School Counselor Crisis Response Manual

Introduction The goal of crisis management is to provide emotional support to an individual during a vulnerable crisis period that will enable a person to make a healthy adjustment and to function on their own again as soon as possible. Crisis Team Organization The school counselor is a member of the crisis teams. Under the direction of the principal, the crisis team members assist in classrooms and provide small group counseling. These teams are organized by elementary, middle and high school levels and teams generally serve for several months of the year. The team members work with the school principal in implementing a school plan to follow. A bilingual counselor will be available if needed. Utilizing The Crisis Response Team The Crisis Response Team provides a supportive service that can help schools assess, plan and intervene in crises affecting staff and students. A pre-planned, organized approach has been shown to be effective in reducing the emotional and social impact of a crisis. The Crisis Response Teams have had specialized training to assist building administrators in directing crisis resolution activities. Crisis Response Team Services Meet with building administrators and key staff to formulate an action plan. Facilitate staff meeting to provide information related to the crisis. Support school staff. Help teachers process information with students. Work with students individually or in groups. Be available for contact with parents. Provide helpful, factual information to parents. The Role of Professional School Counselors (PSCs) Stay Informed: The wealth of information and the importance of collaborative planning and leadership require the PSC to become familiar with the materials and services of local, state and national government entities. Get Involved: The PSCs knowledge about students emotional development and wellness along with skills related to facilitation of groups and problem solving makes them essential members of the emergency management team. Follow Legislative Action: Each legislative session brings new laws and/or amendments to existing laws. It is necessary to be aware of legislative changes as they may have practical and legal implications for school counselors and the districts crisis/critical incident/emergency management plan. Become Knowledgeable about the Districts Discipline and/or Emergency Management Plan:

Each school district has developed policies and procedures regarding response to discipline and emergencies that the PSC should access and become familiar with. PSCs have a responsibility to facilitate school safety. Part of this responsibility is to ensure the preparedness of everyone within the school system in the event of an emergency. In all crises/critical incidents/emergencies, PSCs have a legal and ethical responsibility to report any student, staff member or parent who threatens to do harm to themselves and/or others (See Ethical Standards for School Counselors American School Counselor Association). PSCs have a role in the planning, implementation, and evaluation of crises/critical incidents/emergency management plans. The ultimate goal of the plan is the physical and psychological safety of all involved. Sub-goals are as follows: Mitigation/Prevention services and programs Preparation/Readiness for students, staff, parents, and emergency personnel Response which includes internal and external communication procedures Recovery both physical and emotional Preparation/Readiness: The Role Of The Professional School Counselor (PSC) Participate as an active member of the emergency management team using professional skills and knowledge. As classroom guidance lessons are implemented, listen to the concerns of the students and teachers regarding school safety. What do they need to feel prepared and safe? Help plan and conduct meaningful staff training. Districts are required by law to conduct staff training; however, too often the training becomes Heres our Emergency Management Plan. Weve made a few changes so make sure you look it over. Utilizing local law enforcement and other emergency personnel to conduct simulations of an emergency are used with success. Develop small group counseling and/or lesson plans for use immediately after an emergency occurs. Understand your own needs and limitations. Do not be afraid to ask for help. Response: During The Crisis/Critical Incident/Emergency The planning that has been completed with the districts emergency management team to develop a thorough Emergency Management Plan will benefit all stakeholders when faced with any type of crisis/critical incident/emergency. All staff members and emergency responders have a set of pre-established guidelines that include preparations, activities, and suggested resources and staffing. This will provide the confidence and security in knowing that the district is organized and well prepared and will provide the PSC with the confidence to follow through calmly, objectively and wisely. RECOVERY

