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Comprehensive Planning for Safe Learning Environments A School Professional Guide to Integrating Physical and Psychological Safety Prevention through Recovery 1st Edition by Melissa A Reeves, Linda M Kanan, Amy E log ISBN 0415998352 9780415998352

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Comprehensive Planning for Safe Learning Environments A School Professional s Guide to Integrating Physical and Psychological Safety Prevention through Recovery School Based Practice in Action 1st Edition Melissa A. Reeves Digital Instant Download

Author(s): Melissa A. Reeves, Linda M. Kanan, Amy E. Plog
ISBN(s): 9780415998352, 0415998352
Edition: 1
File Details: PDF, 2.80 MB
Year: 2009
Language: english
SKU: EB-2012482 Category: Tags: , ,

Comprehensive Planning for Safe Learning Environments A School Professional’s Guide to Integrating Physical and Psychological Safety Prevention through Recovery 1st Edition by Melissa A Reeves, Linda M Kanan, Amy E log – Ebook PDF Instant Download/Delivery: 0415998352, 9780415998352
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Product details:

ISBN 10: 0415998352 
ISBN 13: 9780415998352
Author: Melissa A Reeves, Linda M Kanan, Amy E log

This book provides school administrators, school-based mental health professionals, and other educational professionals with the framework and tools needed to establish a comprehensive safe learning environment. The authors identify four necessary phases to achieve this (prevention, preparedness, response, and recovery) and provide numerous examples and tools to help readers create safe environments, while also addressing students’ academic, emotional, and social needs. An emphasis is placed on the importance of the balance between physical and psychological safety within a multi-tiered framework – it is not enough for students to know their school is secure; they must also feel they are safe and can turn to their teachers and school-based mental health professionals with their concerns. Aaccompanying downloadable resources contain several valuable resources, such as forms, handouts, articles, and monitoring tools.

Comprehensive Planning for Safe Learning Environments A School Professional’s Guide to Integrating Physical and Psychological Safety Prevention through Recovery 1st Table of contents:

