[BCM] [SHINE] [E3] [PD] [CBF] [1] Educational Psychology Services (EPS)

Business Continuity Recovery Procedure

CBF-1 Educational Psychology Services (EPS)

 

SHINE Children and Youth Services (SHINE) plays a critical role in providing educational psychology services that support children and youth with diverse learning needs.

Within SHINE, the Critical Business Function (CBF) "Educational Psychology Services (EPS)" ensures that children receive tailored psychological support through assessments, interventions, and close collaboration with stakeholders such as parents, schools, and volunteers.

As part of the overall business continuity framework, the following document outlines the recovery procedures for CBF-01 EPS to ensure that services are quickly restored and fully operational in the event of a disruption.

These recovery steps are structured to align with SHINE's commitment to service continuity, ensuring minimal impact on clients and the community.

WHAT: Description and Importance of the Critical Business Function

Educational Psychology Services (EPS) refers to the provision of specialised support for children and youth to address learning, developmental, and psychological needs.

EPS encompasses various activities, including psycho-educational assessments, learning interventions, and close consultation with families, schools, and community stakeholders.

The importance of EPS lies in its direct impact on the educational outcomes and emotional well-being of children and youth, enabling them to reach their full potential.

CBF-01 consists of the following Sub-Critical Business Functions (Sub-CBFs):

• 1.1 Psycho-educational Assessment & Diagnosis
• 1.2 Reassessment & Educational Needs Review
• 1.3 Learning Intervention Programmes
• 1.4 Consultation & Stakeholder Engagement (Parents, Schools, Volunteers)
• 1.5 Intake & Referral Management
• 1.6 Progress Monitoring, Review & Exit Planning
• 1.7 Documentation, Reporting & Compliance
• 1.8 Capacity Building & Volunteer / Community Programmes

This critical function is vital to SHINE’s mission, ensuring that children and youth receive necessary support during their educational journey and enabling SHINE to contribute positively to the community.

Pre-Crisis Preparedness (Reduce Phase)

In preparation for any potential disruption, SHINE Children and Youth Services (SHINE) must ensure that its critical business functions, particularly Educational Psychology Services (EPS), are fully prepared to withstand any crisis and quickly resume operations. Proactive readiness is crucial in minimising the impact of a disruption and reducing recovery time. The following steps provide a comprehensive framework for readiness before a crisis event occurs:

1. Regular Training & Awareness

Objective: Ensure that all staff members are trained and aware of their roles and responsibilities within the Business Continuity Management (BCM) framework.

How:

• Annual Business Continuity Training: Conduct annual BCM and disaster recovery training sessions for all EPS staff. This training should cover crisis management procedures, recovery steps, and each staff member's role in ensuring continuity during a disruption.
  • Target Audience: All staff involved in delivering EPS services, including psychologists, counsellors, administrative staff, and leadership.
  • Content: Focus on crisis communication protocols, immediate response actions (e.g., resuming critical assessments or interventions), and long-term recovery strategies.

• Scenario-Based Drills: Organise practical drills simulating real-life disruptions (e.g., system outages, facility inaccessibility, staff shortages) to test staff preparedness.
  • Frequency: At least once every 12 months.
  • Evaluation: Post-drill reviews and feedback sessions to refine and improve response strategies.

2. Technology & Data Backup Systems

Objective: Safeguard all critical client data, service records, assessments, and intervention plans to ensure that they can be quickly restored in the event of a disruption.

How:

• Secure Cloud Backup: Ensure all EPS-related digital data, including client records, assessment results, and intervention plans, is regularly backed up to secure cloud storage.
  • Frequency: Backup should occur daily or after any major update to ensure the most recent information is available.
  • Encryption: Ensure that sensitive data is encrypted both in transit and at rest to protect client confidentiality.

• Offline Copies: Maintain physical copies of essential documents (e.g., assessment tools, intervention manuals, client files) in case of cloud or system failure.
  • Location: Store offline copies in a secure location, such as a fireproof filing cabinet, to ensure their safety in case of natural disasters or physical damage to the office.