Participate on the emergency management team. Help debrief the incident from a personal and professional perspective. Compliment the effectiveness of all involved. If targeted student violence was the precipitating event, advocate for an objective review of current prevention strategies. Learn from the experiences of all involved in the response. Consider writing an article so that others may learn from the experience. Role of the Principal The role of the Site Administrator is to take all action that ensures the health and safety of the school site population and school community. It is the Site Administrator's responsibility to insure that all legal issues, Board Policies, and Administrative Regulations are addressed and followed to protect the health, safety, and educational integrity of the school community. Focus: Administer, direct, and supervise the school's student population, parents, personnel, community, facilities, and operations. Tasks: Obtain accurate information related to crisis. Follow Emergency/Crisis Procedures, Administrative Regulations & Board Policy Contact Administrative Supervisor, Coordinator of School Safety and Security, Crisis Team Coordinators and Risk Management and determine level of crisis. Meet and orient Crisis Manager(s) and Team Members. Coordinate with Communications and Media Relations Dept. regarding media contacts/inquiries. Coordinate contact with law enforcement. Determine and deal with legal issues, as well as Administrative Regulations and Board Policy. Make contact with family. Update crisis co-manager(s) and team members. Conduct mandatory staff meeting. Identify "high risk" individual(s) and group(s). Coordinate correspondence to parents with help of crisis team comanagers Communications and Media Relations Dept. Meet with crisis co-manager(s) and team members for follow-up activities, resources, and support. Administration/Crisis Team Meeting Verify facts of what has occurred. Develop a plan for the day. Announcement to the student body -How - written for teachers to read in classrooms.

-When all at the same time (example: beginning of 1st period) -Wording (draft announcement.) Discuss and assign personnel to draft letter to be sent home. Brief office staff, especially attendance clerk. Insure no phone calls are made to family regarding the student not being in school. Request list of absent students. Have a standardized response for any calls concerning crisis event. Identify and discuss the following: High-risk groups, staff and students. Person who will be in contact with any authorities involved police, county attorney, hospital. Liaison with family. How to offer support. Information about funeral arrangements. Person to handle personal belongings (locker, desk, gym locker, etc.) Space for crisis counseling. Media contact person. Delegate responsibilities. Office, phones, parent contacts. Classroom coverage. Crisis Center coverage. Special times and areas playground, cafeteria, gym, etc. Review staff meeting outline and plan staff meeting. Subs. Obtain as necessary. Brief subs. Plan for a meeting at the end of the day. Notify related schools. Obtain staff/room list and building map for crisis team members. Before School Staff Meeting Make sure all building personnel are invited, including: office staff, custodians, paraprofessionals, crossing guards, monitors, bus drivers, etc. Announcement of current facts (share the basic details who, how, when, where.) Dispel rumors. Introduce crisis team members and discuss the teams role. Outline the day; share an overview of the plan. How crisis is announced to students team can be available to help teachers process with their class, or to read the announcement in their class for them. Letter to parents.

Substitute teachers will be available if needed. Where and how team members will be available, i.e. in the classroom, in the office, in the counseling center. Guidelines for sending students to crisis team members (hall passes, etc.) Provide ideas for dealing with students during crisis. Ask staff to process with their class after the announcement to the student body. use direct language i.e. dead, died, not passed away or went to sleep, etc. know if you feel able to answer questions that students might ask. younger children often cant grasp the finality of death, but will need information about the details be honest, but not brutally honest. limit discussion of crisis. All feelings are OK. Expect a wide range of emotions. some students may honestly have no reaction.-anger is often a way kids will express strong feelings. inappropriate remarks, illness, jokes, laughing can be ways of handling strong or scary feelings (especially boys). some students may feel guilty about things they said, did or did not do to the person who died. some students will have a delayed reaction the next day or later. fear of losing a parent, relative, or dying themselves may develop. Crisis events can trigger the surfacing of feelings around unresolved losses. Students whose families are under stress may have an especially hard time. Provide some form of activity students can use to express their feelings, i.e. artwork, cards or letters for the family. Support for Staff Reiterate messages about feelings from the previous discussion, i.e. triggering of their emotions about their own losses, difficulties or guilt. Subs will be available if needed. Let us know after the meeting or throughout the day if youre needing extra support. Maintain normal routine as closely as possible. Media

