50
Paulding County School District School Crisis Response Guide Guidance and Counseling Department 5/11/2022 2:15 AM 1

Crisis Resource Guide for Administrators and Counselors

  • Upload
    nostrad

  • View
    1.658

  • Download
    0

Embed Size (px)

DESCRIPTION

 

Citation preview

Page 1: Crisis Resource Guide for Administrators and Counselors

Paulding County School District

School Crisis Response Guide

Guidance and Counseling Department

4/9/2023 11:08 PM 1

Page 2: Crisis Resource Guide for Administrators and Counselors

Note: Quick guide flip chart is under construction. The target month for completion is December, 2005.

Table of Contents

OverviewCrisis Team Organization

Staff RolesPrincipalCounselorSchool Support Staff

Suicide Protocol/Scripts

CommunicationAnnouncing news to staff/studentsAnnouncing news to parentsAnnouncing news to others

Comfort Center Support

Sample Letters

Expected BehaviorsHow students might react

How staff can help students

How parents can help students

4/9/2023 11:08 PM 2

Page 3: Crisis Resource Guide for Administrators and Counselors

Resources

Overview

The purpose of this resource manual is to provide counselors and administrators a quick reference guide to use in a crisis. At one time or another all schools are impacted by the realities of death or some other disaster or crisis. Statistics show that a school building will encounter a crisis on an average of once every three years. The Counseling Crisis Team and school counselors are available to assist schools in responding to such crises. It is the philosophy of the counselors that a pre-planned and organized approach is more effective in reducing psychological and social difficulties following a crisis. Counselors also believe that an organized approach will better meet the emotional needs of students and staff members in the Paulding County schools.

Objectives of the crisis response plan:Allows building level administrators/counselors have control of the situationHelps school staff understand responses to crisis, loss and griefFacilitates and provides organization and comfort after a crisisProvides staff and students opportunity to identify and interpret their feelingsCreates a framework for disseminating information Returns the school to a pre-crisis level of functioning

The Crisis Response Guide includes procedures that were designed to deal with a number of crises that could occur in our school district. Certainly, these procedures do not cover every condition that could arise and are not meant to include every possible procedural step. This guide should be used in conjunction with the building emergency plans.

4/9/2023 11:08 PM 3

Page 4: Crisis Resource Guide for Administrators and Counselors

Crisis Response Team Organization

School counselors in the Paulding County School District are members of crisis teams. There are local school crisis teams as well as the Paulding County Crisis Response Team. Always under the direction of the principal, crisis team members assist in classrooms and provide small group as well as individual counseling as needed.

The building administrators and counselors work with Crisis Response Team members to implement a crisis response plan. Crisis response teams may consist of five or six designated local school staff members who can remain calm under stress, are able to identify and express emotions, and practice good stress management techniques. School crisis team members will be identified and trained by the school counseling staff at the beginning of each school year. Depending on the magnitude of the crisis, there may be a need for the Paulding County Crisis Response Team. Note chart below to determine which response team is needed.

The Three Tiered Response to Crisis

Clearly, the response is based on the level of the crisis. The criteria for assigning a response level are based on the following:

Number of students involvedTimelines/timeline of the response neededSeverity of incidentEffect of the incident on the school staff

The Paulding County Guidance and Counseling program supports a three tiered response to a crisis.

Level Response

1 (1 or 2 students involved)

Response by school on-site crisis team, no additional support needed

2 (3 to 25 students involved)

Response by school team and help from other counselors (Paulding County Crisis Response Team)Media may be involvedEmotional response from staff is anticipated.

3 (more than 25 students)

Response by school team, help from other counselors (Paulding Crisis Response Team) and assistance from outside agencies

4/9/2023 11:08 PM 4

Page 5: Crisis Resource Guide for Administrators and Counselors

Roles and Responsibilities

Administrative Procedures

Procedure to activate the Crisis Team:

The Counselor Crisis Response Team provides a supportive service that helps schools assess, plan and intervene for crises affecting staff and students. The team supports a pre-planned, organized approach to be effective in reducing emotional and social impact during a crisis.

1. Principal or designee (administrator or lead counselor) contacts the Susan Goethe or Kay Morris and relays information regarding the crisis:

Name Phone NumbersSusan Goethe 770.443.8003 ext. 10134

770.826.4320 (cell)Kay Morris (if cannot reach Susan Goethe)

770.443.8003 ext. 10115

2. Susan Goethe will call the Crisis Response Team members and inform county office administrators.

Crisis Team Members include:PrincipalCounselors (Local and/or district crisis team counselors)Clerical School Support StaffTeachersOther support

4/9/2023 11:08 PM 5

Page 6: Crisis Resource Guide for Administrators and Counselors

Principal

Verifies the crisis event information using as many reliable sources as possible

Contacts district office as listed above and then contacts school staff via a phone tree

Serves as the contact person with the family, police, etc.

Refers media to Ricky Clemmons (extension 10111).

Gathers the facts and serves as the "fact" contact person (Note Appendix A for example.)

If death is a student's parent/guardianVerifies the death with a spouse, family member, hospital, police or a mortuaryInforms the student's teacher(s)Plans on the counselor and crisis team members making a home visit, if applicableAsks what information is to be released

Ensures the immediate preparation of a written factual statement regarding the crisis

Holds a staff meeting prior to the school day and shares facts and written fact sheet

Composes and/or reviews a letter to be sent home (note sample letters in Appendix B)

Obtains information regarding arrangements--funeral and/or memorial service

For a crisis during the school day, the principal or administrative designee may need to:

o call 911 for emergency serviceso send a staff member to the hospitalo contact the student's parents.

4/9/2023 11:08 PM 6

Page 7: Crisis Resource Guide for Administrators and Counselors

Counselors (Additional counselors may be called in due to level of crisis. See level ofcrisis chart.)

