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					                            CRISIS MANAGEMENT PLAN

This crisis management plan has been developed using a series of documents from
various sources throughout the United States. While it is believed this is a quality
document, individual schools wishing to adopt any or all pieces should give careful
consideration to each and every component.

Those sources where information was gleaned include:

Cornbelt Educational Cooperative, Parker, SD
Lake Central School District, Madison, SD
Rapid City School District, Rapid City, SD
USD #305, Salina, KS
Sioux Falls School District, Sioux Falls, SD
Virginia Department of Education




                                                                                       1
                          Table of Contents
Definition and Purpose                                                          3
Crisis Management Team and Plan                                                 4
     Core Crisis Team Members                                                   4
     Core Crisis Team Members Absent                                            4
     Core Crisis Team Meeting                                                   4
     General Responsibilities Of The Core Crisis Team                           5
The Day Of The Crisis                                                           6
Reporting A Crisis                                                              6
Notification Of The Crisis                                                      6
During The Crisis: Responsibilities                                             7
Counseling Techniques For Teachers                                              13
Following The Crisis                                                            15
Communication Tools For Crisis                                                  16
            Notification Statement for Crisis Team
     16
     Notification Statement for Faculty/Staff During School Hours
     17
                  Example Notification Statement for Faculty/Staff
                    Example Notification Statement for Students
                                Notification for Media
     Notification Letter to Parents                                       21
     Helpful Hints for Facilitating Classroom Discussions For Teachers
     22
     Ways to Help a Child Experiencing Grief
     23
                                                         Common Reactions to Disaster
                                             Media Parameters During a Crisis Situation
                                          Helpful Hints for Parents of Grieving Children




                                                                                      2
3
Definition and Purpose

Clearly, the purpose behind every school crisis management plan is the safety, health, and
well-being of the students and school personnel. Thus, when needed, schools must be
prepared to respond to situations of crisis with appropriate and timely reactions.

A “crises” may take a variety of forms within the school. This includes death of a
student, faculty, staff member, recent graduate or member of a student’s immediate
family. In addition, many other situations can be perceived as a “crisis” or “critical
incident” such as natural disasters, fire, etc. Whatever the situation, local school
personnel need to make the decision of when to call upon the crisis management team
and how to formulate an appropriate response.

Generally, each district has a “Crisis Management Plan” and in order to response
appropriately follow the guidelines developed. The information included below is
designed to address crisis response or management.

Within this document, two forms that are not included which are very specific to the
individual schools is that of a calling tree and a special skills tree. The calling tree, which
is often used during inclement weather, is also useful during crisis situations to pass
important bits of information. Secondly, it is helpful to keep a list of special skills which
school employees have that are useful in crisis situations. For example, those with
emergency medical training, bi-lingual education, and sign language should be noted and
on file as part of the master crisis plan.

Schools and agencies, which have been consulted with regarding this project, recommend
a couple of steps not always considered in the development of a crisis management plan.
First, all documents should be dated to provide staff with a quick reference of the most
current plan available. Secondly, all staff should receive comprehensive training on the
crisis management plan.




                                                                                             4
Crisis Management Team and Plan
A variety of members are responsible for crisis management and implementation at the
local level. Critical of any team is the support and sharing of responsibility of duties. In
addition, collaborative decisions are of great importance to provide appropriate services
during times of crisis.

Specific duties of a crisis management team are listed below:

CORE CRISIS TEAM MEMBERS:

    Superintendent
    Business Manager
    High School and Elementary Principals
    School Counselors
    Cooperative Director
    School Psychologists
    Law Enforcement Officers
    Legal Counsel
Ministerial Association Chairperson
    Teacher Closest to the Situation

For each core crisis team member listed above a notification chain of command phone
tree shall be maintained, updated and distributed annually to all individuals involved.

CORE CRISIS TEAM MEMBERS ABSENT:

In the event that the superintendent is not available at the time of the crisis, the school
district shall implement its local chain of command for decision making purposes. If any
other member of the core crisis team is not available, the superintendent shall assign that
person's duties and responsibilities to the other team members of the core crisis team.

CORE CRISIS TEAM MEETING:

Ideally, the core crisis team meeting shall be called by the superintendent at 7:00 a.m. the
day after the crisis. However, the superintendent or designee, shall have the authority to
call a meeting at any time to address the crisis. At this meeting, the superintendent or
designee shall be responsible for coordinating the district's response action plan and
reviewing individual responsibilities. This planning meeting should take place at least
thirty (30) minutes prior to the general meeting consisting of all teachers and other school
employees.




                                                                                               5
GENERAL RESPONSIBILITIES OF THE CORE CRISIS TEAM:

Superintendent of schools: Will ensure that all of the crisis core team members know and
understand their individual duties and responsibilities as described in the crisis
management plan. Will also ensure that all team members understand and relay to all
other employees that the superintendent or designee is the sole spokesperson for the
school district regarding the crisis.

Principals:

Will ensure that all teachers and support staff are notified of the crisis via internal phone
tree and that all individuals know that the superintendent is the sole spokesperson for the
district regarding the crisis. Will assume superintendent’s role in his/her absence.

Business manager:

Will ensure that all bus drivers, cooks, custodians, school board members and secretarial
staff are notified of the crisis via internal phone tree, and that all individuals know that
the superintendent is the sole spokesperson for the district regarding the crisis.

Cooperative director:

Will notify the school psychologists regarding the crisis and will ensure that they
understand the superintendent is the sole spokesperson for the district regarding the crisis.
Will assist the superintendent in developing an appropriate response action plan.