 Refer media to designated contact person (announce the designated person.) Discourage staff from talking with media directly. Media personnel are not allowed inside the building. Request that students do not talk to media. Arrange to meet with staff directly involved. Announce plans for after school staff meeting. After School Staff Meeting Review days events and any new information. Process and validate staffs feelings about the crisis. Discuss students reactions. Ask staff to identify students they have concerns about provide characteristics of high-risk students. Discuss funeral arrangements When and where. Time out of building for staff who wish to attend. Procedures for students they should be accompanied by an adult, preferably a family member. Discuss staff concerns regarding support for the family. Future plans crisis teams role. Encourage staff to acknowledge and address their own emotional needs this evening and in the days ahead. Provide Employee Assistance Program (EAP) information for staff. Acknowledge the staffs efforts and thank them. Interview Tips for the Designated Media Person Be honest. If you dont know the answer, say so. Tell the reporter you will get back to him/her with the answer as soon as you can. If you make a mistake in an interview, say so. There is no such thing as off the record. If you are in a room with a microphone or camera, always assume they are on. Try to have a goal for the interview. What do you want to accomplish? Prepare for your interview. If you need more time, ask for it. Understand what you are going to say so that you can talk about the topic knowledgeably. Anticipate the worst question you may have to answer and plan for that in advance. Bridge a question from where you are in the interview to where you want to be. Never say, no comment. It makes you sound like you have something to hide. Dont use jargon. You wont have a translator. Sample Faculty Announcement

(Date) (Teacher Name), fifth grade teacher at (school) and an employee of (________School District) for (number of years), died from a heart attack at her home this morning. Information as to visitation and funeral arrangements will be made available to you as soon as possible. Today, the Counselor Crisis Response Team and community resource persons will be in the building to provide counseling to classes, groups or individuals, students, faculty, and staff. Crisis Team Members are also available to assist teachers in the classroom. If you have questions or concerns, please contact (designated person) at (telephone number.) Principals Signature Guidelines For Letters Sent Home Letters sent home should include the following: The crisis and a statement of tragedy. Give basic facts. Information on utilization of the Counselor Crisis Team and available resources. Reference materials including guidelines to help a child deal with loss/death and characteristics of the mourning process. Statement that parents should be sensitive and listen to child's reaction. Name of person at school to contact regarding questions and concerns. Sample Parent Notification Date Dear Parents: This letter is to inform you of an unfortunate death/accident that is touching our school. (Details here) We have members of the Counselor Crisis Response Team at school working with our faculty, staff, and students today. The team will also be available at a parent meeting (Details here.) They will answer questions and assist you with support in dealing with your own and your child's grieving process.(Any additional information here.)We hope you will be able to attend. Please feel free to bring your children. (Principal Signature) Sample Crisis Team Member Thank-You Date Dear ___________: I wish to extend my sincere appreciation for the assistance you provided our students, staff, and especially our counselors during our time of crisis. It is gratifying to know that such professionals are always available to help our

children. Your sincerity in addressing our students helped ease the pain of our loss. Sincerely, Principal Role of the Crisis Co- Manager The role of the Crisis Co-Managers is to work closely with the Principal/Site Administrator and to direct the Crisis Team's response to all persons involved and impacted by the crisis event. Focus: Plan with the Principal/Site Administrator to meet the school community needs through the Crisis Team and other resources (District and out-of-District). Tasks: Upon contact from the principal, ask these three questions first: "Have you contacted your administrative supervisor?" "How can I help you?" "Have you contacted your school counselor(s)? What is their role?" Establish the facts of the crisis as clearly as possible. Determine the time and place of Crisis Team meeting. Determine the groups impacted by the event and what type of response and support is needed. Determine if other resources are needed and make necessary contacts. Establish a central location to be maintained throughout the day to serve as a clearinghouse where: The Crisis Team checks in. Phone calls are received. Information is updated and disseminated. Students and staff can seek help. Current list of team members, locations, and phone numbers are maintained. Identify high risk students, staff and groups. Monitor and keep the Crisis Team informed through: Orientation Updated information Debriefing before they leave Follow-up plan and information Complete the Counselor Crisis Response Team Checklist and Crisis Team Manager Report Form. Role of Crisis Team Member The role of the Crisis Team Member is to assist people in crisis, to build their defenses to the point where they are able to cope and adjust to change brought about by a crisis event. Focus:

