KeysToSaferSchools

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www.KeysToSaferSchwww.KeysToSaferSchools.comools.com

We are the internet's most We are the internet's most comprehensivecomprehensive site for the site for the

Detection and Prevention of School ViolenceDetection and Prevention of School Violence..

Help us to sayHelp us to say::

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KeysKeys is a leaderis a leader in supplying professional training in supplying professional training and materials to schools, youth organizations and materials to schools, youth organizations

and law enforcement agencies across the United and law enforcement agencies across the United States and beyond.States and beyond.

The methods and techniques presented are unique, yet based on national level research and proven with years of experience in dealing with at-risk, troubled youth.

From Japan’s Ministry of Education, to Scandinavian School Safety Professionals, to local public schools large and small, KEYS is acclaimed as providing the highest level of service.

Our training approach is practical and field proven, not another classroom theory. Learn what others say about Keys.

While many avoid violence by locking themselves in, we offer the KEYS that will Lock Out Violence Everyday.

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Frank G. GreenFrank G. Green, LPC, LPC

Executive DirectorExecutive Director

Russ SherrillRuss Sherrill, MS, MS

Subject Matter Expert, Crisis RecoverySubject Matter Expert, Crisis Recovery

PresentersPresenters

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Frank G. GreenFrank G. Green, LPC, LPC Licensed Mental Health Therapist. Member of: American Counseling Association, Association for Ethical & Religious Values in

Counseling, Arkansas Mental Health Counselors Association & Learning Disabilities Asso. Served as the Assistant Director of the Arkansas Division of Youth Services where he was

responsible for incarcerated Juveniles for the state including Serious Offender Programs. Previous to that, he was the Division’s Chaplain providing counsel and spiritual development

opportunities for Arkansas’s incarcerated youth. Other experience:

– Director of Covenant Connections Boys and Girls Club, a pilot project of establishing a club inside the state’s primary Juvenile Incarceration Facility.

– Assistant Director and Counselor of Saline County Boys and Girls Club. – Worked closely with public and private schools and with the Juvenile Justice System to develop

Alternative Schools and School Based Day Treatment Programs. – Many years of therapy experience includes residential, clinical, and private practice with a

concentration on Youth at Risk and their families.

– 20 year military services dealing with international and local terrorism and bomb threat techniques.

Specialized training:– Organizational Effectiveness, Explosives, Threat Analysis, Comptroller, Leadership and

Management, Cognitive Restructuring for Juveniles, ADD/ADHD, Managing Aggressive Behavior, and Therapeutic Hold Techniques.

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Russ SherrillRuss Sherrill, MS, Certified Crisis Responder, MS, Certified Crisis Responder

Masters in Counseling Counselor in Public School Setting for over a Decade Vice President - A State School Counseling Association (Middle & Junior High) Certified NOVA Crisis Responder NIMS Certified by FEMA Active Crisis Response Team Member

– Member of a State Team and 3 Regional Teams Extensive Crisis Response Experience with;

– FBI, – State, – County and – local law enforcement

• dealing with bank robberies, fires, suicides, school issues and • fatal auto accidents.

Recipient of US Marine Corps’ Honor, Courage and Commitment Award 2005 Active involvement with Celebrate Recovery, a faith-based 12 step program for people recovering from life’s hurts, hang-ups and

habits.

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Phase VII Phase VII

Crisis Recovery Crisis Recovery ProcessProcess

KKeys – eys – RRecovery ecovery TTeam eam MMembersembers (K-RTMK-RTM) ModelModel

Phase VII Phase VII

Crisis Recovery Crisis Recovery ProcessProcess

KKeys – eys – RRecovery ecovery TTeam eam MMembersembers (K-RTMK-RTM) ModelModel

A Comprehensive Model to A Comprehensive Model to Emergency Response & Crisis Management PlanningEmergency Response & Crisis Management Planning

A Dynamic Process in developing a Multi-Hazard Emergency Operations

Procedure & Crisis Plan

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Under the National ModelNIMS:

National Incident Management System

ICS: Incident Command System

OverviewOverviewOverviewOverview

Phases of the Emergency Response Management

Planning Process

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Overview

The 7-Phase Emergency Response Management Planning

I. Evaluate the District Need

II. Evaluate the School Needs

III. Assess the Safety and Security of Schools

IV. Develop the Plan

V. Train Staff and Crisis Team Members

VI. Implement the Plan

VII. Recovery

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Recovery Begins Before the Crisis with a plan and continues through the

Emergency Operations until the school has returned to

normal.

