From Neutral to High Gear: Critical Implementation Drivers for PREP a RE School Safety and Crisis Response in Practice
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From Neutral to High Gear: Critical Implementation Drivers for PREPaRE School Safety and Crisis Response in Practice Scott A. Woitaszewski 1 & Todd A. Savage 1
&
Anne F. Zaslofsky 1
Published online: 18 August 2020 # California Association of School Psychologists 2020
Abstract School safety and crisis prevention, preparedness, and response initiatives have become standard operating procedures in schools throughout the USA. PREPaRE, a comprehensive curriculum developed by school-employed mental health professionals for school-based safety and crisis response teams, has been adopted by many schools in support of such initiatives. While research has supported consumer satisfaction with the training and materials associated with PREPaRE, anecdotal observations and conversations indicate considerable challenges with broad-scale implementation of the strategies and skills embedded in the curriculum. A possible explanation for this phenomenon may be found in the implementation science literature. We propose how implementation drivers such as leadership, organization, and competency connect to various elements of PREPaRE and how they can be used to increase the probability of taking the model from neutral to high gear by school-based safety and crisis teams. Specific potential driver ideas and related resources for implementation are included. Keywords PREPaRE . School safety . Crisis response . Implementation science . Implementation drivers
Schools in the USA are among the safest places to be for children and adolescents (Brock et al. 2016). To ensure their continued safety, to promote learning, and to nurture student well-being, it is imperative schools engage in ongoing and sustained crisis prevention, preparedness, and intervention efforts (National Association of School Psychologists (NASP) 2015). Such efforts need to be comprehensive in-nature, emphasizing a balance between school building physical safety (e.g., surveillance, access control) and psychological safety (e.g., school climate, social-emotional curricula). Many schools, perhaps, due to recent high-profile school and community-based crises, have focused on the physical safety aspects of this work (Cowan and Rossen 2013). While physical safety is certainly important, it is not sufficient; positive school climate, access to school mental health supports, and the infusion of an ethic of diversity, inclusion, and social Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40688-020-00315-8) contains supplementary material, which is available to authorized users. * Todd A. Savage [email protected] 1
University of Wisconsin River Falls, River Falls, WI, USA
justice are elements of psychological safety that create the foundation on which physical safety rests (NASP 2015). Thus, a collaborative and integrated approach is necessary to strike this balance. The PREPaRE School Crisis Prevention and Intervention Training Curriculum (Brock et al. 2016; Brock and Reeves 2019; Reeves et al. 2019) consti
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