The focus is upon those individuals directly impacted by a crisis event. Individuals will be assisted in the most supportive structure (one-on-one, small group, classroom, etc.) Tasks: 1. Attend briefing and debriefing meetings. 2. Know all facts surrounding the crisis. 3. Know the day's schedule. 4. Know location of own assignment. 5. Know and follow referral procedures and follow-up responsibilities. 6. Know legal responsibilities that may include confidentiality and privacy issues. 7. Refer questions from the media to the appropriate and/or designated person(s). 8. Know and follow an appropriate strategy of crisis intervention for the particular group assigned. 9. Distribute and review any handouts given to groups. 10. Practice the following methods: Present a sharp contrast to person's panic; be warm, firm, grounded and reassuring. Reassure persons that the need for help is legitimate and normal. Assess person's support system. Help plan for future. Encourage self-reliance. Primary Level Presentation Strategy Action Plan for Classroom Teachers Students should be given an opportunity to express their grief and fears. Children need to be assisted in learning healthy ways of coping with each death, particularly in a crisis situation, (i.e. death of a classmate, teacher) Children at this age will be very graphic and full of hard to answer questions. Honesty and simplicity are essential. Introductions "We are going to spend some time talking about ___________'s death." Information Sharing (Examples of questions to elicit sharing) "Does anyone know what happened? What have you heard?" Give time for sharing. Accept without correcting. "This is the information that I have from __________." (principal, teacher, meeting, etc.) Dispel rumors and fears. "How will this affect our classroom?" Accept and explore comments. Crisis Processing Expressing feelings through a variety of activities.

Stuffed animals to hug and share Art: painting, drawing, clay. "Can you tell us about your picture?" Specific assignment: "Make pictures of ____________" (deceased). Surviving children need a chance to say good-bye or "I'm sorry I was mean to you." Group discussion: "Have you ever lost someone you loved? A pet? Do you know someone who has lost a loved one? What did you do? What did your friends do to make you feel better?" Feeling posters. You may even get a smiling face and comment, "I'm glad." Explore feelings. Be careful about making judgments. Write class letter to deceased or to the family of the deceased. On-Going Provide opportunities for those students who may have additional questions/concerns Identify "high risk" students for additional follow-up Refer students to school, district, and community resources DO allow the new loss issue to take precedence with classmates. trust your instincts. initiate discussion of the loss issue if students do not bring it up. whatever a student decides about the funeral is okay. marshal positive forces in the students life; not everything is bad news. realize that not talking about loss doesnt make it go away. encourage classmates to be a support system for the grieving student and his family. communicate the knowledge that all feelings are okay and need to be expressed. recognize that laughter and play dont mean the student did not love or care about the person who died. allow students to discuss spiritual matters. DONT give advice, be judgmental, criticize, blame. do most of the talking. lie or tell half-truths to others. use euphemisms like gone away, resting, asleep; do say died and dead. be afraid to admit to a student that you dont know all the answers. avoid the student. minimize the loss. change the subject. use clichs, such as Oh well, we all have to die sometime. say, I know how you feel. believe a young person thinks the same as an adult.

think that a students busy activity level means he/she is being disrespectful or disinterested; he/she may simply need to move. impose your religious beliefs.

School Counseling Department CRISIS TEAM MANAGER REPORT FORM CRISIS DATE_______________ CRISIS SITE__________________________ Nature of crisis _________________________________________________________ _____________________________________________________________________ Team members or other counselors who responded to the crisis ______________________________________________________________

______________________________________________________________ ______________________________________________________________ Follow up _____________________________________________________________________________ _____________________________________________________________________________ ________________________________________________________ Please attach copies of letters and other information that was sent to teachers, parents or students regarding this crisis. Please send to the School Counseling Dept. as soon as possible after crisis date. Thank you!

