matter what people's professional roles might be in their regular work assignments. With appropriate training, crisis responders are more confidently able to provide intervention services in an organized and timely manner. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10