Gather at the school after being contacted

Aid the administrative staff

May assist in developing written statements for staff, students, and parents

May read factual statement to classroom students

Assist with setting up comfort rooms for small group counseling

Facilitate small group counseling in comfort rooms

Attend a debriefing session

4/9/2023 11:08 PM 7

Page 8: Crisis Resource Guide for Administrators and Counselors

Secretaries and Clerks

Gain factual information from building principal

Take phone calls and direct them to the appropriate person(s)

Assist with copying and distributing letters that will be sent home to parents

Direct crisis team and/or support staff to proper locations in the building

Assist along with parent volunteers

4/9/2023 11:08 PM 8

Page 9: Crisis Resource Guide for Administrators and Counselors

Other Support Personnel - Hall Monitors

Staff members from the school who are familiar with the students.

Monitor the halls for distressed students and/or staff.

Help monitor a classroom if a teacher needs to leave.

Direct students to comfort rooms.

4/9/2023 11:08 PM 9

Page 10: Crisis Resource Guide for Administrators and Counselors

Teachers

Participate in calling tree, if applicable.

Attend informational a.m. staff meeting.

Read scripted statement to students in classroom.

Refer students to comfort rooms and/or counselors for support.

Monitor distressed students and refer for counseling as needed.

If possible, provide routine and appropriate academic instruction.

Attend debriefing staff meeting in the afternoon.

4/9/2023 11:08 PM 10

Page 11: Crisis Resource Guide for Administrators and Counselors

Building Level Counselor--Checklist for Death in a Student's Immediate Family

Verification of death (principal)

Plan how to inform the student's peers

Plan to visit with the family

Arrange for remembrance from the school (food, card, flowers) Rememberwhat is done needs to be repeated for each student

Identify people available to help the teacher talk with the classmates, if needed,and discuss how to welcome the student when he/she returns toschool

Assess the counseling needs of student when he/she returns

Plan and provide follow-up sessions, if needed

Provide the student/family with community resource information, if needed

4/9/2023 11:08 PM 11

Page 12: Crisis Resource Guide for Administrators and Counselors

Suicide Protocol

Protocol for Student Suicide Threats Counselor receives referral

Self-referralStaff member referralParent referralPeer/friend referral

Counselor assesses warning signs Suicidal talk and /or written note, poem, etc. Expression of thoughts to friend or peer Preoccupation with death and dying Signs of depression Behavioral changes Giving away special possessions and making arrangements to take care of

unfinished business Difficulty with appetite and sleep Taking excessive risks Increased drug use Loss of interest in usual activities

Counselor listens to student and determinesRumor onlyStudent has ideas, but no planStudent has plan to harm him/herself

Counselor always contacts parent to state the facts, even if the facts indicate that the suicide issue is a rumor.

Counselor listens to the student and determines if student has a plan for suicide

Warning Signs:

4/9/2023 11:08 PM 12

Page 13: Crisis Resource Guide for Administrators and Counselors

Suicidal talk and /or written note, poem, etc. Expression of thoughts to friend or peer Preoccupation with death and dying Signs of depression Behavioral changes Giving away special possessions and making arrangements to take care of unfinished

business Difficulty with appetite and sleep Taking excessive risks Increased drug use Loss of interest in usual activities

School counselor will look for these risk factors regarding suicide:

Previous suicide attempts Close family member who has committed suicide Past psychiatric hospitalization Recent losses: This may include the death of a relative, a family divorce, or a breakup

with a girlfriend. Social isolation: The individual does not have social alternatives or skills to find

alternatives to suicide Drug or alcohol abuse: Drugs decrease impulse control making impulsive suicide more

likely. Additionally, some individuals try to self-medicate their depression with drugs or alcohol

Exposure to violence in the home or the social environment: The individual sees violent behavior as a viable solution to life problems

Handguns in the home, especially if loaded

4/9/2023 11:08 PM 13

Page 14: Crisis Resource Guide for Administrators and Counselors

Communication Announcing the Event

Announcing to Staff

Beginning of the day (the event has occurred the day before or over the weekend)…..

Utilize phone tree (principal) to give initial facts and to let certified and classified staff know where and when to meet the next morning.

Plan to gather the staff in a comfortable setting where all if possible can be seated, usually the media center is a good choice

Release accurate information in a calm manner by talking with the staff and providing written communication of the facts

Indicate if details regarding the incident are not confirmed

Communicate information on the funeral arrangements, if known

Inform if donations have been requested by the family to be sent to a certain bank, church, cause, etc., this can be communicated

Make staff aware of the comfort center locations where students and/or staff members may come for counseling support

Introduce Crisis Response team members in this staff meeting.

Make an assessment no later than this meeting regarding staff members who are also grieving and may not be able to go from the staff meeting to their classroom.

Provide handout of behaviors that staff may observe (Appendix C)

End of the day…..

Briefly review events

4/9/2023 11:08 PM 14

Page 15: Crisis Resource Guide for Administrators and Counselors

Debrief with the staff to see how the day went

Determine any additional support needs for the next day

Communicate information that was not known during the morning staff meeting

In the event that the crisis event happened mid-day, the afternoon staff meeting may be the first time that the entire staff has met. Then, refer to the items that would be covered in the morning staff meeting.

Process and validate the staff's feelings about the crisis

Discuss funeral arrangements, if information was not known in the morning meeting

Thank staff for their efforts, patience and understanding through the crisis

Announcing to Students

Announce the information to students in a small group in the classroom

Use the factual statement given in the morning staff meeting

Refrain from announcing over PA, if at all possible

Informing Parents

Utilize prepared and edited letter that has been signed by the principal. (See Appendix B information and examples.)

Use of Telephones

Discourage their use in the early stages of a crisis.

Inform the school secretaries and clerks of the expected procedure to be followed.

Media

Inform staff and students not to talk with the media

Do not allow the media into the school building.

Contact Ricky Clemmons (ext. 10111), if a media contact has been made. He is the media contact person for the school district

4/9/2023 11:08 PM 15

Page 16: Crisis Resource Guide for Administrators and Counselors

Comfort Center Support

It is helpful to set some arrangements and guidelines for small groups to be held in comfort centers in a predetermined location(s). During pre-planning of a school year decide where comfort rooms might be in the building. Preferred locations are near the counseling office, away from areas that have high traffic, and a space(s) that will not cause too much disruption. Additional guidelines that help this process:

Plan on one counselor and one support person to staff each group.