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KKeys’ RRecover TTeam MMemberRoles and Responsibilities

Help those affected by a

Traumatic EventTraumatic Event return to

Normal !Normal !KK-RTM-RTM

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First Things First

Meet Their Needs

•Food

•Water

•Shelter

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Meeting Needs by PriorityMeeting Needs by Priority

Remember:

Having a deficit in

level 1 or 2 will make 3

and 4 almost impossible.

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K-Recovery Team MembersK-Recovery Team Members must contend with: must contend with:• AngerAnger• StressStress• Role AmbiguityRole Ambiguity• ViolenceViolence• Alcohol/Drug AbuseAlcohol/Drug Abuse• Student dealing with Emotional DifficultiesStudent dealing with Emotional Difficulties

• homesicknesshomesickness• suicide, PTSDsuicide, PTSD• eating disorders, depression and eating disorders, depression and others others

• Relationship issues and many others.

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Crisis or Emergency?Crisis or Emergency?Section 1Section 1Section 1Section 1

Under the Under the • Department of Homeland Security (DHS), the • Federal Emergency Management Agency (FEMA) has instituted the;

• National Incident Management System (NIMS)• Incident Command System (ICS)

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Crisis or Emergency?Crisis or Emergency?Types of Crisis That Produce TraumaTypes of Crisis That Produce Trauma • Anytime people feel traumatized

• When First Responders are involved,• School Shooting,• Natural Disasters,• Bus Accidents,• Bomb Threats,• Terrorism • and so on…

16Developmental StageDevelopmental StageDevelopmental StageDevelopmental Stage

Reaction to Reaction to Trauma by:Trauma by:Reaction to Reaction to Trauma by:Trauma by:

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Physical and mental changes Cognitive and emotional

processing Attitudes toward change Methods of communication Primary relationships Attributes of status and power

Physical and mental changes Cognitive and emotional

processing Attitudes toward change Methods of communication Primary relationships Attributes of status and power

TraumaTraumaTraumaTrauma

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ChildrenChildrenChildrenChildren

Development stages affect traumatic reactions

Children’s brains function differently Neurodevelopment may change “Traumatic Memory” as “Traumatic

Expectation” Reactions tend to mirror growth stages Children process trauma more slowly

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Physical memory vs. cognitive and verbal expression

Primary caregivers are extensions of self “Leaving” is seen as “abandonment” Trauma impedes the growth of

autonomy and independence

PreschoolPreschoolPreschoolPreschool

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Increasingly verbal, but lack understanding of intangible concepts

Limited understanding of time and space Focus on the present and the immediate Age of discovery Play as primary mode of communication Fantasy and magical thinking Egocentric causation

PreschoolPreschoolPreschoolPreschool

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Rapid cognitive and competency development

Less egocentric Spatial and temporal concepts more central

to their lives Inability to tolerate time for long periods Conscious of right and wrong Communicate via words but also play

accompanied by explanation

Elementary SchoolElementary SchoolElementary SchoolElementary School

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Physiological and emotional change Solid concepts of death Mood swings Ambivalent preoccupation with peers Emotional interpretation of events Ideals and commits viewed as sacred

trust Words and symbols important

Middle & Junior HighMiddle & Junior HighMiddle & Junior HighMiddle & Junior High

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Increased emotional upheaval

Need for privacy Risk-taking activities Creation of their own worlds

High SchoolHigh SchoolHigh SchoolHigh School

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Impact of parent loss may be worse than trauma– Actual loss (separation,

abandonment, death)– Perceived loss

Grief exacerbated by violent loss Intensity of emotion may increase Duration of grief may extend for years

Reaction to TraumaReaction to TraumaReaction to TraumaReaction to Trauma

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Child grief not the same as adult grief

Reactions are often relived through developmental stages

Trauma may be accompanied by ongoing crises and challenges in life

Communication styles different than adults Spiritual beliefs not well-formed

Reaction to TraumaReaction to TraumaReaction to TraumaReaction to Trauma

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Inability to deny death, but may not understand concept of permanence

Inability to deny death Regression to earlier development stages Fear is dominant, followed by anger Confusion due to

* explanations about death * change in routine

* changes in caregivers * change of favorite activities

* relocation of home or school * sense of disorientation and

* exclusion from activities * abandonment

Children & GriefChildren & GriefChildren & GriefChildren & Grief

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Egocentrism increases guilt & shame

