The development of a multi-level model for crisis preparedness and intervention in the Greek educational system

Abstract

This article proposes a multi-level model for crisis preparedness and intervention in the Greek educational system. It presents: a) a brief overview of leading models of school crisis preparedness and intervention as well as cultural considerations for contextually relevant crisis response; b) a description of existing crisis intervention practices in Greek schools; and c) a model for crisis preparedness and intervention based on specific needs and characteristics of the Greek context. The proposed model consists of several domains including development of a synthetic conceptual framework, education and training, intervention, publications, and collaboration/partnerships. Finally, basic principles that need to be taken into account for the development of a multi-level model with cross-cultural and cross-national considerations regarding crisis preparedness and intervention are discussed.

Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession

“…AE' (2012AE' ( -2013 [Endiajer0mase (Care) -Loiraz0mase (Share) -Enyarr0noume (Encourage) -Isuropoio0mase (Empower) -AEumme OEoume (Participate)], a teachers' training program for the promotion of a positive school climate and resilience in the school community; and (c) 'WeCARE' (2012-2016), an international e-learning specialized teachers' training and intervention program for the promotion of positive school climate and resilience in the school community. The results of the programs' evaluation verify their effectiveness in promoting and enhancing resilience during unsettling times especially for at risk students (Hatzichristou et al, 2011;Hatzichristou et al, 2016;Hatzichristou & Lianos, 2016).…”

“…The role of school environment has increasingly raised researchers’ interest during the last decades and data has been advocating for the positive effects of the positive school climate in students’ academic, social, and psychological adjustment, well-being and resilience (Hatzichristou, Issari, Lampropoulou, Lykitsakou, & Dimitropoulou, 2011; Hatzichristou, Lykitsakou, Lampropoulou, & Dimitropoulou, 2010; Thapa, Cohen, Guffey, & Higgins-D’ Alessandro, 2013).…”

School Crisis Management: Attitudes and Perceptions of Primary School Teachers

“…The questionnaire was drafted after perusing existing literature (e.g. Brock et al, 2005;Giannikas & Alexopoulos, 2015;Hatzichristiou et al, 2011;Katsaros, 2008; and pertinent relative studies (e.g. Liou, 2015;Perkins, 2018;Saiti, Saitis & Gournaropooulos, 2008;Savelides & Mihiotis, 2015;Starr, 2012) and by exchanging views with teachers and academics.…”

“…Critical events such as accidents, acts of violence and racism occur all too often and, to a greater extent and intensity, are present in the school environment, thus increasing uncertainty (Adamson & Peacock, 2007;Seldak, 2010). They bear a negative effect on the physical and mental health of the school community members, thus deregulating the learning and edification process (Brock, Sandoval & Lewis, 2005;Felix et al, 2010;Hatzichristiou et al, 2011;Heath & Sheen, 2005;Robers, Zhang, Truman & Snyder, 2012;Starr, 2012). In addition, they make teachers experience increased uncertainty about their work environment and this unavoidably bears a negative effect on their teaching and school-based extracurricular activities, as well as on the school climate (Cornell & Mayer 2010;Heath & Sheen, 2005) -the importance of which has been repeatedly established in pertinent literature (e.g.…”

PROGRAM EVALUATION OF THEPREPaRESCHOOL CRISIS PREVENTION AND INTERVENTION TRAINING CURRICULUM

“…The need for crisis prevention and intervention efforts focusing on emotional recovery has been recognized worldwide (Hatzichristou, Lykitsakou, Lampropoulou, & Dimitropoulou, ; Jimerson et al., ). Further, there is a growing call for improvements to the welfare, support, and mental health needs of children affected by disasters (Brock & Jimerson, ; Heath, Nickerson, Annandale, Kemple, & Dean, ), with schools as natural and important providers of support.…”