• Disaster Recovery Testing: Regularly test the cloud backup and recovery systems to verify that data can be quickly restored. Simulate recovery processes to ensure the system can handle a full restoration without significant delays.

3. Resource Identification and Availability

Objective: Identify and secure the resources required to continue EPS operations during and after a crisis.

How:

• Critical Resource List: Develop and maintain an inventory of all resources necessary to deliver EPS services, including psycho-educational assessment tools, learning intervention materials, therapy equipment, and digital platforms for remote consultations.
  • Updating: Regularly review and update the list of resources to account for new tools, materials, and technologies used in service delivery.
  • Stock Levels: Ensure that key resources, such as intervention materials and assessments, are stocked in sufficient quantities to manage service delivery during a crisis.

• Alternate Service Providers: Establish relationships with external service providers who can support the delivery of EPS services if internal resources are unavailable. This may include temporary access to external educational psychologists, counsellors, or administrative support.
  • Onboarding Process: Ensure these external resources are pre-approved and onboarded, with clear service level agreements (SLAs) in place.

4. Stakeholder Communication Plan

Objective: Establish clear communication channels with key stakeholders (e.g., parents, schools, volunteers, and partner organisations) to maintain transparency and trust during a crisis.

How:

• Pre-Approved Communication Templates: Develop and pre-approve communication templates that can be quickly customised and disseminated during a crisis. These templates should cover various types of disruptions, such as service delays, changes in delivery methods (e.g., remote consultations), and recovery timelines.
  • Types of Communication: Emails, text messages, phone calls, and public announcements (if necessary).
  • Stakeholder Segmentation: Tailor communications based on stakeholder groups (e.g., different messaging for parents vs. schools or volunteers).

• Centralised Communication Hub: Establish a centralised communication platform where all updates, progress reports, and notifications related to EPS services can be shared. This could be an intranet, a dedicated webpage, or an automated phone service.
  • Real-Time Updates: Use the platform to provide real-time updates on the status of EPS operations, including any service changes and recovery progress.

• Dedicated Crisis Communication Team: Identify key individuals within SHINE who will be responsible for crisis communication and ensure they are trained in managing sensitive information and maintaining clear, consistent messaging.

5. Infrastructure & Facilities Check

Objective: Ensure that SHINE’s physical and digital infrastructure is resilient and adaptable to potential disruptions.

How:

• Regular Facility Inspections: Conduct regular inspections of SHINE’s office facilities to identify and resolve any potential vulnerabilities (e.g., fire hazards, access issues, or power supply interruptions).
  • Backup Locations: Identify and maintain a list of alternative facilities or remote work locations where EPS services can be delivered if the primary facility is compromised.
  • Facility Management Plan: Ensure that all facilities are equipped with emergency supplies (e.g., first aid kits, backup generators) and that key operational tools (e.g., computers, phones, printers) are available and functional.

• IT Infrastructure Assessment: Ensure SHINE’s IT systems, including website, email, and internal systems (e.g., client databases, scheduling software), are robust and secure.
  • System Redundancy: Implement redundancy measures, such as backup servers or cloud services, to ensure that IT systems can continue operating even if one system fails.
  • Internet & Connectivity Backup: Establish a backup internet provider or satellite connectivity to ensure that online services (e.g., video consultations) remain operational during a crisis.

6. Risk Assessment and Mitigation

Objective: Identify and mitigate potential risks to EPS service delivery, ensuring that SHINE is prepared for a wide range of disruptions.

How:

• Risk Identification: Conduct an annual risk assessment to identify potential risks to EPS operations. These risks could include natural disasters (e.g., earthquakes, floods), technological failures (e.g., system crashes), and human-related disruptions (e.g., staff shortages, labour strikes).
• Risk Mitigation Strategies: Develop mitigation strategies for each identified risk. For example, if a natural disaster is a potential risk, establish procedures for relocating staff and clients to safe locations.
  • Examples of Mitigation:
    • Staff Shortages: Create contingency plans to deploy temporary or freelance professionals (e.g., external psychologists or counsellors).
    • System Failures: Maintain access to backup platforms and ensure that staff are trained to quickly switch to manual processes if necessary.
• Update Contingency Plans: Review and update risk assessments and contingency plans annually to ensure they reflect the latest threats and operational changes.

