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Crisis Interventions in Schools: A Systematic Review.

Rebeccah L Sokol1, Justin Heinze2, Jessica Doan2

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Summary
This summary is machine-generated.

School crisis interventions are often implemented without evaluation, highlighting a critical gap in research. More studies are needed to assess the effectiveness of these vital school safety protocols.

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Area of Science:

  • Educational Psychology
  • School Safety
  • Crisis Management

Background:

  • School-based crisis interventions are crucial for student well-being and safety.
  • Existing research lacks sufficient evaluation of implemented protocols.
  • The Prevent/Prepare, Reaffirm, Evaluate, Provide and Respond, and Examine (PREPaRE) model is frequently cited.

Purpose of the Study:

  • To systematically review and synthesize research on school-based crisis intervention protocols.
  • To identify descriptions and evaluations of these interventions.
  • To highlight gaps in the evaluation of crisis intervention effectiveness.

Main Methods:

  • A comprehensive literature search was conducted.
  • Sixty studies met the inclusion criteria for the systematic review.
  • Included studies focused on school-based crisis intervention protocols, descriptions, and evaluations.

Main Results:

  • A significant lack of evaluation studies (n=3) was identified.
  • Interventions are frequently administered post-crises without systematic evaluation.
  • Observational and qualitative methods were predominantly used in the few evaluation studies available.

Conclusions:

  • There is an urgent need for rigorous evaluation of school crisis interventions.
  • Future research should focus on measuring the fidelity, reliability, and effectiveness of these protocols.
  • Ensuring interventions are evidence-based is critical for improving school safety and student outcomes.