Physical manifestations: – sleep and appetite

Children & GriefChildren & GriefChildren & GriefChildren & Grief

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Fantasy to escape from reality Playing out event to deal with reactions Imaginary playmates Spasmodic crisis

reactions Denial of the future

Common Coping SkillsCommon Coping SkillsCommon Coping SkillsCommon Coping Skills

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Help children develop their story of the trauma

Let children lead in defining the parameters of the discussion

Answer children factually and simply

Be non-judgmental in response to reactions and behaviors

Tips for Helping ChildrenTips for Helping ChildrenTips for Helping ChildrenTips for Helping Children

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Safety and SecuritySafety and Security– Positive human physicalPositive human physical contactcontact– Physical restPhysical rest– Safety planningSafety planning– Physical symbols of nurturingPhysical symbols of nurturing

Safety and SecuritySafety and Security– Positive human physicalPositive human physical contactcontact– Physical restPhysical rest– Safety planningSafety planning– Physical symbols of nurturingPhysical symbols of nurturing

Intervention w/ ChildrenIntervention w/ ChildrenIntervention w/ ChildrenIntervention w/ Children

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Ventilation and ValidationVentilation and Validation– Allow children to communicate about the Allow children to communicate about the

events and their reactionsevents and their reactions– Help children understand differences Help children understand differences

between life and deathbetween life and death– Reassure them that sadness is necessaryReassure them that sadness is necessary– Talk with them about their observations of Talk with them about their observations of

other people’s trauma reactionsother people’s trauma reactions– Don’t minimize their lossesDon’t minimize their losses


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Prediction and PreparationPrediction and Preparation– Predict what will happenPredict what will happen– Encourage comforting routinesEncourage comforting routines– Provide them with tangible comfort itemsProvide them with tangible comfort items– Educate them about trauma, death, lossEducate them about trauma, death, loss– Help them develop reasons for livingHelp them develop reasons for living

Prediction and PreparationPrediction and Preparation– Predict what will happenPredict what will happen– Encourage comforting routinesEncourage comforting routines– Provide them with tangible comfort itemsProvide them with tangible comfort items– Educate them about trauma, death, lossEducate them about trauma, death, loss– Help them develop reasons for livingHelp them develop reasons for living


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Prediction and Preparation Prediction and Preparation (Continued)

– Help them develop reasons for livingHelp them develop reasons for living– Help them think about their futureHelp them think about their future– Support their adult caregiversSupport their adult caregivers– Help children solve their problemsHelp children solve their problems– Give them concrete aid and factual informationGive them concrete aid and factual information– Obtain parental permissionsObtain parental permissions

Prediction and Preparation Prediction and Preparation (Continued)

– Help them develop reasons for livingHelp them develop reasons for living– Help them think about their futureHelp them think about their future– Support their adult caregiversSupport their adult caregivers– Help children solve their problemsHelp children solve their problems– Give them concrete aid and factual informationGive them concrete aid and factual information– Obtain parental permissionsObtain parental permissions

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* Oral Storytelling* Oral Storytelling * Guided Free Play * Guided Free Play

* Encourage Discussion * Creative Writing* Encourage Discussion * Creative Writing

* Creative Art* Creative Art * Dramatic Enactments * Dramatic Enactments

* Music * Music * Prayer, Meditation, * Prayer, Meditation, ChantsChants

* Pet Interventions* Pet Interventions

* Oral Storytelling* Oral Storytelling * Guided Free Play * Guided Free Play

* Encourage Discussion * Creative Writing* Encourage Discussion * Creative Writing

* Creative Art* Creative Art * Dramatic Enactments * Dramatic Enactments

* Music * Music * Prayer, Meditation, * Prayer, Meditation, ChantsChants

* Pet Interventions* Pet Interventions


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Impact of trauma is affected by Impact of trauma is affected by developmental stagesdevelopmental stages

Physiological changes affect Physiological changes affect physical, psychological and physical, psychological and emotional reactionsemotional reactions

““Season of losses”Season of losses” Shattered beliefs or concepts of a Shattered beliefs or concepts of a

safe worldsafe world

Intervention w/ AdultsIntervention w/ AdultsIntervention w/ AdultsIntervention w/ Adults

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Intervention w/ AdultsIntervention w/ AdultsIntervention w/ AdultsIntervention w/ Adults Mourning for lossesMourning for losses Giving meaning to past and present Giving meaning to past and present

experiencesexperiences Accepting one’s past and present Accepting one’s past and present

statesstates Re-establishing self-coherence and Re-establishing self-coherence and

self-continuityself-continuity Achieving “ego integration”Achieving “ego integration”

