Psychological Assistance System in Crisis

Context and relevance. In the modern world, issues of psychological safety and the need to prevent emergency incidents, as well as minimize their impact on human mental and physical health, are being updated. In the educational environment, the school faces various types of crisis situations - from local (loss of a student or employee) to global (natural disasters, wars, hostage-taking), which requires special skills of crisis intervention and training from staff. Purpose. Justify the need to create and organize an emergency psychological assistance system in the educational environment, including the structure of anti-crisis services and the functionality of school teams to ensure the safety and support of participants in the educational process. Methods and materials. Theoretical analysis of the concepts of crisis, meaning and psychological security Review of world experience (Israel, Canada, USA, Finland, France) of the organization of anti-crisis services Description of the structure of the emergency psychological assistance service (school teams, district units, city center) Analysis of the practical experience of specialists in Moscow in the aftermath of emergencies (terrorist attack in Moscow, the death of the Kursk nuclear submarine, work in Chechnya and Dagestan) Results. A three-level model of an emergency psychological assistance service has been proposed: city center - district units - school anti-crisis brigades The key functions of school anti-crisis brigades have been identified: communication, first aid, work with the media, evacuation, counseling and work with the consequences of an emergency Three stages of ensuring security were identified: preparation and prevention, direct action in emergencies, post-crisis measures The role of the city center for emergency psychological assistance in scientific and methodological support and coordination of all parts of the system was described. The effectiveness of using mobile help teams and information notes to prevent panic in the acute phases of the crisis was confirmed. Effective crisis response is not possible without prior preparation, a clear plan of action and the establishment of specialized multi-level assistance services. Each school must develop its own capacity for action in a crisis, which requires legal support, coordination of various departments and the active participation of administration and staff.