Hall Research Analysis Week 4_ EDAD 6954

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Feb 20, 2024

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1 Research Analysis for Chapter 9 Ashley Hall Department of Educational Administration, Youngstown State University EDAD 6954: Community Engagement Dr. Jeffords February 1, 2023

2 Research Analysis for Chapter 9 Throughout Chapter 9 I learned more about Crisis Management in schools, and the best way to prevent and address a crisis in a school and community. The one topic that I was interested in from the chapter was the Crisis Management Team section. This topic was interesting due to my lack of background knowledge surrounding crisis management, and the teams who manage them in the school, district, and community. Finally, within Chapter 9 I learned additional information about Crisis Management and how to make a plan, the team who carries out the plan, the reasons for the team to be involved, and the roles of the team members within the Crisis Management Team. In Chapter 9 the section about the Crisis Management Team begins by giving a definition of what the team is and who it is composed of in a school community. Moore (2020) writes, “Crisis management teams should be established at the district level and within each school. These teams might vary in size from five to a dozen people”(p.150). The different teams have different responsibilities and resources that they use when working with the students, staff, and community members. Schonfield & Newgass (2003) explain what a school-based team does by stating, “Usually, the school-based crisis intervention team provides staff and students with the majority of direct services needed during most crisis events. However, the roles and functions of the three teams will vary according to the needs of each community. School systems can adjust the specific functions of these teams and the relationships among them to fit the district’s and region’s needs”( p.3). Moore elaborated on the duties of the school crisis management team by stating, “They will also ensure that the staff is regularly updated and simulations are held, if needed”(p.150). In the end, the school-based crisis management team is imperative to have in

3 order to keep staff and students safe and informed about the highest stress level incidents like but not limited to; bomb threats, armed intruders, natural disasters, and fire. Another level crisis intervention team that could assist students and staff would be the district-level crisis intervention team. The district-level crisis intervention team could include members of the head district office, representatives of specific school-based teams, and district level consultants or stakeholders. OVC (2003) mentioned the duties of the district-level crisis intervention team by writing, “The district-level crisis intervention team establishes district-wide policies that are relevant to crisis preparedness and response; oversees their implementation at the school level; requires and arranges training of school based crisis intervention teams; establishes and maintains district-level connections with agencies and consultants; provides school-level teams with support and backup at the time of a crisis; coordinates the sharing of resources among school-level teams, such as assigning counseling staff from other schools to a school responding to a crisis; and oversees the implementation of the school crisis response plan across schools within the district”(para.7). The district level crisis intervention team is important to have in order to provide resources to others who may have not been directly affected, but closely related to the incident that occurred in the school. In addition to a school level and district level crisis management team a local level of community members could also be utilized in order to provide services to individuals who were affected by the crisis, but not in the school at the time of the incident. Kelly (2015) describes the local model as, “The local model DSCRT members provided support that adhered to these suggestions by utilizing the following during a crisis event: consultation, individual counseling, group crisis intervention through classrooms, and grief support meetings”(p.40). Since the members of the district level teams are not limited to some specific educational resources, rules,

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4 or guidelines they are able to provide more services to community members who were inadvertently affected by the incident in the school. Kelley(2015) mentioned, “Therefore, some of the basic duties for the local model DSCRT included managing the crisis counseling area, providing counseling services to students, generating documentations for follow-up of students, and supporting school staff by allowing them breaks during the school day to express feelings about the crisis event with crisis workers or with their colleagues''(p.41). In conclusion, Crisis Management Teams at any level are vitally important because, “Adult and child victims who receive care from a school based crisis response team composed of people they know will receive a response that is not only effective, but also warm, personal, supportive, and heartening”(Schonfield & Newgass, 2003, p.1). The crisis response team can help a community as a whole work through a crisis at multiple levels depending on the severity of the event, but the team must first understand how it affected everyone in the community, not just the students and staff of the school. Kelley(2015) mentioned, “An understanding of the cultural context where the crisis occurred helps crisis responders understand community perceptions of the crisis event. This understanding should drive any interventions and design of a crisis response plan. Thus, a school-based crisis team is vital to ensure cultural competence”(p.45). In the end a Crisis Management Team is crucial for a community as a whole to prosper and be marketable to stakeholders.

5 Resources OVC. (2003, September). A model for school-based crisis preparedness and response. https://ovc.ojp.gov/sites/g/files/xyckuh226/files/publications/bulletins/schoolcrisis/pg3.ht ml Moore, E. H., Bagin, D., & Gallagher, D. R. (2020).The school and community relations (12th ed.).Upper Saddle River, NJ: Pearson Education, Inc. Kelley, Nancy. (2015) "Crisis Response Teams in the School Setting: Best Practices and Lessons Learned". Electronic Theses and Dissertations . 1285. https://digitalcommons.memphis.edu/etd/1285 Schonfield, D. J., & Newgass, S. (2003, September). School crisis response initiative. https://www.schoolcrisiscenter.org/wp-content/uploads/2017/05/School-Crisis-Response- Initiative.pdf

Hall Research Analysis Week 4_ EDAD 6954

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