EHCE4-en

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE4

SEMESTER

A Mandatory

COURSE TITLE

Crisis Management in the Community and at School

COORDINATOR

KONSTANTINA SKANAVI

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars, Labs

3

4

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

After successful completion of the course, postgraduate students will be able to understand:

– the crisis factors that teachers usually face, i.e, sexual abuse, injury, vandalism, natural disaster and bullying.

– Crises affect schools negatively by occurring in an unexpected time.

– Crisis plan of school are used to establish stability at school and enhance students` safety.

-An internal crisis is one that occurs within the school community. Its impact can either be limited within  the school boundaries or extend in the community.

General Skills

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

1.     Terrorist acts, political conflicts, war situations, assault with weapons at school. Strategies for dealing with bereavement and loss in the community and school.

2.     Natural disasters. First response procedures. Planning a rescue team at school.

3.     Consequences of the Covid 19 pandemic for students in the community and at school.

4.     Poverty, social isolation and marginalization and their consequences in the community and at school.

5.     Aggressive behaviors in the community and at school – digital bullying.

6.      The victimization of LGBTQ Students in the community and at school.

7.     The victimization of Special educational Needs students in the community and at school

8.      Racial victimization in the community and at school.

9.     Psychological climate in the classroom .

10.  Social and emotional learning. A prevention approach to students with behavioral problems.

11.  Implementation of behavior modification in schools for students with behavior problems.

12.   Studies presentation-Final Evaluation.

13.  Feedback.

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

·        An intermediate  progress study

Submitted to e-class            30%

·        A final study

Submitted to e-class            70%

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

Instructions can be found by students in the e-class

·                  Shaw, J. A. (2003). Children exposed to war/terrorism. Clinical child and family psychology review, 6(4), 237.

·                  Simon, J. (2007). Governing through crime: How the war on crime transformed American democracy and created a culture of fear. oxford university Press.

·                  Pedersen, D. (2002). Political violence, ethnic conflict, and contemporary wars: broad implications for health and social well-being. Social science & medicine, 55(2), 175-190.

·                  MacNeil, W., & Topping, K. (2007). Crisis management in schools: evidence based. The Journal of Educational Enquiry, 7(1).

·                  Grissom, J. A., & Condon, L. (2021). Leading schools and districts in times of crisis. Educational Researcher, 50(5), 315-324.

·                  Thompson, R. (2004). Crisis intervention and crisis management: Strategies that work in schools and communities. Psychology Press.

·                  Debes, G. (2021). Teachers’ Perception of Crisis Management in Schools. International Online Journal of Education and Teaching, 8(2), 638-652.

·                  Adams, C. M., & Kritsonis, W. A. (2006). An Analysis of Secondary Schools’ Crisis Management Preparedness: National Implications. Online Submission, 1(1).

·                  Chaabane, S., Doraiswamy, S., Chaabna, K., Mamtani, R., & Cheema, S. (2021). The impact of COVID-19 school closure on child and adolescent health: a rapid systematic review. Children, 8(5), 415.

·                  Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9), 3812-3814.

·                  Shihadeh, E. S., & Flynn, N. (1996). Segregation and crime: The effect of black social isolation on the rates of black urban violence. Social forces, 74(4), 1325-1352.

·                  Kronauer, M. (2019). ‘Social exclusion’and ‘underclass’-new concepts for the analysis of poverty. In Empirical poverty research in a comparative perspective (pp. 51-76). Routledge.

·                  Gottfredson, G. D., & Gottfredson, D. C. (2012). Victimization in schools (Vol. 2). Springer Science & Business Media.

·                  Rigby, K. E. N. (2000). Effects of peer victimization in schools and perceived social support on adolescent well‐being. Journal of adolescence, 23(1), 57-68.

·                  Hansen, T. B., Steenberg, L. M., Palic, S., & Elklit, A. (2012). A review of psychological factors related to bullying victimization in schools. Aggression and violent behavior, 17(4), 383-387.

·                  Mazzone, A., Camodeca, M., & Salmivalli, C. (2018). Stability and change of outsider behavior in school bullying: The role of shame and guilt in a longitudinal perspective. The Journal of Early Adolescence, 38(2), 164-177.

·                  Greene, M. B. (2003). Counseling and climate change as treatment modalities for bullying in school. International Journal for the Advancement of Counselling, 25(4), 293-302.

·                  Horne, A. M., Stoddard, J. L., & Bell, C. D. (2007). Group approaches to reducing aggression and bullying in school. Group dynamics: Theory, research, and practice, 11(4), 262.

·                  Boegel, M., & Mark, M. (2009). Becoming Multicultural: Using the power of the trans theoretical model of change. InSight: Rivier Academic Journal, 5(1), 1-6.

·                  Crothers, L. M., & Kolbert, J. B. (2008). Tackling a problematic behavior management issue: Teachers’ intervention in childhood bullying problems. Intervention in school and clinic, 43(3), 132-139.

·                  Kerr, M. M., & King, G. (2018). School crisis prevention and intervention. Waveland Press..

·                  Brock, S. E., Lazarus Jr, P. J., & Jimerson, S. R. (2002). Best Practices in School Crisis Prevention and Intervention. National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814.

·                  Nickerson, A. B., & Zhe, E. J. (2004). Crisis prevention and intervention: A survey of school psychologists. Psychology in the Schools, 41(7), 777-788.

·                  Adamson, A. D., & Peacock, G. G. (2007). Crisis response in the public schools: A survey of school psychologists’ experiences and perceptions. Psychology in the Schools, 44, 749–764.

·                  Aspiranti, K. B., Pelcahr, T. K., McCleary, D. F., Bain, S. K., & Foster, L. N. (2010). Development and reliability of the comprehensive crisis plan checklist. Psychology in the Schools, 48, 146–155.

·                  Nickerson, A. B., & Brock, S. E. (2011). Measurement and evaluation of school crisis prevention and intervention: Introduction to special issue. Journal of School Violence, 10(1), 1-15.

·                  Fiedler, N., Sommer, F., Leuschner, V., & Scheithauer, H. (2019). Student Crisis Prevention in Schools: The NETWorks Against School Shootings Program (NETWASS)–An Approach Suitable for the Prevention of Violent Extremism?. International Journal of Developmental Science, 13(3-4), 109-122.

·                  Eaves, C. (2001). The development and implementation of a crisis response team in a school setting. International Journal of Emergency Mental Health.

·                  Allen, M., & Ashbaker, B. Y. (2004). Strengthening schools: Involving paraprofessionals in crisis prevention and intervention. Intervention in School and Clinic, 39(3), 139-146.

·                  Damiani, V. B. (2011). Crisis prevention and intervention in the classroom: What teachers should know. R&L Education.