PED636 v1

Woitaszewski, S. A., Savage, T. A., & Zaslofsky, A. F. (2020). From Neutral to High Gear: Critical Implementation Drivers for PREPaRE School Safety and Crisis Response in Practice. Contemporary School Psychology. https://doi.org/10.1007/s40688-020-00315-8
School safety and crisis prevention, preparedness, and response initiatives have become standard operating procedures in schools throughout the USA. PREPaRE, a comprehensive curriculum developed by school-employed mental health professionals for school-based safety and crisis response teams, has been adopted by many schools in support of such initiatives.

Parks, T. (2021). Effects of Individual Characteristics, Training Design, and Work Environment on the Transfer of PREPaRE School Crisis Training (Doctoral dissertation, State University of New York at Buffalo).
Results from this study highlight that the LTSI is an appropriate measure to assess knowledge and skill transfer in a population of school-based professionals. Additionally, results from this study provides evidence to support addressing many different individual as well as contextual variables to improve the transfer of knowledge and skills. Lastly, implications for practice are discussed.

Hall, C. M., Bertuccio, R. F., Mazer, T. M., & Tawiah, C. O. (2020). Google It. The Rural Educator, 41(1), 40-60.
The purpose of the present study was to compare existing, free, online school-based threat assessment resources to an evidence-based threat assessment framework to determine how well online resources communicate evidence-based principles.

Cornell, D. G., & Anna Grace Burnette. (2021). Threat Assessment and Management in K-12 Schools. Oxford University Press EBooks, 136–148. https://doi.org/10.1093/med-psych/9780190940164.003.0007
The U.S. National Threat Assessment Center identified eight key steps in establishing school-based threat assessment. The University of Virginia developed a formal threat assessment model that has been rigorously tested in controlled studies, demonstrating that school-based teams can safely resolve almost all student threats with relatively few cases requiring long-term suspension, expulsion, or law enforcement intervention.

Read Chapter 7

Eggleston, K., Green, E. J., Abel, S., Poe, S., & Shakeshaft, C. (2021). Developing Trauma-Responsive Approaches to Student Discipline: A Guide to Trauma-Informed Practice in PreK-12 Schools. Routledge.
Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline.

Read Chapters 4, 5, and 6