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• Life’s losses• Health, job, financial independence• Physical ability, memory, loved ones• Environment or home

• Trauma’s losses• Peers, loved ones, “descendants”• Connection, role or identity• Values, physical ailments

• Life’s losses• Health, job, financial independence• Physical ability, memory, loved ones• Environment or home

• Trauma’s losses• Peers, loved ones, “descendants”• Connection, role or identity• Values, physical ailments

InterventionInterventionInterventionIntervention

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Emotional FalloutEmotional FalloutTypes of Fallout• Post Traumatic Stress Disorder• Anger• Violence• Depression• Suicidal Tendencies• Anxiety Disorders• Stress Issues

Section 2Section 2Section 2Section 2

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FearFear

Nightmares or FlashbacksNightmares or Flashbacks

Extreme Physical or Emotional ReactionExtreme Physical or Emotional Reaction

Difficulty SleepingDifficulty Sleeping Suicidal thoughts and/or gesturesSuicidal thoughts and/or gestures

PTSD:PTSD: Post Traumatic Stress DisorderPost Traumatic Stress Disorder

Survivor Guilt Survivor Guilt

Drug or alcohol useDrug or alcohol use

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What is the What is the Huan JuHuan Ju System? System?

The Huan Ju System of Managing AngerThe Huan Ju System of Managing Anger

which emphasizes blending. That is, rather than oppose the other’s force and match strength against strength, volume against volume, you must align and blend your force with him to redirect him.

Huan JuHuan Ju is a discipline,

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AngerAnger – – How to Manage & De-escalate itHow to Manage & De-escalate it

Be In Control of YourselfBe In Control of Yourself If you are angry, exhausted or stressed out, If you are angry, exhausted or stressed out,

you will probably make matters worse. you will probably make matters worse. Make sure that you are in the right frame of Make sure that you are in the right frame of mind to be in control.mind to be in control.

Control The SituationControl The Situation Remove the audience. Separate residents Remove the audience. Separate residents

involved in angry dispute.involved in angry dispute.


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C.C. Control The Person Control The Person Use Huan Ju, the Art of Blending.Use Huan Ju, the Art of Blending.

Speak Softly, but authoritatively.Speak Softly, but authoritatively.

Remain Goal OrientedRemain Goal Oriented Defer to RulesDefer to Rules

““Continuation”Continuation”


HumorHumor

Forced choices vs. Guided choicesForced choices vs. Guided choices

Do not take it PersonallyDo not take it Personally

Use “I” StatementsUse “I” Statements

Avoid Power Struggles Avoid Power Struggles

AngerAnger – – How to Manage & De-escalate itHow to Manage & De-escalate it

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Violence - What are Early Early andand ImminentImminent

Warning Signs?Warning Signs?

EarlyEarly Warning Signs Warning Signs

ImminentImminent means we must act immediately means we must act immediately

EarlyEarly mean we have some mean we have some

timetime

How to Identify Warning Signs of Violence?How to Identify Warning Signs of Violence?

ImminentImminent Warning Signs Warning Signs

ViolenceViolence

WorkersWorkersTheseThese SignsSigns are just are just

that, signs. Road that, signs. Road signs are posted - signs are posted -

providing information providing information about the way we are about the way we are going. They tell us if a going. They tell us if a

student is traveling student is traveling the same road that the same road that

someone else traveled someone else traveled and that the end of and that the end of

that road was that road was disasterdisaster..

WorkersWorkersTheseThese SignsSigns are just are just

that, signs. Road that, signs. Road signs are posted - signs are posted -

providing information providing information about the way we are about the way we are going. They tell us if a going. They tell us if a

student is traveling student is traveling the same road that the same road that

someone else traveled someone else traveled and that the end of and that the end of

that road was that road was disasterdisaster..

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Violence Violence - - Warning SignsWarning Signs of Violence? of Violence?

A. Social CharacteristicsA. Social Characteristics

Having been victimized.Having been victimized.

Drug or alcohol involvementDrug or alcohol involvement

Negative affiliation, found delinquent Negative affiliation, found delinquent

Rejected by othersRejected by others

Made fun ofMade fun of

Withdrawn/Isolated from others.Withdrawn/Isolated from others.


