Book Description

Preparing for school crisis events is the fundamental quality of an effective response to any disaster, catastrophe, or emergency impacting a student body. Within the framework of school crisis prevention, protection, mitigation, response, and recovery, all crises share more specific characteristics. Crisis events are perceived as (a) extremely negative, (b) uncontrollable, and (c) unpredictable (Brock, 2002). Real or perceived, a crisis has the power to inflict trauma by generating feelings of helplessness, powerlessness, and or entrapment (American Psychiatric Association [APA], 2013). Crisis prevention and intervention frameworks embrace a model in which prevention and preparedness are primary. The National Association of School Psychologists (NASP, 2004) indicated crisis response is inadequate if cultural factors are not critically examined before, during, and after a crisis event. While NASP (2004) identified facets of culturally competent crisis plans, it failed to provide practical tools at the district and site levels to address this aspect of crisis preparedness. Resources identified in the NASP paper reviewed key pieces of culturally competent plans, yet a methodology for organizations was not articulated. Individual school psychologists were the target audience; however, the task of developing cultural awareness is so vast, it requires resources at district and site levels, in addition to the expertise of individual school psychologists. The Health Research and Educational Trust (2013) developed a schema for developing cultural competency on a large scale. While the specific audience was the health care industry, the model can be adapted for schools and districts. The suggested process included collecting and analyzing demographic data, surveying stakeholders and determining priorities, and educating staff. Adapted for the educational setting, school psychologists may identify community members to elicit key cultural knowledge, organize the information for ease of use, and educate themselves and others in developing cultural knowledge, awareness, sensitivity, and ultimately competence. The primary purpose of this project is to develop a process of cultural investigation resulting in a common template for districts and schools to create their own cultural handbooks for training and reference purposes. With a common process, resources could be shared among schools and districts, and adapted to fit the idiosyncratic aspects of a culture within a particular socio-cultural context. Resources for study and compilation of information have been identified herein. A secondary goal is launching the process on a national website to share resources and ultimately spread the work among many individuals committed to exchanging knowledge of cultures, belief systems, vulnerabilities, and assets. This is all information critical to effective psychological triage in crisis work, as well as to the overall crisis response. These goals will be met through a handbook for school psychologists, counselors, teachers, administrators, and other related staff in school districts and/or school sites at the primary and secondary grade levels.