Summary Statement for Pre-Crisis Preparedness (Reduce Phase)

The Pre-Crisis – Proactive Readiness Steps ensure that SHINE’s Educational Psychology Services (EPS) are well-prepared for any disruptions.

By establishing clear communication plans, securing essential resources, implementing robust IT and data backup systems, and conducting regular staff training, SHINE can maintain service continuity and respond efficiently to any crisis.

These proactive measures not only mitigate risks but also contribute to the overall resilience of EPS, ensuring that children, parents, and communities continue to receive essential support during times of crisis.

Within T+24 Hours (Response and Recovery Phase)

The "Within T+24 Hours – RESUMPTION" phase focuses on the immediate recovery actions to be taken within the first 24 hours after a disruption occurs.

During this critical period, SHINE Children and Youth Services (SHINE) must prioritise restoring essential Educational Psychology Services (EPS) operations and minimising service interruptions.

The goal is to quickly stabilise the situation and ensure that key services resume as promptly as possible, while also communicating effectively with stakeholders.

1. Immediate Staff Mobilisation

Objective: Ensure that the right personnel are promptly deployed to manage recovery efforts and initiate service resumption.

How:

• Activate the EPS Recovery Team:
  • Immediately activate the designated EPS recovery team, which includes key staff from management, administration, and service delivery functions.
  • Ensure that each team member is clear on their specific responsibilities during this phase (e.g., coordinating with external partners, recovering client data, restoring service delivery).

• Staff Availability & Roles:
  • Assign priority tasks based on the urgency of the services that need to be resumed, such as:
    • Psycho-educational assessments (including any urgent cases).
    • Ongoing learning intervention programmes.
    • Stakeholder communication (e.g., parents, schools).

• • Ensure that staff are available for extended hours if necessary to support service recovery (e.g., remote consultations, phone support).

• Centralised Communication Hub:
  • Set up a central communication point for internal updates, ensuring that the recovery team can easily track progress and communicate with relevant stakeholders.
  • Assign a communication liaison within the EPS team to ensure that information is disseminated quickly and accurately.

2. Critical Systems & Data Recovery

Objective: Restore access to essential client data, service records, assessments, and intervention plans to enable the resumption of services.

How:

• Data Retrieval from Backup Systems:
  • Prioritise the recovery of client files, psycho-educational assessments, learning interventions, and other critical records stored in cloud backups.
  • Backup Verification: Ensure that the most recent versions of all data are accessible, verifying that no critical information has been lost or corrupted.

• System Restoration:
  • If the disruption affected IT systems (e.g., client management software, communication platforms), work closely with the IT support team to restore the systems and ensure they are functioning properly.
  • Alternative Platforms: If primary systems cannot be restored immediately, deploy alternative platforms (e.g., offline records, spreadsheets) to continue essential activities, such as assessment scoring and intervention planning.

• Access to Assessment Tools:
  • Ensure that psycho-educational assessment tools (both digital and physical) are available for use, especially if digital platforms or online tools are not yet restored.
  • If necessary, deploy paper-based or manual assessment processes temporarily to minimise delays in client evaluations.

• Secure Communications:
  • Restore access to secure communication channels (e.g., encrypted email, phone systems) to allow staff to engage in private consultations with clients and stakeholders.

3. Stakeholder Notification and Engagement

Objective: Immediately communicate with key stakeholders to inform them about the disruption and the actions being taken to resume EPS services.

How:

• Notify Parents and Families:
  • Contact parents of children currently receiving EPS services to inform them of the disruption and reassure them that recovery efforts are underway.
  • Provide updates on expected timelines for service resumption and offer alternative service options, such as remote consultations if applicable.
  • Communication Channels: Use phone calls, emails, or text messages, depending on the most efficient method of communication for each family.