Monitor the number of students in each comfort center. Twelve students should be the maximum in a Comfort Center at one time.

Utilize a sign-in sheet should be kept for each center location. This list of students will provide information for follow-up.

After one hour in the Comfort Center, students should be encouraged to return to class

Be certain the comfort centers have supplies such has Kleenex

What Helps People in Trauma?

Water – helps avoid dehydration Exercise Talking Tears Accurate Information Choices – reestablish a sense of control. Do you want to sit or stand? Group Debriefing Anchoring – “this is where you can come if you need any assistance.”

4/9/2023 11:08 PM 16

Page 17: Crisis Resource Guide for Administrators and Counselors

Maintaining the Normal Routine

Oftentimes staff members ask about the daily routine of the school. Although the decision about the maintenance of the normal routine of the school may vary in each crisis situation, some general guidelines are:

School is open for all students

Schedule of extracurricular activities is maintained

Schools who have bell schedules should maintain them

Teachers, as much as possible, should provide appropriate academic instruction

Additional Tips for Responsive Care

Arrange for a staff member to remove the contents of the deceased student's locker or desk before or after school

In a middle or high school setting, it may work well to have a counselor and a crisis team member to go into the student's schedule of classes

Counselor discusses with students how to handle the empty chair

Decide if flag will be flown at half-mast

Graduation ceremonies can be a time to remember students who have died. Appropriate responses would be:

A moment of silenceAn empty chair at the ceremonyAwarding the posthumous diploma to the family members at graduation

Decide what kinds of memorials are appropriate. Remember that the response in the way of memorials needs to be equal for EVERY student no matter what the cause of death. Thus, a fair and uniform plan for memorializing students is essential

Basketball game played in memory of Square of a quiltPicture Sympathy cards to the familyRock garden Release of balloonsFlower gardenTree planted

4/9/2023 11:08 PM 17

Page 18: Crisis Resource Guide for Administrators and Counselors

Appendix A - Gathering Facts/Groups Affected

Facts1st Example13 year old student killed who was a student at EPMS8 year old sister at Roberts Elementaryso involves two schoolshappened on East Paulding Drivestudents was on skate board and hit by automobile that swerveddriver of vehicle is 17, was not injured and attends PCHS

2nd ExampleAt approximately 11:50 last night Bill Jones's Ford truck rolled off of Nebo road near the McClung Road intersection. Bill was able to crawl out of the vehicle before it caught on fire. However, by the time emergency crews arrived Bill died at 12:05 a.m.

Impacts

Crisis incident impactsSibling(s)Parents and extended family membersTeachersBand groupClub affiliationAcquaintancesStudents who did not know student but may have a loss history of something similarChurch/faith community

4/9/2023 11:08 PM 18

Page 19: Crisis Resource Guide for Administrators and Counselors

Appendix B

During the school day a letter needs to be written to send home to students' parents. The letter needs to include:

What happenedWhat the students have been toldFuneral arrangements, if knownEmotional responses parents may see in their childrenSuggestions on how to help their studentResources

The Letter, part IThe first paragraph of the letter informs the parent(s) about the crisis event. This part should be to the point. Do not use any unverified information. Do not use terms like murdered, committed suicide, was strangled, was decapitated, etc. Utilize the term "died" or was "killed". Avoid wording such as "passed away", "expired", "went to their great reward", "lost", and "went to sleep".

The Letter, Part IIThis paragraph should clearly tell parents what the school district is doing about this crisis. Use the terminology, "the district's response team" to let the parents know that there is a response team working with students and staff. You may also use "trained school district staff members" or "district staff trained to help student/staff".

The Letter, Part IIIThis portion of the letter explains why the letter is being sent home and offers suggestions about how parents can comfort students. This portion of the letter communicates that parents need to be involved to help their students. You may also give the school counseling phone number in the letter, so that parents know where to call if their student is having difficulty.

The Letter, Part IVIf known, the final paragraph gives information about the funeral. If the arrangements are not known, the say, "funeral arrangements are pending". If the arrangements are known, you can establish parameters for students attending the funeral. In a high school setting, you could state that a parent needs to send an excusing note with their student.

Additional things to remember

Counselors provide help with writing the letter or if a counselor composes the letter, it is submitted for building principal approval.

The letter always needs to be proofread.

The principal always signs the letter

The words/communication need to clearly state the facts so that all readers will understand the contents of the letter.

Of course, a new letter is created and worded for each crisis with the grade level of the student kept is mind, as the letter is being composed.

4/9/2023 11:08 PM 19

Page 20: Crisis Resource Guide for Administrators and Counselors

Sample Letter for Elementary Student Who Died of an Illness

Date

Dear Parents,

It is with great sadness that we inform you that a student in class died on Tuesday February 1, 2005 at Cobb Hospital. As some of you may have known, had been struggling with liver and kidney problems throughout the year. At this time, we do not have all the details about her death, but we do know from the hospital that her illness was not contagious.

Not only are we writing this letter to inform you of this tragedy, but we also need to explain that we will be briefly discussing this matter with class. On Thursday morning, our counselor and Dr. ,principal, will meet with the class to tell the children that was very sick and has died. Some people may feel that it is better to keep such information from families and especially the children. We firmly believe that it is the most honest, respectful, and straightforward way to deal with the situation and to address the inevitable questions or concerns.

Experience also tells us that there will be very few questions during the classroom discussion and that the children will go on with the rest of their day in a quite normal fashion. However, we are aware that children who have experienced significant losses in their lives may have a harder time coping with this information. Mr. Zimmerman will be available to discuss any difficult feelings with your children individually if need be. Your child may want to support the family by making a card. If you would like to help the family, please contact the school, as we have set up a trust fund in her name. We will inform you as to the funeral arrangements as they are set up.