I EStablishing a Comprehensive Safe Schools Climate
One Introduction and Overview to Establishing a Safe School
WHat is a Safe School?
Barriers to Establishing Safe Schools
What is a Crisis?
Characteristics of a Crisis
WHat is Physical and Psychological Safety?
Physical Safety
Psychological Safety
ESsential Elements to Comprehensive Planning for Safe Learning Environments
Multi-Phase Elements (M-PHAT)
Prevention-Mitigation
Preparedness
Response
Recovery
Multi-Hazard Elements (M-PHAT)
Multi-Agency Elements (M-PHAT)
Multi-Tiered Intervention Elements (M-PHAT)
Universal Level/Tier 1 Interventions
Targeted/Selected/Tier 2 Interventions
Intensive/Indicated/Tier 3 Interventions
WHy Do We Need to Establish Physical and Psychological Safety?
Safety and Crime Statistics
Legislation
No Child Left Behind Act of 2001
Zero-Tolerance Policies
Family Educational Rights and Privacy Act
Proposed Legislation
The Present Volume
Two System-Wide Considerations: Stakeholder Support and Data-Driven Decision Making
The Importance of Stakeholders
Who Are Key Stakeholders in School Safety?
Barriers to Collaboration with Stakeholders
Integration With Multi-Hazards Approach to Prevention and Preparedness
IMportance of Data in the Process
What Does the Data Gathering Look Like?
Physical Safety Audit
Psychological Safety Assessment
Comprehensive School Safety Assessment: Real-World Example
District Example of Using Data to Establish a Safe School Climate
Physical Safety Data
Psychological Safety Data
DEvelopment of District-Level Safety Team
District-Level Safe Schools Design Team: Real-World Example
Parallel Process at the School Level
EFfective Collaboration with Community Agencies
Conclusion
II PHysical Safety: Multi-Hazard Prevention and Preparedness
Three Integrating and Expanding a Multi-Hazards Approach to Establish a Safe Learning Environment
WHat Does It Mean to Use a Multi-Hazards Approach for Safety Planning?
How is the Multi-Hazard Approach Expanded or Modified for Schools?
THe Importance of Multi-Agency Collaboration for Multi-Hazard Preparedness and Response Readiness
School Multi-Hazard Preparedness and Planning: Types of General and Specific Plans
Building Control and General System Procedures
Crisis Go-Kits
Accidents and Medical Emergencies
Weather and other Natural Disasters
Hazard-Specific Building Responses
Specific Psychological Safety Response Planning
Psychological Safety Preparedness and Response Training: Real-World Example
Conclusion
Four Establishing an Effective School Crisis Team Using Incident Command System Principles
THe National Incident Management System
NIMS Training for School Personnel
Real-World Example
INcident Command System
Command Structure
Integrated or Unified Command
School Incident Command System Crisis Team Structure
Real-World Example
Conclusion
Five Comprehensive Safe School and Crisis Response Planning
Comprehensive Plans for Safe Schools
Crisis Response Plans
School/Building-Level Crisis Response Plans
School Crisis Team Response Plan
School Staff Crisis Response Plan
Types of Practice Exercises and Drills
Release and Reunification Planning
Working with the Media
Conclusion
III PSychological Safety: Multi-Level Prevention, Intervention, and Recovery
Six Universal Prevention Efforts in Schools
Mitigation and Physical Safety
Prevention and Psychological Safety
School Policies and Management Strategies
Social-Emotional Skill Building Instruction
Overall Climate and Culture
Positive Youth Development
Parent Involvement
Importance of Coordinated Efforts
Real-World Example of Organizing a District-Wide Universal Prevention Program in Schools: The Cares Model
Communities are Connected, Inclusive, and Work to Prevent Bullying
Asset-Building Is Integrated in the School, Family, and Community
Responsive Decision Making is Based on Data
Expectations are Clear to Students, Staff, and Parents
Social-Emotional-Behavioral Skills are Taught
Importance of Evidence-Based Interventions
Resources for Finding Evidence-Based Interventions
Real-World Example: Examination of Cares Model Fit and Research Base for Programs in Use in a Large Suburban School District
Conclusion
Seven Early and Targeted Interventions
Definition Of Early and Targeted Interventions
Why are Targeted Interventions Needed?
The Benefits of Providing Targeted Interventions
Academic Performance and Educational Outcomes
Helping Students Learn Well with Others
Increasing Student Engagement
Decreasing Behaviors that Interfere with Learning
Evidence-Based Interventions
Selecting Targeted Interventions
Considerations for Implementation of Targeted Interventions
Participant Selection
Staff Training
Staff Resources
School Demand and Expectations Versus Student Functioning
Types of Targeted Interventions
Academic Interventions
Alternatives to Suspension
Social-Emotional Interventions
Emotional Regulation
Anger Management/Aggression Reduction
Social Skills/Problem Solving
Coping Skills Regarding Grief and Loss
Coping Skills Regarding Divorce
Substance Abuse and Suicide
Awareness of Risk Factors and Early Warning Signs for Early Intervention
Risk Factors and Warning Signs
Staff Awareness Training
Breaking the Code of Silence: Methods of Reporting Concerning Behaviors
Specific Reporting Guidelines for Tip Lines
Real-World Example: One State’s Tip Line
Summary
Eight Managing Risk Behaviors and other Intensive Interventions
Risk Behaviors and Threats to School Safety
Legal and Policy Issues
Breaking the Code of Silence for High-Risk Behaviors
Reporting of Dangerous Student Behavior: Real-World Example
Suicide as a School Safety Issue
Best Practices for Suicide Intervention
Suicide Risk Documentation: Real-World Example
Other High-Risk Behaviors
Self-Injury
Victims of Child Abuse, Sexual Abuse, and Sexual Assaults
Substance Abuse
Threats ff Harm to others or the School
Interventions Equal to the Level of Concern
Documenting Interventions After Threat Assessment
Real-Life Example: Danger Assessment and Intervention Plan
Students with Significant Emotional and Behavioral Issues
Collaborating With Community Agencies for Intervention
Functional Family Therapy
The Safe Schools/Healthy Students Initiative
Summary
Nine Recovery Efforts and Management of Crises in Schools
Physical Recovery Efforts
Psychological Recovery Efforts
Assessment of Individual Physical Safety and Psychological Impact
Trauma Assessment Variables
Crisis Exposure
Personal Vulnerability
Threat Perceptions
Crisis Reactions
Common Reactions
Psychological Triage
Primary Level
Secondary Level
Tertiary Level
Psychological Recovery Interventions
Psychological First Aid
Reestablishing Social Support Systems
Classroom Meetings
Psychoeducation as Crisis Recovery Intervention
Individual and Group Psychological Crisis Interventions
Individual Crisis Interventions (ICI)
Group and Classroom-Based Crisis Interventions (CCI)
Research Regarding Group Crisis Interventions
Listen, Protect, Connect—Model and Teach
Psychotherapeutic Interventions
Care For The Caregivers
Guidelines for Dealing with a Death and Memorials
Conclusion
Concluding Comments
Web Site Resources
U.S. Department Of Education Resources
National Incident Management System Web Sites
Federal Agency Web Sites
Resource and Professional Organization Web Sites

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Melissa A Reeves,Linda M Kanan,Amy E log,Environments,Physical,Psychological Safety