Involvement in Court System Involvement in Court System

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B. Academic CharacteristicsB. Academic Characteristics Drop in performanceDrop in performance

Lack of interestLack of interest

Disciplinary issuesDisciplinary issues

School probationSchool probation



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C. Violent CharacteristicsC. Violent Characteristics Expressed violence in writings/drawingsExpressed violence in writings/drawings

IntoleranceIntolerance

ImpulsiveImpulsive

AggressiveAggressive Uncontrolled AngerUncontrolled Anger

Serious ThreatsSerious Threats



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D. Weapons Characteristics D. Weapons Characteristics Possession of aPossession of a

weapon on campusweapon on campus

Threatens to get weaponThreatens to get weapon

Threatens to use weaponThreatens to use weapon


WorkersWorkersDo not attempt to search, Do not attempt to search, ask for, disarm, or in any ask for, disarm, or in any way handle a weapon nor way handle a weapon nor approach a student who is approach a student who is

suspected of having a suspected of having a weapon. That is a job for weapon. That is a job for

an expert, that is, Law an expert, that is, Law Enforcement Personnel.Enforcement Personnel.

WorkersWorkersDo not attempt to search, Do not attempt to search, ask for, disarm, or in any ask for, disarm, or in any way handle a weapon nor way handle a weapon nor approach a student who is approach a student who is

suspected of having a suspected of having a weapon. That is a job for weapon. That is a job for

an expert, that is, Law an expert, that is, Law Enforcement Personnel.Enforcement Personnel.


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Intervention PracticesIntervention Practices

A. A. Addressing problems quicklyAddressing problems quickly

Having a referral process with individuals trained to assess.Having a referral process with individuals trained to assess.

Confront issues before they can escalate Confront issues before they can escalate (anger, drug issues, etc.)(anger, drug issues, etc.)


B. B. Specialized Assessment TeamSpecialized Assessment Team

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Social withdrawalSocial withdrawal

Feelings of hopelessness & worthlessness, Feelings of hopelessness & worthlessness,

Lack of energyLack of energy Sleeplessness or HypersomniaSleeplessness or Hypersomnia Suicidal thoughts and/or gesturesSuicidal thoughts and/or gestures

Depression:Depression:

Drop in scholastic or academic performance Drop in scholastic or academic performance

Drug or alcohol use: Drug or alcohol use: is a symptom &/or can causeis a symptom &/or can cause

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Suicidal Tendencies:Suicidal Tendencies:

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Deepening DepressionDeepening Depression

Final ArrangementsFinal Arrangements

Risk Taking or self destructive behavior.Risk Taking or self destructive behavior.

Sudden Elevated Mood from depressed state.Sudden Elevated Mood from depressed state.

Pre-Suicidal Statements.Pre-Suicidal Statements.


Self mutilating behaviorSelf mutilating behavior

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Anorexia NervosaAnorexia Nervosa

Self StarvationSelf Starvation Excessive ExercisingExcessive Exercising

Self body image, thinks fatSelf body image, thinks fat

DDrastic weight loss

Eating Disorders:Eating Disorders:

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Bulimia NervosaBulimia Nervosa

Eating Large quantities of foodEating Large quantities of food Excessive time in bathroom PurgingExcessive time in bathroom Purging

Loss of Control over amount of food eaten.Loss of Control over amount of food eaten.

Basing their self-worth on how thin they are.Basing their self-worth on how thin they are.

Eating Disorders (Eating Disorders (contcont):):How to Identify Student who may have…?How to Identify Student who may have…?

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4 Most Common Signs4 Most Common Signs

Exhaustion & fatigueExhaustion & fatigue HelplessnessHelplessness Decreasing effectivenessDecreasing effectiveness Developing chronic negative attitudeDeveloping chronic negative attitude

Stress Issues:Stress Issues:

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Behavioral SignsBehavioral Signs

IrritabilityIrritability Inability to make decisionsInability to make decisions

Physical SignsPhysical Signs

Muscle tension, headaches, & more….Muscle tension, headaches, & more….

Stress Issues: Stress Issues: (Continued)(Continued)

Headaches, & more….Headaches, & more….

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Section 3Section 3Section 3Section 3InterventionsInterventions

Types• Individual• Group Techniques• Outside Help (referring)

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• Why the K-RTM?Why the K-RTM? Local interveners frequently provide

long-term support after crisis. Interveners need to understand and

educate survivors about long-term stress reactions and coping strategies.

Many interveners will train local caregivers in supportive counseling.

Interveners should not provide therapy unless trained to do so.

