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School Psychologists’ Roles and Experiences with Crisis Prevention
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DOI：10.1080/2372966X.2026.2654207.png)
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Abstract
En 中文
While schools are generally safe spaces, they must implement a range of crisis prevention strategies to be prepared for numerous types of crises. School psychologists are uniquely positioned to implement crisis prevention strategies in schools; however, the literature regarding their roles in this domain is lacking and outdated. This study provides updated information regarding the role of school psychologists in crisis prevention and explores how involvement in these practices differ by school location. A sample of 252 practicing school psychologists from across the United States participated in an online survey. Results revealed that school psychologists were most involved with crisis prevention strategies related to social-emotional learning, using prevention curricula, and behavioral interventions with students. School psychologists’ role was found to differ significantly by location, with those working in schools in urban areas being the most involved with crisis prevention strategies broadly.
Impact Statement
An important part of school psychologists’ role is crisis prevention. School psychologists are most likely to be involved in prevention, social emotional learning, and behavioral interventions. School psychologists working in urban areas are more likely to be involved in crisis prevention activities than those working in other areas.
Keywords:
school crisis prevention
school psychologist roles
school safety
Eui Kyung Kim
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