Exploring the development of critical incident response teams

Abstract

Critical incidents, such as human or natural disasters, can have profound effects upon children and young people, and upon the adults who work with and care for them. Educational psychologists have contributed to and led the development of critical incident response teams to support those affected. This study sought to develop understanding of the inception, development, and maintenance of such teams. Sixteen team members, 14 of whom were educational psychologists, across seven critical incident response teams were interviewed. Findings revealed instrumental factors relating to the context of the team development and operations, to the personnel, and to the developed processes.

Keywords::

• critical incident
• educational psychology
• critical incident response team
• organizational development

Notes

^1. The terms educational psychologist and school psychologist are used interchangeably to indicate the role of a practitioner psychologist qualified to work primarily in school settings. While the term school psychologist is the more commonly used, the term educational psychologist statutorily applies in England, which is the site of the reported research.

^2. Grey literature refers to written materials produced by organizations, outside of traditional commercial or academic publishing and distribution channels.

^3. EPs come together to talk about the support offered to schools, using scenarios to model possible responses and language used; CI involvement opportunities are offered out to non-CIRT team members as they arise.

Additional information

Notes on contributors

Charlotte Fiona Lockhart

Charlotte Lockhart works as an Educational Psychologist at Wiltshire Council. Prior to training as a psychologist, she worked as a primary school teacher both in mainstream education and as part of a special resource center, helping children overcome social or emotional issues and learning difficulties.

Kevin Woods

Kevin Woods works as the director of initial professional training in educational psychology at the University of Manchester. He has been a practitioner educational psychologist for 25 years and his research and practitioner interests include the developing role of educational psychologists.