LIT 3 - Goodrum et al: Learning from error in violence prevention Flashcards
Goodrum: What is an organisational accident, as described in the context of the article?
An organisational accident is a tragic outcome resulting from a series of smaller, unaddressed mistakes that build upon each other, often fostered by the organisation’s structure and culture.
Goodrum: What is coupling in an organisational context, and what are the two ends of the coupling continuum?
Coupling refers to the level of match between an organisation’s formal guidelines and their implementation by staff. The continuum ranges from loosely coupled to tightly coupled.
Goodrum: Describe a loosely coupled organisation and provide an example from the school setting.
In a loosely coupled organisation, different parts are minimally interdependent for everyday functioning, allowing staff autonomy.
An example in schools is teachers’ freedom to manage their classrooms with limited oversight.
Goodrum: Describe a tightly coupled organisation and provide an example from the school setting.
In a tightly coupled organisation, the match between policies and procedures is strong and maintained through formal controls and oversight.
An example in schools includes strict rules for fire drills, student attendance, and academic testing.
Goodrum: What is structural secrecy in the context of loosely coupled organisations like schools?
Structural secrecy refers to important information about a person or case remaining unknown to other decision-makers due to the division of labour and hierarchical structure within the organisation.
Goodrum: How can a culture of autonomy among staff in schools impact information sharing?
While autonomy can increase job satisfaction and efficiency, it can also inhibit communication and the sharing of concerns about students across different teachers, departments, or administrators.
Goodrum: What is an institutional myth of safety in the context of school violence prevention?
An institutional myth of safety arises when formal guidelines and policies create the appearance of safety and compliance without the necessary organisational structure, resources, and support for effective implementation in practice.
Goodrum: How can the implementation of threat assessment guidelines be affected by the school’s organisational structure and culture?
The implementation can be hindered by factors such as loose coupling leading to varied application, a lack of resources and capacity, staff autonomy limiting consistent practices, and a culture that doesn’t prioritise information sharing.
Goodrum: What are some barriers to effective communication about students of concern within schools?
Barriers can include departmental silos, lack of standardised processes for sharing information, misinterpretations of privacy laws (like FERPA), and a culture of handling issues independently.
Goodrum: According to the article, what is a key first step in improving violence prevention efforts in schools?
Efforts to prevent violence should start by improving the organisational structure to support safety practices, which will then influence the culture and climate.
Goodrum: What is a gap analysis and why is it recommended in the context of violence prevention in schools?
A gap analysis involves considering whether the organisational structure has the capacity (resources, motivation) to effectively implement existing or new prevention solutions when problems persist.
Goodrum: What is the role of cross-system communication in a public health approach to violence prevention in schools?
Cross-system communication involves collaboration among professionals within the school and across community agencies (e.g., law enforcement, mental health services) to identify, assess, and support at-risk youth.