If you strongly feel that you would not like your child to hear this news in the classroom, please call Mr. Zimmerman or leave a message for him explaining that you would like your child removed during the classroom discussion. We cannot promise that they will not hear the news from classmates or peers at a later date.

Please keep this family in your thoughts and prayers.Sincerely,

_______________________ _________________________ , LPC

Principal School Counselor Elementary School Elementary School

4/9/2023 11:08 PM 20

Page 21: Crisis Resource Guide for Administrators and Counselors

A sample middle school letter…

Date

Dear Parents,

I regret to inform you of the death of a child who attended our school. Joey Paulding, a sixth grader, was suddenly killed by a car as he stepped off the school bus this morning. Funeral arrangements are as follows:

When we learned of Joey's death this morning, we decided to share this information with the students. It was important for all the students to have the same information to avoid rumors. The facts were written down for each teacher to read to the class. School counselors and Paulding County Crisis Response Team counselors were on hand to visit each class, offering the students time to talk and express feelings. Students who were most upset were taken aside for individual discussion and were closely monitored. If needed, special groups will be formed to give some of the students' additional time and support to adjust to this tragedy.

Cards and notes may be sent to the family at:

Our plans for a school memorial are:

Your student may experience grief and you may see some of the following emotions:

TearfulnessIrritabilityClinging to youPhysical complaintsInability to concentrateNeed to talk about death and dying

Listed below are some ideas that can help your child with grieving:

Read a book on grief together. Let your child talk about the death or draw pictures of what he or she felt happened. Let them express their feelings. Offer them loving, touching support. Allow them to be sad and to cry. Let your child ask questions and answer them as simply as you can. If you need to, it’s okay to say; “I don’t know how to

answer that. Perhaps we can find someone who can help us. Reassure your child you are healthy, you are careful when you drive, and you will be around for a long time. Explain the ritual of funerals and allow their participation. Offer support and structure in completing homework.

If you feel your student needs additional support by school counselors, please call our school counselor to make these arrangements.

Please keep this family in your thoughts and prayers.

Sincerely,

4/9/2023 11:08 PM 21

Page 22: Crisis Resource Guide for Administrators and Counselors

Principal

Appendix C

Many staff members may have already experienced how students respond in a crisis situation or notice reactions later on to the crisis, however, the following list may acquaint or reacquaint the staff with expected behaviors:

Elementary Students (Ages 5 - 11)

Teachers may observe in the school setting:

Anxious, fearful and worriedMoody-whiny and more moodyBehavioral changes

Increased activity levelDecreased concentrationWithdrawalAggression and angry outburstAbsenteeism

Somatic complaints (e.g., headaches, stomachaches)Talking, playing, or writing about the evenSensitivity to loud noisesFeelings of guiltChanges in academic performanceQuestions and/or statements about death and dyingSchool phobia or avoidance

Parents may observe in the home setting:

Sleep pattern changesIncreased or decreased appetiteWithdrawalLack of interest in normal activitiesDefiance and negative behaviorsRegression in behaviors of a younger age (e.g., baby talk, bedwetting, tantrums)Statements of hate or angerIntensified feelings of sadness or anger.

4/9/2023 11:08 PM 22

Page 23: Crisis Resource Guide for Administrators and Counselors

Middle School Students (Ages 11 - 14)

Teachers may observe in the school setting:

Feelings of anxiety, worries, and fearsConcern for the safety of othersBehavioral changes

Decreased attention or concentrationIncrease in hyperactivityIrritability with friends, teachers, and/or eventsAnger outburstsWithdrawalAbsenteeism

May discuss gruesome detailsMay want to talk about the event over and overFeelings of guiltIncreased somatic complaints (e.g., headaches, stomachaches, chest pains)Increased sensitivity to soundsCompletely consumed by the situation

Parents may observe in the home setting:

Changes in sleep or appetiteWithdrawalLack of interest in usual activitiesIncrease in behaviors/feelings, i.e. defiance, sadness, fears, anger)Hate or angry statementsDenial that crisis incident is bothersome

4/9/2023 11:08 PM 23

Page 24: Crisis Resource Guide for Administrators and Counselors

High School Students (Ages 14+)

Teachers may observe in the school setting:

Feelings of anxiety, worries, and fearsConcern for the safety of othersBehavioral changes

Decreased attention or concentrationIncrease in hyperactivityIrritability with friends, teachers, and/or eventsAnger outburstsWithdrawalAbsenteeismLoss of interest in peer/social activities or the opposite, a need to be with peers all the

timeIncreased risk for substance abuseDiscussion of events and detailsRepetitive thoughts about death or dying which may include suicidal thoughts

Parents may observe in the home setting:

Changes in sleep or appetiteWithdrawalLack of interest in usual activitiesIncrease in behaviors/feelings, i.e. defiance, sadness, fears, anger)Hate or angry statementsDenial that crisis incident is bothersomeNeed to be with their closest friends all of the time

4/9/2023 11:08 PM 24

Page 25: Crisis Resource Guide for Administrators and Counselors

Appendix D

Recommendations for Elementary School Staff to Help Students (According to the American Psychological Association)

Reinforce ideas of safety and security. This may be needed multiple times, particularly in response to changes, loud sounds, or other events that may remind the students of the tragedy. After any classroom discussion of the event, end the discussion with a focus on their current safety and a calming activity, such as taking deep breaths, working together on an art project, or holding hands and singing a quiet song.

Maintain a predictable class schedule/routine and rules to provide support and consistency for

the children. Listen to and tolerate your students retelling of events, as well as playing out the events.

Schedule specific times for discussion and play during the school day to allow for opportunities to express their thoughts and feelings about the tragedy; however, set limits on scary or hurtful play.

Encourage students to talk about confusing feelings, worries, daydreams, and disruptions of concentration by accepting the feelings, listening carefully, and reminding students that these are normal reactions (any of these feelings are okay).

