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PREPaRE Workshop 1: Comprehensive School Safety Planning: Prevention Through Recovery (Third Edition)


Course Title

PREPaRE Workshop 1: Comprehensive School Safety Planning: Prevention Through Recovery (Third Edition)

Course Number

ISCA 304

Course Overview

This course is part of the PREPaRE School Safety and Crisis Prevention and Intervention Training Curriculum developed by the National Association of School Psychologists (NASP). The workshop is designed for all members of a school safety and crisis team (e.g., administrators, school-employed mental health professionals, school resource officers or security personnel, and other relevant staff members). It provides current research and strategies for integrated school safety and crisis prevention, planning, response, and recovery efforts as they pertain to safety and crisis team development, planning, and procedures.


Participants will learn how to establish and sustain comprehensive school safety efforts that attend to both physical and psychological safety.  The course addresses critical components needed to develop, exercise, and evaluate safety and crisis teams and plans and conduct building vulnerability assessments. The model also integrates school personnel and community provider roles in providing school-based crisis preparedness and response activities.  Additional topics addressed also include media/social media, communication, reunification, students with special needs, culture, and memorials.  After this course, participants will be better prepared to improve their schools’ climate, students’ resilience, and crisis response capabilities of school personnel.  With updated research and strategies this workshop makes a clear connection between ongoing crisis prevention, mitigation, protection and response.

A. RESPONSIBILITY TO STUDENTS

A.3. Comprehensive Data-Informed Program

a. Collaborate with administration, teachers, staff and decision makers around school-improvement goals. 

b. Provide students with a comprehensive school counseling program that ensures equitable academic, career and social/ emotional development opportunities for all students. 

c. Review school and student data to assess needs including, but not limited to, data on disparities that may exist related to gender, race, ethnicity, socio-economic status and/or other relevant classifications.


B. RESPONSIBILITIES TO PARENTS/ GUARDIANS, SCHOOL AND SELF 

B.2. Responsibilities to the School

m. Promote cultural competence to help create a safer more inclusive school environment. 

n. Adhere to educational/psychological research practices, confidentiality safeguards, security practices and school district policies when conducting research.


Intended Audience

This course is suited to any participant who is wanting to learn more about being part of a multidisciplinary team focused on crisis planning, prevention, and response.

Essential Questions

How might I apply the resources and knowledge from the PREPaRE curriculum to help create a multidisciplinary team focused on school safety and crisis in my work setting?


What systems and procedures are already in place in my work setting that fit into this model and that could be further refined and improved based on the recommendations of this model?


Knowledge

Skills

Participants will know:

Participants will be able to:

  • report reduced anxiety and fear associated with school crisis preparedness and safety planning

  • report increased knowledge and confidence associated with multi tiered approach to providing mental health recovery supports and developing an emergency operations plan

  • identify five mission areas of crisis preparedness

  • identify the elements of school crisis preparedness specified by the PREPaRE acronym

  • describe the critical importance of and components necessary for a balanced approach to comprehensive school safety and crisis preparedness

  • identify the major functions and four response levels when using the Incident Command System (ICS)

  • recognize key components to effective school emergency operations plans (EOPs), including the development of specific functional and threat- or hazard-specific protocols

  • identify the three concepts related to crime prevention through environmental design

  • identify guidelines for exercising and evaluating EOPs

  • articulate specific strategies to address challenges associated with media/social media, communication, reunification, and memorials

  • describe how to meet diverse needs including various cultures and students with disabilities; and identify strategies for examining effectiveness of crisis prevention and preparedness

  • examine the PREPaRE curriculum model and research associated with crisis planning, prevention and recovery

  • understand and examine the importance of a multidisciplinary team that engages in crisis prevention, protection, mitigation, response, and recovery

  • collaborate with facilitator and other participants around the world

About the Facilitator

Chrystal Kelly is a passionately committed educator who has been advocating for students, staff and families through counseling, teaching, coaching, and mentoring for the past twenty years.  She worked in universities with international students early in her career and was a High School Counselor in Colorado for ten years before joining the international school counseling realm in 2014.  She currently works in the beautiful country of Oman at The American International School of Muscat (TAISM) where she enjoys interacting with a student population of more than 60 different nationalities.  She is dedicated to helping people and her areas of focus are wellness, grief and loss, safeguarding children, crisis prevention, and transition.  She also enjoys leadership and is a Student Protection and Wellness Team Advocate, Muscat School Counselor Group Coordinator, International School Counselor Association Task Force Committee Leader, and PREPaRE School Safety and Crisis Preparedness Curriculum Trainer.  Chrystal became a Certified Daring Way Facilitator (CDWF) in 2020 and is committed to sharing Brené Brown’s work with the world.

Dates and times of offerings

Cohort 1: November 2, 6 and 9, 2021 @ 12:30 -15:00 GMT 


Contact hours

7.5 hours in person/online (.5 hours of prework)

Time commitment between sessions

30 minutes of prework before course begins; all participants must watch a 15-minute video of foundational information as part of their prework requirements.  Once they have done this they will have access to all materials.

Required Resource(s)

Participant Materials ($45 for registration/materials included in overall cost): all participants must use their NASP account or create a NASP account in order to enroll in the workshop.

  • Electronic materials to include:

    • Copy of the course presentation

    • Articles

    • Handouts

    • Checklists

    • Forms

    • Evaluations

References

S. Brock, A. Nickerson, M. Louvar Reeves, C. Conolly, S. Jimerson, R. Pesce, and B. Lazzaro. (2016). School Crisis Prevention and Intervention: The PREPa

RE Model.


PREPaRE Website
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