Counselor Crisis Response Team Check-List Verification of crisis (verify death, problem, issue, etc.) Planning components: AM faculty/staff meeting. Write announcement including logistics of moving those students needing to go to the crisis room. Write letter to be sent home. PM faculty/staff meeting (debriefing). Copies of the following: EAP Flyer for all faculty/staff members. School maps/schedules for crisis team members. Letter to be sent home along with Helping Students/Childhood Grief flyer. Announcement to be read by teachers. Dos and Donts sheet for teachers. Open-ended questions sheet for teachers. Logistics:

 Crisis room for students (library, etc.) Crisis room for faculty/staff. Method for students to move from classroom to crisis room (passes, etc.) Sign-in sheet for crisis room. Method to keep track of students needing follow-up care/interventions. Possessions of the deceased or others involved in the crisis. Materials for crisis room: Tissue. Water. Writing/drawing materials. Sign-in sheet. Placement of crisis team members: Counselors in student and staff crisis room. One counselor in the immediately affected classroom or follow student schedule. Counselors going room-to-room for any needed support. Counselor in front office if necessary.

HELPING STUDENTS WITH GRIEF (Elementary) Children and Grief Grief is a normal and healing response to death. Everyone experiences grief in his or her own unique way. Children grieve losses in their lives as intensely as adults. Because children are often less able than adults to put their feelings into words, their grief is seen in their behavior. Childrens reactions will differ depending on their level of emotional development, their relationship to the deceased, the information they receive concerning death and their past experiences with death. They may be confused about what has happened and worried about what might happen in the future. Children who are younger than eight years may not be able to understand that death is final. They may believe that they will see the dead person again. It is probably better not to force the idea that death is final on a child until they are ready to deal with it. If the loss directly affects your children, you can expect to see them reprocess it as they reach new levels of understanding. Even if your children were not directly affected, it is still common for death to trigger fears of similar losses in their own lives. This is especially true if your children have already experienced the death of someone close, or if it is a stressful time for your family. Children need a caring adult during this time to understand them, support them and help them to express their feelings.

Following are some common behaviors associated with children who are grieving and some ideas about how to help. Common Grief Reactions Shock/denial Sadness Lack of Feelings Rebellion at home/school Sleep/appetite disturbances School problems - fighting, withdrawal, attention seeking, poor concentration Physical problems headaches, stomach aches Over involvement with peers or loss of interest in peer and social activities Idealization of the deceased Restlessness/disorganization Preoccupation with the situation How Parents Can Help Be involved with your child/children. Observe their behavior. Listen to your children. Help your children explore their feelings. Reassure them that their feelings are normal. Give assurances of love, support and safety. Allow them their feelings without judgment. Let them feel their pain, do not minimize the loss. Other Ways Parents Can Help Use clear language (died, death, dead) Discuss with your children their feelings about attending the funeral. Plan for a caring adult to be present at the funeral, if your child attends. Routine and consistency are important. Be sensitive to the need for peer group support. Set reasonable limits and provide structure to provide feelings of security. Permit or encourage talk about the person who died. Get extra help if you need it.

Bibliography Colonna, H., & , (2007). Tusd school counseling crisis response manual. Tucson Unified School District, Retrieved July 12, 2013 from <http://webcache.googleusercontent. com/search? q=cache:Eb8a4m_VpegJ:www.tusd.k12.az.us/contents///depart/counseling/Documents/cr isis/crisismanual.pdf school counselor crisis plan&cd=4&hl=en&ct=clnk&gl=us>.

Roof, C., Magnuson, C., Stanley, B., & Watkins, L. (2008). School-wide crisis/critical incident/emergency management plan. Missouri Comprehensive Guidance Programs: Linking School Success With Life Success, 9-12. Retrieved July 12, 2013 from <www.missouricareereducation.org/doc/schcrisis/SchoolwideCrisis.doc>.