Young children will process the information about the events at unpredictable times throughout the day. As they try to develop an understanding of what has happened, they may ask questions that may be initially shocking to adults. Try to respond in a calm manner, answering the questions in simple, direct terms and helping the students' transition back to their activity.

Use simple, direct terms to describe what happened. Avoid terms designed to "soften" the information, which inadvertently further confuses children. For example, use the term "died," rather than "went to sleep."

Students may misunderstand information about the event as they are trying to make sense of what happened. For example, they may blame themselves, believe things happened that did not happen, believe that terrorists are in the school, etc. Gently help students develop a realistic understanding of the event.

Students may ask the same types of questions repeatedly, which can be confusing and/or frustrating for teachers. Understand that students may need to hear the information multiple times before being able to integrate and understand it. Give the students time to cope with fears.

Expect some angry outbursts from students. Try to catch students before they "act out," by taking them aside, and helping them calm down and regain control of their behavior.

Do classroom activities that will reinforce the message that one person can make a difference to help and heal. Activities can include drawing pictures and sending cards or class projects of collecting pennies or aluminum cans.

Encourage some distraction times, which would include doing school work that that does not require high levels of new learning, as well as enjoyable activities.

Expect some brief, temporary declines in the students' school performance. Provide reassurance to the students that sad feelings will decrease and easier to handle over

time. Expect and understand students' regression (acting younger) and other difficult behaviors that

are not typical of the students.

4/9/2023 11:08 PM 25

Page 26: Crisis Resource Guide for Administrators and Counselors

Protect students from re-exposure to frightening situations and reminders of trauma. This includes limiting teacher-to-teacher conversations about the events in front of students.

Maintain communication with other teachers, school personnel, and parents to monitor how the students are coping with the demands of school, home, and community activities.

Remain aware of your own reactions to students' trauma. It is okay to express emotions to your students, such as "I am feeling sad about what happened." However, if you are feeling overwhelmed with emotion, it is important to take care of yourself and seek support from other teachers and staff.

Recommendations for Middle School Staff to Help Students (According to the American Psychological Association)

Reinforce ideas of safety and security. After any classroom discussion of the event, end the discussion with a focus on their current safety and a calming activity, such as taking deep breaths, working together on an art project, or having a moment of quiet reflection.

Listen to and tolerate your students retelling of events, as well as playing out the events.

Maintain a predictable class schedule and rules to provide support and consistency for the students. Schedule specific times for discussion during the school day to allow for opportunities to express their thoughts and feelings about the tragedy

4/9/2023 11:08 PM 26

Page 27: Crisis Resource Guide for Administrators and Counselors

Encourage the students to talk about confusing feelings, worries, daydreams, and disruptions of concentration by accepting the feelings, listening carefully, and reminding the students that these are normal reactions (any of these feelings are okay

Students will often process the information about the events at unpredictable times throughout the day. As they try to develop an understanding of what has happened, they may ask questions that may be initially shocking to adults, including questions that have gruesome details or focus on death. Try to respond in a calm manner, answering the questions in simple and direct terms and helping the students transition back to their activity.

Use simple direct terms to describe what happened, rather than terms designed to "soften" the information, which inadvertently further confuses the students. For example, use the term "died", rather than "went to sleep".

Students will often misunderstand information about the event as they are trying to make sense of what happened. For example, they may blame themselves; may believe things happened that did not happen, etc.

Students may ask the same types of questions repeatedly, which can be confusing and/or frustrating for the teacher. Understand that students may need to hear the information multiple times before being able to integrate and understand it. Give the students time to cope with fears.

Expect some angry outbursts from students. Try to catch students before they "act out", by taking them aside, and helping them calm down and regain control of their behavior. In addition redirect students who are being irritable with each other which could escalate to direct conflict.

Do classroom activities that will reinforce the message that one person can make a difference to help and heal. Activities can include drawing pictures and sending cards or class projects of collecting pennies or aluminum cans or making origami cranes.

Encourage some distraction times, which would include doing school work that that does not require high levels of new learning as well as enjoyable activities. Help students do activities that allow them to experience mastery and build self-esteem.

Expect some brief (temporary) declines in the students' school performance. Consider suspending classroom testing for the rest of the week. Also, consider reducing homework for one or two days, if a large number of students are impacted.

Provide reassurance to the students that the heavy feelings will get lighter and easier to handle over time.

Protect students from re-exposure to frightening situations and reminders of trauma. This includes limiting teacher-to-teacher conversations about the events in front of the students.

Maintain communication with other teachers, school personnel, and parents to monitor how the students are coping with the demands of school, home, and community activities. Should difficulties coping with the event persist and interfere with the students' functioning, consider seeking help from the school counselor In addition to helping those who are clearly angry or depressed, monitor students who are withdrawn and isolated from others.

Remain aware of your own reactions to student's "trauma". It is okay to express emotions to your students, such as "I am feeling sad about what happened." However, if you are feeling overwhelmed with emotion, it is important to take care of yourself and to seek support from other teachers and staff.

4/9/2023 11:08 PM 27

Page 28: Crisis Resource Guide for Administrators and Counselors

Recommendations for High School Staff to Help Students (According to the American Psychological Association)

Reinforce ideas of safety and security, even though high school students will not necessarily verbalize their fears. Students of this age may need a quiet moment of refection.

Maintain a routine with a predictable class schedule and continue with rules that provide support and consistency for the students.

Listen to and tolerate your students retelling of events. Schedule specific times for discussion during the school day to allow for opportunities to express their thoughts and feelings about the tragedy; however, set limits.

Encourage students to talk about confusing feelings, worries, daydreams, and disruptions of concentration by accepting feelings, listening carefully, and reminding students that these are normal reactions following a very scary event. Discuss students' perceptions of media descriptions of events, if applicable.

Students will often process the information about the events at unpredictable times throughout the day. As they try to develop an understanding for what has happened, they may ask questions that are initially shocking to adults, including questions that have gruesome details. Try to respond in a calm manner, answering the questions in simple, direct terms and help the students to transition back to their activity.

