ABSTRACT

This systematic review synthesizes research on school-based crisis intervention protocols, descriptions, and evaluations. We performed a comprehensive literature search, and 60 studies met the inclusion criteria for this review. We found an overwhelming lack of evaluation studies (n = 3), suggesting that interventions are being administered post-crises without evaluation. The most frequently named crisis intervention model was the Prevent/Prepare, Reaffirm, Evaluate, Provide and Respond, and Examine (PREPaRE) model (n = 6). All evaluation studies in the sample were observational, and most adopted qualitative methods of evaluation. Future studies are needed to evaluate crisis interventions to measure the fidelity, reliability, and effectiveness of such interventions.

摘要

本系统评价综合了对基于学校的危机干预协议、描述和评估的研究。我们进行了全面的文献检索，60 项研究符合本综述的纳入标准。我们发现大量缺乏评估研究 (n = 3)，这表明干预措施是在危机后实施的，没有进行评估。最常被提及的危机干预模型是预防/准备、重申、评估、提供和响应以及检查 (PREPaRE) 模型 (n = 6)。样本中的所有评估研究都是观察性的，并且大多数采用定性评估方法。未来的研究需要评估危机干预措施，以衡量此类干预措施的保真度、可靠性和有效性。