• Schools and External Partners:
  • Notify schools, volunteers, and other external partners involved in EPS services about the disruption. Provide them with information on how the disruption will impact joint activities (e.g., school-based interventions, progress monitoring meetings).
  • If applicable, offer alternatives for collaborative work (e.g., virtual meetings, rescheduling of school visits).

• Community and Volunteer Communication:
  • Reach out to volunteers and community partners involved in capacity-building or intervention programs, providing them with updates on service continuity and any changes in scheduling.
  • Encourage volunteers to remain available for remote assistance if their role can be performed virtually.

• Crisis Communications:
  • If the disruption significantly impacts service delivery, issue a formal public announcement through SHINE's website and social media channels, outlining the situation and expected recovery timeline.
  • Include contact information for clients or stakeholders who need immediate assistance during the disruption.

4. Temporary Service Continuity (Short-Term Service Delivery)

Objective: Continue providing critical EPS services in a temporary format while full recovery efforts are underway. This includes moving services to alternate modes of delivery where needed.

How:

• Remote Consultation and Assessment:
  • Where possible, initiate remote consultations using video conferencing or phone calls. This will help continue psycho-educational assessments and learning interventions.
  • Client Prioritisation: Identify any urgent cases (e.g., clients in need of assessments for school placement) and prioritise them for immediate remote or alternative delivery.
  • If video consultations are not feasible, consider using phone calls or written assessments as an interim solution.

• Reschedule In-Person Appointments:
  • For clients whose sessions were missed during the disruption, begin rescheduling in-person appointments as soon as it is safe and possible to do so.
  • Provide families with a rescheduled appointment time and ensure that they understand the next steps.

• External Support for Learning Interventions:
  • If current staff are unavailable or overstretched due to the crisis, temporarily outsource specific services (e.g., contract external educational psychologists or learning support providers) to handle urgent intervention cases.
  • Ensure that external providers are onboarded quickly and aligned with SHINE’s procedures and service standards.

• Backlog Management:
  • Create a task force within the EPS team to focus on managing the backlog of services (e.g., assessments, reviews, stakeholder meetings) created by the disruption. This task force should prioritise high-impact cases (e.g., clients needing immediate intervention or reassessment).
  • Implement a system for tracking service delays and communicating timelines to affected clients and stakeholders.

5. On-Site and Remote Work Arrangements

Objective: Ensure that SHINE’s staff can continue working in the most efficient manner possible, whether on-site or remotely, depending on the nature of the disruption.

How:

• Alternate Work Locations:
  • If the primary office location is compromised (e.g., inaccessibility due to physical damage or local lockdowns), activate alternate work locations or home-based work arrangements.
  • Ensure that all staff members are equipped with the necessary tools and technologies to work remotely (e.g., laptops, secure access to online platforms, internet connectivity).
  • Remote Access to Client Systems: If clients' records are stored in a secure online system, ensure staff have access from remote locations via secure VPNs or other encryption tools.

• Support for Remote Service Delivery:
  • Ensure that all staff members are trained and equipped to deliver services remotely where possible, using video calls, phone consultations, and digital tools for assessment and reporting.
  • Establish clear guidelines and protocols for remote service delivery to maintain service quality and consistency (e.g., ensuring client confidentiality during remote consultations).

• Operational Flexibility:
  • Implement flexible work hours or staggered shifts for staff who are working remotely or at alternate locations to ensure that service continuity is maintained, even if there is a temporary reduction in the available workforce.

Summary Statement for Within T+24 Hours (Respond, Resume and Recovery Phase)

The Within T+24 Hours – RESUMPTION phase focuses on quickly mobilising staff, recovering critical data, notifying stakeholders, and continuing essential services through temporary alternatives.

By prioritising the restoration of core EPS services, SHINE Children and Youth Services can ensure that children, families, and schools continue to receive the support they need, despite the disruption.

These immediate actions play a crucial role in stabilising the situation and preparing for the full recovery phase.