Students will often misunderstand the information about the event as they are trying to make sense about what happened. For example, they may blame themselves, believe things happened that did not happen. If students are confused, gently help students develop a realistic understanding of the event.

4/9/2023 11:08 PM 28

Page 29: Crisis Resource Guide for Administrators and Counselors

Students may ask the same types of questions repeatedly, which can be confusing and/or frustrating for teachers. Understand that students may need to hear the information multiple times before being able to integrate and understand it. Give students time to cope with their feelings.

Expect some angry outbursts from students. Try to catch students before they "act out", taking them aside, helping them calm down and regain control of their behavior. In addition, redirect students who are being irritable with each other which could escalate to direct conflict.

Do classroom activities that will reinforce the message that one person can make a difference to help and heal. Activities can include drawing pictures and sending cards or class projects of collecting pennies or aluminum cans.

Encourage some distraction times, which would include doing school work that that does not require high levels of new learning and enjoyable activities. Help students do activities that allow them to experience mastery and build self-esteem.

Expect some brief (temporary) decline in students' school performance. Consider suspending classroom testing for the rest of the week. Also, consider reducing homework for a day or two.

Provide reassurance to students that the feelings will not be so heavy after a while and the situation will be easier to handle over time.

Protect students from re-exposure to frightening situations and reminders of trauma. This includes limiting teacher-to-teacher conversations about the events in front of students.

Maintain communication with other teachers, school personnel, and parents to monitor how students are coping with the demands of school, home, and community activities. Should difficulties coping with the event persist and interfere with students' functioning, consider seeking help from the school counselor who can make recommendations to the parent regarding outside agency support. Monitor students who are withdrawn and isolated from others.

Remain aware of your own reactions to students' trauma, as well as your own reactions to the trauma. It is okay to express emotions to your students, such as "I am feeling sad about what happened." However, if you are feeling overwhelmed with emotion, it is important to take care of yourself and to seek support from school counselors and other staff.

4/9/2023 11:08 PM 29

Page 30: Crisis Resource Guide for Administrators and Counselors

Recommendations for Elementary School Parents to Help Students (According to the American Psychological Association)

Avoid exposing your child to reminders of the trauma. This includes limiting your child's exposure to the news and other television programs about the tragedy. If you do choose to have your child see this information on the television, keep it brief, watch it with your child, and talk to your child after to clarify miscommunication. Protecting the children from re-exposure includes limiting exposure to adult conversations about the events - even when you think they are not listening, they often are.

Maintain the family routines, particularly around sleeping, eating, and extracurricular activities (e.g., sports, church, dance). Be sure the bedtime routine includes safely tucking them in at night. Young children may want a night light again. Make sure your child is receiving a balanced diet and enough rest.

Avoid unnecessary separations from important caregivers. Expect temporary regression in your child's behaviors (e.g., starting to baby talk, wetting the

bed). Do not panic, as your child is likely to return to previous functioning with time and support.

Provide soothing activities, such as reading books, listening to music, taking a walk, riding bikes, etc.

Increase patience with your child and with yourself. Give your family time to cope. Find ways to emphasize to the children that you love them.

4/9/2023 11:08 PM 30

Page 31: Crisis Resource Guide for Administrators and Counselors

Recommendations for Middle School Parents to Help Students (According to the American Psychological Association)

Avoid exposing your child to reminders of the trauma. This includes limiting your child's exposure to the news and other television programs about the tragedy. If you do choose to have your child see this information on the television, keep it brief, watch it with your child, and talk to your child after to clarify miscommunication. Protecting the children from re-exposure includes limiting exposure to adult conversations about the events - even when you think they are not listening, they often are.

Maintain the family routines, particularly around sleeping and eating and extracurricular activities (e.g., sports, church, dance). Make sure your child is receiving a balanced diet and enough rest. Extra time with friends who are supportive and meaningful to him/her may be needed.

Avoid unnecessary separations from important caregivers. Provide soothing activities, such as reading books, listening to music, taking a walk, riding

bikes, etc. Some middle school students benefit from writing their thoughts and feelings in a journal.

Address acting-out behavior involving aggression or self-destructive activities quickly and firmly with limit setting. If this behavior is severe or persists, seek professional help.

Increase patience with your child and with yourself. Give your family time to cope. Find ways to emphasize to the children that you love them.

4/9/2023 11:08 PM 31

Page 32: Crisis Resource Guide for Administrators and Counselors

Recommendations for High School Parents to Help Students (According to the American Psychological Association)

Avoid exposing your teen to reminders of the trauma. This includes monitoring your teen's exposure to the news and other television programs about the tragedy. When you can, watch it with your teen, and talk to your teen after to clarify their understanding of the events and the images seen. Be aware that your teens are often listening when adults are discussing the events. Protect your teen from re-exposure includes limiting exposure to adult conversations, however, find time to include them in age appropriate discussions about the events and resulting thoughts and feelings.

Maintain the family routines, particularly around sleeping and eating and extracurricular activities (e.g., sports, church, dance). Make sure your teen is receiving a balanced diet and enough rest. Extra time with friends who are supportive and meaningful to him/her may be needed.

Avoid unnecessary separations from important caregivers. Provide soothing activities, such as reading books, listening to music, taking a walk, riding

bikes, etc. Some high school students benefit from writing their thoughts and feelings in a journal.

Address acting-out behavior involving aggression or self-destructive activities quickly and firmly with limit setting. If this behavior is severe or persists, seek professional help.

Encourage your teen to delay making big decisions. Increase patience with your teen and with yourself. Give your family time to cope. Find ways

to emphasize to your teen that you love them.