Individual Crisis InterventionIndividual Crisis InterventionIndividual Crisis InterventionIndividual Crisis Intervention

KK-RTM-RTM

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Principles of InterventionIndividual Crisis InterventionIndividual Crisis InterventionIndividual Crisis InterventionIndividual Crisis Intervention

Trauma-specificNormalization (positive human adaptation)

Collaboration with victims/survivorsUnique pathway to reconstruction

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Principles of Intervention Education, Experience, Energy

Rehearsal, Reassurance, Referral

Advocacy, Activism, Actualization

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Education Promotes cognitive processes Assists in organizing thoughts Assists in interpreting experiences Provides new associations and

perspectives Assists in integrating thoughts and

reactions into life experiences

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Education Examples Safety education Trauma education Education about secondary injuries Education about symptom

management Spiritual education

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Experience Recalls former coping strategies Assesses impact of coping strategies Promotes memory and memory interpretation Experiences of others with similar experiences

may be helpful May be used to learn new skills and routines

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EnergyPhysical health

– Nutrition– Humor– Movement– Tears– Sleep

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Rehearsal Purposefully walking through it mentally or physically Reduces involuntary re-experiencing of the traumatic event

– Involuntary re-experiencing may indicate not all trauma is remembered

– Initial avoidance may assist coping– Continuation of re-experiencing or avoidance can be

counter-productive Encourages integration of the trauma in present and future

narratives

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Rehearsal Guidelines CAUTION: Rehearsal can be re-traumatizing

without appropriate boundaries Should be voluntary and controlled Survivor can stop whenever desired Support is crucial Allows crisis reactions End with defusing – reinforces catharsis

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Reassurance Counters fears of intimacy Reduces isolation Promotes love and belongingness Sources of reassurance should be trained Reassurance should be collaborative and can

involve family, friends, colleagues at work or school, faith community, peer or support groups

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Referrals to Mental Health Referrals promote collaboration among mental health

and crisis intervention professionals and survivors

Referrals ensure that survivors receive appropriate mental health intervention

Referrals should be made only to trauma-trained mental health providers

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Referrals to Mental Health Refer to professional mental health when there is

– Decrease in physical functioning– Suicidal thinking or persistent thoughts of death– Substance abuse or self-injury– Inability to move beyond traumatic event– Depression and/or despair over future– Impairment of daily functioning

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Referrals to Spiritual Leaders Lack of connection with spiritual beliefs Lack of sense of meaning in daily life Preoccupation with death Frustration over inability to get “answers” Pervasive apathy Values dissonance Preoccupation with guilt or shame

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Advocacy To prevent, mitigate or remedy second injuries To prevent repetition in the future To change laws, policies or rules that

contributed to the tragedy or its outcomes (“triumph out of tragedy”)

Can be done on case or systems basis Not same as counseling

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ActivismTherapeutic Effects: Focus Catharsis Relationships Repetition Self-Esteem Testimony Insight Integration Purpose Hope

Timing is Important – Not Too Soon

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Actualization Integrating the past, present and future

visions of one’s life into daily reality Recognition of the ability to survive Finding meaning in the trauma event and

using that meaning to grow and transform as a person

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Suggestions for Helpers Accept traumatic reactions. Review the traumatic event. Stress inoculation may help. Medication may be needed. Confront trauma-related cues as needed. Search for meaning. Help put words or names to reactions.

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Suggestions for Helpers Make sure survivors want help (that it’s voluntary)

and they control the process. Provide support whenever survivors are re-exposed

to stimuli related to the event. Provide survivors with stress reduction techniques. Help survivors develop and maintain routines and

daily schedules.

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Suggestions for Helpers Ensure that physical needs are being met. Remind survivors to predict and prepare for

their future. Prepare safety net and referrals. Encourage peer support / groups. Encourage survivors to confront trauma-related

cues or issues.

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Suggestions for Helpers Provide survivors with educational materials. Speak out on behalf of survivor needs when

policies, rules or practices are contrary to their interests (advocacy).

Seek or provide forums for survivors to speak out about their tragedy if they wish.

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Suggestions for Helpers Encourage survivors to talk with their doctor about

their health and their ability to withstand the stress of the tragedy.

Encourage survivors to talk with their faith leader if they are so inclined.

Encourage survivors to explore the meaning of life.

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Group Crisis Intervention TechniquesGroup Crisis Intervention Techniques

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Group Crisis InterventionGroup Crisis Intervention

Purpose: same as with individual CIPlus:

•Addresses more people at one time•Provides peer validation•Provides written validation via scribe•Helps begin repair social fabric•Educates community members•Affirms hope for the future

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Logistics – Not Always Ideal– Who and How Many?

