Afsaneh Lotfi Azimi; Soghra Ebrahimiqavam; Nematollah Jaafari
Abstract
Purpose: Safe schools can facilitate the process of socialization and sociability by creating a safe environment and appropriate recognition of students and their psychological needs, so the present study was conducted to identify the psychological indicators of safe schools.
Methodology: The present ...
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Purpose: Safe schools can facilitate the process of socialization and sociability by creating a safe environment and appropriate recognition of students and their psychological needs, so the present study was conducted to identify the psychological indicators of safe schools.
Methodology: The present study was applied in terms of purpose and qualitative in terms of implementation method. The research corpus consisted of documents and printed texts in scientific databases related to the subject of psychological indicators of safe schools between 2000 and 2020. From among the documents and considering the criteria, 18 studies were selected as the sample using purposive sampling method. Data were collected by phishing method and analyzed using content analysis method in MAXQDA software version 12.
Findings: In relation to the psychological safety of safe schools, 298 open codes and 36 pivotal codes were identified in the form of 7 selected codes, which include, planning and training for dealing with critical and emergency situations (4 pivotal codes), creating a balance between physical and psychological security (6 central codes), establishing internal and external cooperation (3 central codes), providing adequate and appropriate psychological services with 8 central codes, improving access to school-based mental health support (5 central codes), prevention services and early interventions (4 central codes) and empowerment of teachers and school staff (6 central codes). Finally, the model of psychological indicators of safe schools was designed.
Conclusion: Based on the identified codes, the psychological safety of schools can be evaluated and after holding meetings and expert discussions, the extent of realization of these indicators in schools can be considered
