PROGRAM EVALUATION OF THEPREP<scp>a</scp>RESCHOOL CRISIS PREVENTION AND INTERVENTION TRAINING CURRICULUM

Nickerson, Amanda B.; Serwacki, Michelle; Brock, Stephen E.; Savage, Todd A.; Woitaszewski, Scott A.; Reeves, Melissa A.

doi:10.1002/pits.21757

Cited by 11 publications

(4 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One estimate suggests that approximately 76,100 psychologists work in schools worldwide with around 32,300 (42%) found in the United States (Jimerson et al, 2009). Psychologists working in schools from the United States, Canada, Germany, and Australia share many common responsibilities, including, for example, data collection and analysis, program evaluation, counseling, consultation with other professionals, crisis preparedness and response, psychoeducational assessment, and the provision of academic, behavioral, and social-emotional supports (Alsoqaih et al, 2017; Bahr et al, 2017; Bell & McKenzie, 2013; Nickerson et al, 2014). These similarities can be seen in the respective countries’ position descriptions for psychologists working in schools.…”

Section: School Psychological Servicesmentioning

confidence: 99%

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Schaffer¹,

Hagen²,

Allen

et al. 2022

School Psychology

View full text Add to dashboard Cite

This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. Impact and ImplicationsThis study provides insight into the practices of psychology practitioners working in schools across the United States, Canada, Germany, and Australia during the COVID-19 pandemic. There was a broad shift from the provision of psychoeducational assessments to virtual counseling, consultation and the development/posting of online interventions and resources. It is critical that psychologists working in schools have the appropriate technological skills to support students, parents, and school staff during periods of school closure.

show abstract

Section: School Psychological Servicesmentioning

confidence: 99%

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Schaffer¹,

Hagen²,

Allen

et al. 2022

School Psychology

View full text Add to dashboard Cite

show abstract

“…The results obtained by Brock and colleagues (2011) and more recent evaluation data indicated significant improvements in crisis prevention and intervention attitudes and knowledge, with high participant satisfaction (Nickerson et al, 2014). PREPaRE was particularly beneficial for participants with fewer hours of prior crisis training (Nickerson et al, 2014).…”

Section: Research Findings and Future Directionsmentioning

confidence: 94%

“…Minimal significant differences between participants trained by a workshop author compared and those trained by a trainer prepared through ToT suggested that the ToT model was successfully implemented. The results obtained by Brock and colleagues (2011) and more recent evaluation data indicated significant improvements in crisis prevention and intervention attitudes and knowledge, with high participant satisfaction (Nickerson et al, 2014). PREPaRE was particularly beneficial for participants with fewer hours of prior crisis training (Nickerson et al, 2014).…”

Section: Research Findings and Future Directionsmentioning

confidence: 94%

School crisis prevention, response, and recovery.

Nickerson

Cornell

2019

School Safety and Violence Prevention: Science, Practice, Policy.

View full text Add to dashboard Cite

Although school crises are rare events, they have such devastating consequences that every school must engage in comprehensive preparedness efforts from prevention through response and recovery (Brock et al., 2016; U.S. Department of Education, 2013). These plans should be informed by research and theory and practiced until they can be implemented with high fidelity. Prevention starts before an event occurs and refers to capabilities needed to avoid, prevent, or stop a threat, thereby reducing the potentially harmful outcomes linked to the threat. Prevention plans may include multi tiered systems of support, school mental health services, and suicide and threat assessment. In this chapter, we begin with a focus on preventing school crises through the use of threat assessment as one exemplary strat egy that can be used to protect schools from violence. Although preven tion efforts are essential, schools must also prepare for a wide range of crisis events (e.g., natural disasters, accidents, violent deaths) that may occur

show abstract

“…Studies on the effectiveness of PREPaRE indicate consistent improvements in participants' overall attitudes, knowledge, and skills towards crisis prevention and preparedness (Brock et al, 2011;Nickerson et al, 2014).…”

Section: School Crisis Preparednessmentioning

confidence: 94%

Transfer of PREPaRE school crisis training: Moderating effects of trainee characteristics

Parks

Nickerson

Fredrick

et al. 2022

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

The National Association of School Psychologists developed the PREPaRE School Crisis Prevention and Intervention Training Curriculum to help schools plan for and prevent school crises and to help mitigate the effects after a crisis occurs. In this study, 279 participants who attended the PREP aRE training between 1 and 24 months before the survey date completed measures assessing work environment, trainee characteristic, and training design variables as well as the transfer of PREP aRE‐specific knowledge and skills. Utilizing structural equation modeling, unique effects of Work Environment and Trainee Characteristic variables on knowledge and skill transfer and the extent to which Trainee Characteristics moderate effects of the Work Environment were assessed. Results indicated a significant moderating effect such that trainees who were less motivated compared to those who were more motivated demonstrated greater transfer when they worked in more supportive, open, and rewarding environments. Overall, results from this study provide evidence to support addressing many individual and contextual variables to improve the transfer of PREP aRE‐specific knowledge and skills. Implications for practice are discussed.

show abstract

PROGRAM EVALUATION OF THEPREPaRESCHOOL CRISIS PREVENTION AND INTERVENTION TRAINING CURRICULUM

Cited by 11 publications

References 14 publications

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

School crisis prevention, response, and recovery.

Transfer of PREPaRE school crisis training: Moderating effects of trainee characteristics

Contact Info

Product

Resources

About