• High-risk groups• School at large • Mandated groups• Parents, Staff and Community

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– Where?• Accessibility, proximity, safety,

privacy• Zone of safety (to and from)• Going back to the scene?

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Group Crisis InterventionGroup Crisis Intervention– When?

• day / evening• how soon?

– How long?– Setup:

• chairs, handouts, tissues, refreshments• flipchart, markers, extra caregivers• comfort, smoking, bathrooms, phones• privacy, quiet

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KRTM Roles in Group

Lead FacilitatorCo-Facilitator (“Scribe”)

Other GCI Supporters

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KRTM Roles in Group

Lead Facilitator Introduces Session, States Ground RulesAsks Questions, Validates ResponsesSummarizes Sessions, Concludes

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KRTM Roles in Group

Co-Facilitator (“Scribe”) Records Crisis Reactions, Supports LeadAssists Individuals in CrisisContributes if Requested

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KRTM Roles in Group

Other GCI SupportersAssist Individuals Who Need AttentionAssist With Referrals After Session

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Time Suggestions 1.5 hours (avoid going longer, 1 hour is

better) 10 minutes – introductions 35 minutes – telling the stories (venting) 25 minutes –emotions (validation) 10 minutes – the future 10 minutes – summary and conclusion

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Basic GCI ProcessBasic GCI Process

Introduction Introduce self, team members/local

caregivers. Establish team credibility. Explain role of scribe. Define ground rules and logistics:

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Introduction Introduce self, team members/local

caregivers. Establish team credibility. Explain role of scribe. Define ground rules and logistics:

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Basic GCI ProcessBasic GCI Process• Define ground rules and logistics:

• Confidentiality. Ask for agreement. (Check with District for specifics on this topic)

• Students can choose not to participate• Group safety reactions (no verbal or

physical violence).

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Basic GCI ProcessBasic GCI ProcessGround rules (cont’d): • Can, but not required, to identify selves or to speak.

Not everyone may get to speak. Facilitators will remain behind at end to talk one-on-one if needed.

• Mention that it is ok to participate by listening and not just talking.

• Bathrooms, phones, refreshments,timing, etc.• Describe agenda: here to explore how people

reacted, will react and cope in the future. This is not a critique.

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Telling the Story – Where were you when it happened? – Who were you with? – What did you see, hear, smell, taste, or

touch at the time? – What did you do? – How did you react at the time?

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Goal for Telling the Story Establishes a time and place “anchor” for starting to

tell their narrative story. Establishes the context through the lens of sensory

perceptions. Elicits initial reactions to those perceptions. Identifies the first phase in the crisis reaction pattern.

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Basic GCI ProcessBasic GCI ProcessEmotions Experienced Since then, what memories stand out in your

mind? What has happened in the last 48 hours? What do you remember seeing or hearing

during that time? How have you reacted?

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Goals for Emotions Experienced Identifies critical memories that may

become trigger cues later. Establishes the facts of what happened

between the time of the event and the time of the crisis intervention.

Identifies the second phase in the crisis reaction pattern.

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Focus on the Future After all you’ve been through, what do you think

will happen in the next few days or weeks (… in your job, … at home)?

Do you think your family has been/will continue to be affected?

Do you have any practical concerns about what will happen next?

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Goals for Focusing on the Future Establishes a timeline from past, to present, to

future. Identifies problems that may arise and suggests

ways of coping. Emphasizes and affirms hope for the future.

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Follow through How do you think you will deal with the concerns

you have raised? Explore coping strategies, information seeking,

problem-solving skills. Suggest referrals, provide information on follow-up

support. Next meeting or other services available.

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Summary Review notes made by scribe, educating group about crisis

reactions; draw connections between what they said and what we know about crisis.

Again, say “I am sorry.” Thank you for attending. Mingle after the session; make contact with individuals you

might have concerns about.

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Hints for the Scribe Record precise language. Record words and phrases, not sentences. Record reactions, not whole stories. Indicate when there is change of speaker. Underline words illustrating reactions. Record at least one comment per speaker. Write legibly and spell correctly.

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Hints for the Scribe (cont’d) Stand to the side of flipchart so people can

see and read the words they’ve said. Don’t react to the stories or reactions. Watch facilitator for signs of distress or

needs. Draw double underline if you must leave the

room with a group member.