4/9/2023 11:08 PM 32

Page 33: Crisis Resource Guide for Administrators and Counselors

Appendix EResources

Books, Videos, and Websites

BooksGrade Title Author DescriptionPre-K - K

About Dying Bonnett, Sarah Death is explored through a dead bird and a grandfather's death

Abeuelita's Paradise Nodar, Carmen Girl remembers her grandmother's storiesCat Heaven Ryiant, Cynthia A pet diesDaddy's Chair Lanton, Sandy Rituals regarding death in a Jewish

householdGeranium Morning Powell, Sandy Two children who have lost a parent find

compassion I'll Always Love You Wilhelm Loss of a dogSophie Fox, Mem A relationship between a grandfather and

grandchildWhen My Dad Died Hammond,

JaniceDeath of a father

When My Mommy Died Hammond, Janice

Death of a mother

Where's Jess Johnson, Joy and Marv

Death of a sibling (baby)

Yo Las Queria Vendrell, Maria Mom is illYou Hold Me and I'll Hold You

Carson Death of a great aunt

Pre-K -Elem (5th)

Badger's Parting Gifts Varley, Susan Badger's friends deal with griefBeyond the Ridge Goble, Paul Death of an elderly Plains Indian womanBlackberries in the Dark Jukes, Mavis Grandfather diesBridge to Terabithia Paterson,

KatherineTen-year-old close friends

Day of the Dead: A Mexican-American Celebration

Goldsmith, Hoyt Celebration of Los Dias de Muertos

Days of the DeadDog HeavenLifetimes

Laskey, Kathryn Celebration of Los Dias de Muertos

4/9/2023 11:08 PM 33

Page 34: Crisis Resource Guide for Administrators and Counselors

Dog Heaven Rylant, Cynthia Death of a petLifetimes Mellonie, Bryon

Ingpen, RobertLife cycle of plants and animals

Mustard Graeber, Charlotte

Death of a cat

My Grandpa Died Today Fassler, Joan Death of a boy's grandfatherNobody's Fault Hermes, Patricia Emily's brother has fatal accidentSaying Goodbye to Grandma

Thomas, Jane Funeral rituals

Someday A Tree Bunting, Eve Saying good-bye to an oak treeThe Spriti of Tio Fernando Levy, Janice Day of the Dead

Pre-K - 2nd Grade

A Handful of Seeds Hughes, Monica Grandmother's death

A Little Bit of Rob Turner, Barbara Accidental death of friendGrandpa's Slide Show Gould, Deborah Grandfather diesSomeone Special Died Prestine, Joan Questions and answers about death

K - ElemAm I Still a Big Sister? Bernheimer,

AudreyDeath of sibling

The Dead Bird Brown, Margaret Burial of a dead birdThe Saddest Time Simon, Norma Concept of deathSaying Goodbye to Daddy Vigna, Judith Death of dad in a car accidentSo Far From the Sea Bunting, Eve Japanese-American family who is movingTales of a Gambling Grandma

Khalsa, Dayal Family traditions

The Tenth Good Thing About Barney

Viorst, Judity Dead Cat

To Hell with Dying Walker, Alice Death of a friendToo Far Away to Touch Newman, Leslea Uncle dying of AIDSThe Two of Them Aliki Relationship of grandfather and

granddaughterThe Wall Bunting, Eve Vietnam VeteranWhen Dinosaurs Die Krasney, L. &

Brown, M.Memory of a loved one

Whiskers, Once and Always

Orgel, Doris Death of a cat

Elem A Taste of Blackberries Smith, Doris Best friend's deathAarvy Ardvak Finds Hope O'Toole, Donna Loss of motherAnnie and the Old One Miles, Misha Grandmother is ill.Bart Speaks Out" Breaking the Silence on Suicide

Goldman, Linda Suicide

Better with Two Joosse, Barbara Death of dogCousins Hamilton, Virginia Death of grandmotherDaddy's Climbing Tree Adler, C. S. Accidental death of fatherEl Mejor Truco Del Abuelo Gran-Gran's Best Trick)

Holden, Dwight Grandfather's death

Everett Anderson's Goodbye

Rylant, Cynthia Death of father

First Snow Coutant, Helen Vietnamese girl understands death

4/9/2023 11:08 PM 34

Page 35: Crisis Resource Guide for Administrators and Counselors

I Heard the Owl Call My name

Craven, Margaret Indian village--meaning of life and death

Journey MacLachlan, Patricia

Mother moves away

Learning To Say Goodbye LeShan, Eda Stages of griefLos Mejores Amigos Wild, Margaret Cat loses ownerMarisol y el Mensarjeo Amarillo

Smith-Ayla, Emilie

Father is murdered

Nana Upstairs and Nana Downstairs

Depaola, Tomie Death of grandmother

On My Honor Bauer, Marion Drowning of friendPablo Recuerda la Fiesta del Cia de Los Muertos

Diaz, Jorge Families honor spirits of the dead

Robin on His Own Wilson, Johnniece

African-American boy comes to terms with death of grandmother

Run, Run As Fast As You Can

Osborne, Mary A girl moves

Sapo y la Cancion del Minto

Valthuijs Burying a dead bird

Searching for David's Heart

Bennett, Cheryl Brother is killed

Shades of Gray Reeder, Carolyn Civil war lossSummer to Die Lowry, Lois Older sister diagnosed with LeukemiaThe Education of the Little Tree

Carter, Forrest Cherokee boy goes to live with grandparents

The Fall of Freddie the Leaf

Buscaglia, Leo Allegory between life and death

The Giver Lowry, Lois Boy questions his futureThe Remembering Box Clifford, Eth Family traditionsThe Three Birds Van den Berg,

MarinusBird's mother dies

Tiger Eyes Blume, Judy Death of fatherToby Wild, Margaret Death of a dogUn Gato Viejo y Triste Zaton, Jesus Illness of a catWhat's Heaven Shriver, Maria Death of mother