After T+24 Hours (Restore and Return Phase)

The "After T+24 Hours – RECOVERY" phase focuses on the comprehensive restoration of Educational Psychology Services (EPS) at SHINE Children and Youth Services (SHINE). While the Within T+24 Hours – RESUMPTION phase addresses immediate recovery, the RECOVERY phase is aimed at returning all services to normal, resolving any backlogs, and ensuring long-term continuity.

This phase should focus on restoring full functionality, closing gaps in service delivery, and improving any processes that may have been affected by the disruption.

1. Full Service Resumption

Objective: Resume all EPS operations to full capacity, restoring regular service delivery to all clients and stakeholders.

How:

• In-Person Services Restoration:
  • Begin resuming in-person consultations, assessments, and interventions once it is safe to do so. Ensure that all staff members are available to meet clients in the office or at designated locations.
  • Prioritise services for clients who were unable to receive in-person support during the disruption, focusing on those with urgent needs (e.g., assessments for school entry, critical interventions).
  • If the disruption caused a backlog of appointments, work with the team to identify ways to address it without compromising service quality.

• End Remote Services Transition:
  • Gradually phase out remote services (e.g., phone consultations, online assessments) once in-person services are fully restored.
  • For clients who were initially served remotely, offer the option to transition back to face-to-face services if they prefer.

• Progress Monitoring:
  • Continue to monitor progress on the recovery of services, adjusting the plan if necessary. Ensure that any new obstacles are addressed promptly, and communicate changes or updates to clients as needed.

2. Client and Stakeholder Support

Objective: Address the needs of clients and stakeholders affected by the disruption, including rescheduling missed appointments and ensuring that recovery efforts are clearly communicated.

How:

• Backlog Management:
  • Assess the backlog of appointments, assessments, and intervention sessions caused by the disruption, and prioritise urgent cases.
  • Develop a recovery schedule for catching up on delayed or missed appointments and assessments. This schedule should prioritise children and families with critical needs or upcoming deadlines (e.g., school placement decisions).
  • Offer extended service hours or additional sessions, where necessary, to manage the backlog effectively.

• Stakeholder Engagement:
  • Continue to communicate with parents, schools, volunteers, and external partners to inform them of the recovery progress and any changes to service delivery.
  • Reaffirm Commitment to Service: Reassure stakeholders that SHINE is committed to ensuring continuity and meeting the needs of all clients, despite the recent disruption.
  • If any stakeholders (e.g., schools) were directly impacted by the disruption (e.g., delays in assessments for school reports), work with them to manage expectations and adjust timelines accordingly.

• Client Feedback and Satisfaction:
  • Solicit feedback from clients and stakeholders to gauge satisfaction with the resumption process. This could be done through brief surveys or follow-up calls.
  • Address any concerns or complaints promptly, ensuring that clients feel heard and supported throughout the recovery process.

3. Service Quality Review and Adjustments

Objective: Ensure that all services are delivered to the same high standard as before the disruption and identify any areas for improvement based on lessons learned.

How:

• Service Quality Assurance:
  • Conduct a quality assurance review of all EPS services to ensure they meet SHINE’s standards and client expectations. This review should assess both in-person and remote service delivery methods.
  • Supervision and Peer Review: Senior staff or managers should conduct regular supervision sessions or peer reviews to ensure that the quality of psycho-educational assessments, learning interventions, and consultations has not been compromised during the disruption and resumption process.

• Assess Impact of Remote vs. In-Person Services:
  • Evaluate the effectiveness of remote services that were implemented during the disruption. Identify what worked well and where improvements can be made for future remote or hybrid service models.
  • Collect feedback from staff about challenges encountered while working remotely and areas for improvement in remote service delivery.

• Staff Debrief and Recovery:
  • Conduct a staff debrief to discuss the recovery process, highlighting what went well and where the organisation could improve its response.
  • Staff Well-being: Consider offering additional support to staff who may have experienced stress or burnout during the crisis. This could include offering wellness programs, mental health resources, or additional recovery time off.