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Hints for Group Facilitators Know the details of the disaster. Prepare for issues unique to this disaster. Don’t emote in response to reactions. Remain calm and assured. Establish eye contact with speaker. When asking questions, look at group. Don’t be afraid of silence.

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Hints for Facilitators (cont’d) Express empathy Don’t argue with participants. Answer factual questions concisely. Don’t elaborate on extraneous details. Don’t probe for more details. Validate verbally and encourage peer validation. Validate using a variety of words.

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Hints for Facilitators (cont’d) Don’t tell about your own experiences. Keep track of time. Try to remember people’s names if they tell you. Tie comments back to crisis reactions. Summarize using scribe’s notes. Predict important events.

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Basic GCI ProcessBasic GCI ProcessHints for Facilitators (cont’d) Underscore positive suggestions for coping. Thank people for participating. Distribute handouts. Give them referral numbers, including:

– Keys To Safer Schools.com– Toll free 800-504-7355– [email protected]– NOVA – Toll free 1-800-TRY-NOVA– www.try-nova.org

mailto:[email protected]

http://www.try-nova.org/

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Hints For All Crisis Interveners Individual and group crisis intervention skills improve

with practice. Seek opportunities to provide intervention in your

personal and professional life. Every intervention provides opportunities for

learning: critique yourself softly. Remember that it is an honor to intervene at a

vulnerable time in another person’s life.

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Whenever you think an emotional problem may be over your head, Whenever you think an emotional problem may be over your head, IT PROBABLY IS! IT PROBABLY IS! REFER!!REFER!!

Don’t RescueDon’t Rescue Listen, Listen, Listen, then hear.Listen, Listen, Listen, then hear. Talk only as a last resort. Talk only as a last resort.

Know who to Refer individuals to.Know who to Refer individuals to.

Refer quickly and even help set the appointment.Refer quickly and even help set the appointment.

When is it time to REFER them for Help?When is it time to REFER them for Help? If in Doubt If in Doubt REFERREFER::

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Caregiver & K-RTM BurnoutCaregiver & K-RTM Burnout

Compassion Fatigue

• Symptoms• Strategies

Section 4Section 4Section 4Section 4

Providing services, including interventions and interviews, requires – empathy and compassion to view the

world from the clients’ perspective.

COMPASSION FATIGUE

It is the inability to let go of the thoughts, feelings and emotions useful in helping another, long after they are useful.

COMPASSION FATIGUE

KRTM’s should have: A willingness to be Compassionate A Non-judgmental Acceptance of

Compassion Stress An Awareness of Traps An Awareness of Own Weaknesses A Sense of Being Prepared

COMPASSION FATIGUE

DEFINITION: A state of extreme dissatisfaction with one’s work characterized by

– impaired competence– excessive distancing from

clients – low energy – increased irritability, and– other signs

COMPASSION FATIGUE

Physical exhaustion) Sleeping difficulties Somatic problems

COMPASSION FATIGUESYMPTOMS

Irritability Anxiety Depression Guilt Sense of helplessness


Aggression Callousness Pessimism Defensiveness


Cynicism Avoidance of clients Substance abuse


Quitting the job Poor work performance Absenteeism Tardiness Constantly seeking avoidance of work Risk-taking


Perfunctory communication Inability to concentrate Social withdrawal Lack of a sense of humor Dehumanization Poor patient interactions


A state of tension and preoccupation with the traumatized patients by

re-experiencing the traumatic events – avoidance/numbing of reminders

– persistent arousal (e.g.., anxiety)


Repair Support Systems at home and at work

Set Boundaries Inventory Pleasures and

Practice them Practice Stress Reduction

methods

COMPASSION FATIGUEPREVENTION

ConclusionConclusionThose most vulnerable are the

most effective at direct services because of their

empathy and

compassion.

Is this You?

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Today’s TrainingToday’s Training

By all accounts, it is of the By all accounts, it is of the utmost importance that K-RTM’s utmost importance that K-RTM’s receive training that is currentreceive training that is current and effective.and effective. The issues are complex and The issues are complex and time constraints for training difficult, but time constraints for training difficult, but highly needed. Added to the human need, highly needed. Added to the human need, schools must also consider the legal schools must also consider the legal implications in dealing with students who implications in dealing with students who may have latent or manifest behavior may have latent or manifest behavior issues.issues.

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SUMMARY

NOW WHAT?

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The internet's most The internet's most comprehensivecomprehensive site for the site for the

Detection and Prevention of School ViolenceDetection and Prevention of School Violence..

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