Middle School

A Summer to Die Lowry, Lois Sister's death

Abuelita Hubner, Franz Grandmother's illnessFarewell to Manzanar Huston, Jean &

Hutson, J.D.WW II

Out of the Dust Hesse, Karen Death of motherPark's Quest Paterson,

KatherineDeath of father in Vietnam

SlakeS Limbo

Holman, Felica Teen lives in a subway in NY

You Shouldn't Have to Say Good-bye

Hermes, Patricia Mother is dying of cancer

Middle - High School

Father Figure Peck, Richard Mom commits suicide

4/9/2023 11:08 PM 35

Page 36: Crisis Resource Guide for Administrators and Counselors

My Brother Sam Collier, James & Christopher

Revolutionary War-family is split apart

My Daniel Conrad, Pam Death of a boyNo Place to Be: Voices of Homeless Children

Berck, Judith Writings by homeless children

Say Good Night, Gracie Deever, Julie Coping with death of a best friendSwallowing Stones McDonald, Joyce Accidental deathTears of a Tiger Draper, Sharon Car accidentThe Accident Strasser, Todd Car accidentThe Eagle Kite Fox, Paula Father has AIDSThe Grieving Teen Fitzgerald, Helen Teenagers and deathWalk Two Moons Creech, Sharon Mother killed in accidentWhen the Broken Heart Still Beats

Meyer, Carolyn Loss of husband and children

High School

After the Rain Fox, Norma Grandfather's death

Amazing Grace Cannon, A. E. Depressed teenage motherBegonia for Miss Applebaum

Zindel, Paul Impending death

Close Enough to Touch Peck, Richard Girlfriend leavesDead Serious Leder, Mersky SuicideDeath Be Not Proud Gunther, John Impending deathFace at the Edge of the World

Bunting, Eve Suicide

Freak the Mighty Mazer, Norma Physically disabled friendFriends Till the End Stsser, Todd LeukemiaI am Fifteen and I don't want to Die

Amothy, Christine

WW II Autobiography

I Have Lived a Thousand Years

Hon-Jackson, Livia

Holocaust survivor

It Happened to Nancy Sparks, Beatrice Date rape infects girl with HIV

Izzy Wily Nilly Voight, Cynthia Teenager loses leg in car accidentKindness Rylant, Cynthia PregnancyLiving When a Young Friend Commits Suicide : Or Even Starts Talking About It

Grollman, Earl Suicide

Maniac Magee Spinelli, Jerry Death of parentNight Wiesel, Elie WW II concentration campNight Kites Kerr, M. E. Brother has AIDSNo Promises in the Wind Hunt, Irene DepressionNow I Lay Me down to Sleep

McDaniel, Luriene

Leukemia

Pigman Zindel, Paul Dying old manPigman's Legacy Zindel, Paul SequelRemembering the Good Times

Peck, Richard Suicide

So Far From the Bamboo Grove

Watkins, Y. K. WW II

The Power to Prevent Suicide: A Guide for

Nelson, Richard Suicide

4/9/2023 11:08 PM 36

Page 37: Crisis Resource Guide for Administrators and Counselors

Teens Helping TeensTell Me Everything Coman, Carolyn Accidental death of motherToning the Sweep Johnson, Angela African women cope with deathTracker Paulsen, Gary Grandfather's deathTwo Moons in August Brooks, Martha Teenager deals with death of mother

Counselor/TeacherResources

100 World-Class Thin Books

Bodart, Jane Bibliography on death and dying

Adolescents at Risk Kaywell, Joan Death and dying resourcesBreaking the Silence Goldman, Linda Adults helping children copeCoping When a Parent Dies

Grosshandler-Smith, Janet

Adolescent bereavement

Life in a Crowded Place Peterson, Ralph Loss in the classroom communityStraight Talk About Death Grollman, Earl InterventionsThe Grieving Child: A Parent's Guide

Fitzgerald, Helen

Why do People Die? Helping Your Child Understand Death with Love and Illustrations

MacGregor, Cynthia

Explains death, beliefs, customs, and rituals

Videos

Elementary The Tenth Good Thing About Barney

AIMS MEDIA Dead cat

A Taste pf Blackberries Batesville Management Services

Accidental death of friend

Full House "The Last Dance,"

Warner Bros. TV Death of grandfather

Max and Nellie's Journey with Grief

The Old Brick Playhouse

Grandfather's impending death

Elementary-Middle

Mick Harte Was Here Listening Library Brother's accidental death

The Magic Within Cinema Gild Parents killed in car accident

High School Dying is Not an Option: Thinking About Suicide

Denver Center Media

Teens dealing with loss

Teen Grief "Climbing Back"

Human Relations Media

Teens dealing with different losses

4/9/2023 11:08 PM 37

Page 38: Crisis Resource Guide for Administrators and Counselors

WebsitesWebsite Website Address DescriptionAmerican Hospice Foundation

www.americanhospice.org Materials

Belief Net www.beliefnet.com Teens can post questionsFernside www.fernside.org Children can write letters

Other Resources

Rainbows (grief and loss support groups/training)1240 Johnson Ferry Place, Suite A-50Marietta, GA 30068(770) 321-9636e-mail: [email protected]: www.rainbows.org

The Rising Sun Center for Loss and Renewal(counseling services and resource materials)Sharon Rugg, LCSW2848 Windsor Oaks Tc.Marietta, GA 30066(770) 928-1027website: www.risingsuncenter.com

Compassionate FriendsSupport groups for parents and siblings who have experienced a lossMeetings in the Marietta areaContact Susan Goethe for further information.

Survivors of SuicideSupport groups for family members and friends impacted by a suicide.Contact Susan Goethe for further information.

4/9/2023 11:08 PM 38

Page 39: Crisis Resource Guide for Administrators and Counselors

Paulding County School District

Crisis Response Team Members

Andy Aarons, Counselor, East Paulding Middle SchoolSusan Goethe, Curriculum Specialist for Counselors

Darlene Gray, Counselor, East Paulding Middle SchoolDebbie Gunter, Counselor, Dugan Elementary School

Kelly Pitts, Counselor, Roberts Elementary SchoolDavid Seawell, Counselor, Hiram High School

Cherie Simpson, Counselor, Hiram High SchoolPrecious White, Counselor, Union Elementary School

Brad Zimmerman, Counselor, Baggett Elementary School

4/9/2023 11:08 PM 39

Page 40: Crisis Resource Guide for Administrators and Counselors

Updated June, 2005

4/9/2023 11:08 PM 40