4. Documentation, Reporting, and Compliance

Objective: Ensure that all recovery actions, disruptions, and service adjustments are documented in compliance with regulatory and organisational requirements.

How:

• Incident Report Compilation:
  • Create a comprehensive incident report detailing the nature of the disruption, recovery actions taken, and any lessons learned.
  • The report should include a timeline of events, decisions made, actions implemented, and outcomes achieved. This should be submitted to SHINE’s senior management and used for future planning.
  • Include any service delivery adjustments made during the crisis, including remote services, temporary staffing, and backup systems used.

• Review Compliance Standards:
  • Ensure that all recovery efforts align with SHINE’s internal policies and external compliance requirements, such as data protection regulations and professional standards for educational psychology services.
  • If any client data or case files were handled differently during the disruption (e.g., stored in physical form or accessed through temporary platforms), ensure that this process complies with SHINE’s data security protocols.

• Complete Client Documentation:
  • Ensure that all assessments, reports, and intervention plans created during the disruption are finalised, documented, and filed appropriately.
  • Review any incomplete or delayed reports and finalise them for submission to clients, schools, or other relevant stakeholders.

5. Post-Crisis Review and Continuous Improvement

Objective: Review the overall recovery process, identify areas of improvement, and implement changes to strengthen SHINE’s preparedness for future disruptions.

How:

• Post-Crisis Evaluation:
  • Conduct a post-crisis review with the EPS team, as well as with other departments involved in the recovery process, to assess how effectively the organisation managed the disruption and recovery.
  • Identify any gaps or weaknesses in the current recovery plan and propose changes or enhancements. This could include improving internal communication, staff training, resource allocation, or service delivery models.

• Lessons Learned:
  • Capture lessons learned from the recovery process and incorporate them into SHINE’s Business Continuity Management (BCM) plan.
  • Identify any systems or tools that could be upgraded or implemented to improve efficiency in future disruptions (e.g., better backup solutions, more robust remote consultation tools, or automated scheduling systems).

• Continuous Improvement Plan:
  • Update SHINE’s crisis management and business continuity procedures based on feedback and insights gained from the post-crisis evaluation. Ensure that the plan reflects the lessons learned and any changes in service delivery, staff roles, or technology.
  • Implement a schedule for reviewing and refining the continuity plan annually or after each major disruption to keep it up to date and effective.

6. Long-Term Resilience Building

Objective: Strengthen SHINE’s overall operational resilience to ensure that future disruptions can be managed more efficiently, minimising the impact on EPS services.

How:

• Resilience Training and Awareness:
  • Build resilience into SHINE’s culture by continuing to train staff on business continuity and crisis management.
  • Include resilience-building exercises in regular staff meetings or professional development programs to maintain a high level of preparedness.

• Invest in Technology and Tools:
  • Continue to invest in technology that supports remote service delivery (e.g., telehealth platforms, secure file-sharing systems) and ensures that the organisation can quickly pivot to alternative service delivery methods during future disruptions.
  • Regularly upgrade IT infrastructure to ensure it can support both in-person and remote service needs with minimal downtime.

Summary Statement for After T+24 Hours (Restore and Return Phase)

The After T+24 Hours – RECOVERY phase is focused on restoring all aspects of EPS operations to normal and resolving any remaining issues from the disruption. By prioritising full service resumption, managing backlogs, maintaining service quality, and conducting post-crisis evaluations, SHINE Children and Youth Services can return to full functionality while also strengthening its ability to handle future disruptions more efficiently.

This phase ensures that all clients and stakeholders are satisfied and that SHINE’s long-term resilience is enhanced for future continuity.

The Business Continuity Recovery Procedure for CBF-01 Educational Psychology Services (EPS) at SHINE Children and Youth Services ensures that critical psychological and educational support is swiftly restored following any disruption.

By adhering to structured recovery phases — from proactive readiness to immediate resumption and long-term recovery — SHINE can continue to provide essential services to the children, families, and communities who rely on them.

This plan serves as a testament to SHINE’s commitment to maintaining service continuity and mitigating any disruptions to EPS operations.