Law enforcement:

Will report to the superintendent and the crisis core team factual information regarding
the crisis to eliminate rumors and provide students, employees, and community members
with accurate information.

School psychologist(s):

Will provide technical assistance to the crisis core team and the crisis intervention team
of school counselors in developing counseling strategies to assist students, employees,
and community members adversely affected by the crisis.

School counselor(s):

Will notify the ministerial association chairperson and the visiting counselors regarding
the crisis, and inform them that the superintendent is the sole spokesperson for the school
district. Will determine the number of visiting counselors needed and making
accommodations for them prior to arrival.




                                                                                                6
Ministerial association chairperson:

Will notify all members of the ministerial association regarding the crisis and inform
them that the superintendent is the sole spokesperson for the district regarding the crisis.
Will inform all members of the ministerial association that they are invited to attend the
general meeting of all teachers and employees regarding the crisis and the district's
proposed response action plan. May develop after school counseling services for
students at risk.

Legal counsel:

Will provide technical assistance to the superintendent in responding to inquiries from the
media and community. Will assist in writing correspondences relating to the crisis
explaining the district's position and actions.

Teacher closest to the situation:

Typically, this person would be the teacher of an elementary student or a J.H. or H.S.
teacher with closest ties to the student. The teachers major role is to obtain as much
information about the crisis as possible and to assist the team in communicating with
students adversely affected by the crisis.

THE DAY OF THE CRISIS

A crisis will be an event that has significant emotional impact on students and families,
employees, and community members. Generally, on the day a crisis occurs (e.g.,
unexpected death, suicide, community disaster, etc.) the most important action includes
appropriate notification of individuals and putting into action the district's crisis
management plan.

REPORTING A CRISIS

Any person learning of the crisis shall immediately notify the superintendent. In the
event the superintendent is not available, the person shall follow the local district chain of
command.

NOTIFICATION OF THE CRISIS

The superintendent or designee shall:

Contact Law Enforcement officials or other appropriate sources of information to identify
as many "accurate" details of the crisis as possible.

1.   Make a determination, based on the information presented, that a "crisis" exists and
     put the crisis management plan into action.




                                                                                               7
2.   Notify all members of the crisis core team by invoking the crisis notification chain of
     command telephone tree that also notifies all employees and support personnel that a
     crisis has been declared and that the district's crisis management plan is being
     implemented immediately.

3.   Notify the crisis core team members to report to the superintendent's office at 7:00
     a.m. or at a designated time to review procedures and develop specific actions.

4.   Direct the principals, business manager and school counselors to invoke the internal
     phone tree to notify all teachers and support staff to report to a designated room at
     7:30 a.m. or at another time, for an explanation of the crisis and the districts
     proposed response action plan. The bus drivers may receive the same briefing by the
     business managers after the buses arrive.

5.   Direct the principals and business manager to notify all teachers and support
     personnel that there will be a meeting after school to discuss results of the crisis
     intervention plan and to address additional concerns.

During The Crisis
SUPERINTENDENT'S DUTIES AND RESPONSIBILITIES:


1.   Notify all members of crisis core team that the superintendent is the sole
     spokesperson for the school district regarding the crisis and that all media inquiries
     and community questions be directed to the superintendent. Likewise, all team
     members are to notify all teachers, employees and community members that the
     superintendent is the sole spokesperson.

TO BE COMPLETED AT THE 7:00 A.M. CRISIS CORE TEAM MEETING OR AT
A TIME DESIGNATED BY THE SUPERINTENDENT:

Present all known factual details of the crisis to the crisis core team with Law
Enforcement assistance.

2.   Develop a log of all activities and actions.

3.   Have ample copies of the District's Crisis Management Plan available.

4.   Provide copies of the specific duties and responsibilities for each member of the
     crisis core team as outlined in the crisis management plan. If a core team member is
     absent designate those duties and responsibilities to other team members. Assign
     additional duties and responsibilities as deemed necessary.

5.   Designates one central location for the crisis core team to function from throughout
     the day.


                                                                                              8
6.   Review the superintendent's letter that will be sent to the parents regarding the crisis.

7.   Review Home Room Teacher announcement.

8.   Review teacher's response to students.

9.   Review Staff response to visitors.

10. Review media parameter policy and response to call inquiries.


PRINCIPALIS DUTIES AND RESPONSIBILITIES:

1.    Ensuring that all teachers and support staff are in attendance for the 7:30 a.m.
      general meeting or at a different time, describing the crisis and the actions to be
      taken.

2.    Ensuring that all teachers and support staff understand that the superintendent is the
      sole spokesperson for the district when inquiries are made by the media, visitors, or
      community members.

3.    Ensuring that all teachers and support staff have copies of the following
      correspondences:

       Superintendent's letter to parents.
       Home Room teacher announcement.
       Teachers response to students.
       Staff response to visitors.
       Secretarial response to phone inquiries.
       Media parameter policy.

4.    Assigning personnel to watch entrance/exit doors to ensure that all visitors report to
      the main office and to report any students leaving the building without permission.

5.    Designating specific rooms/areas in the building for individual counselors to be
      assigned for the purpose of providing counseling to students, employees, and
      community members.

6.    Ensuring that all visiting counselors and other visiting support personnel have
      identification NAME TAGS. Individuals without identification name tags must
      report to the main office.

7.    Assisting the school counselors in assigning the visiting counselors to specific
      rooms or areas for counseling services.



                                                                                             9
8.      Informing teachers and employees that there will be a meeting after school with
       the crisis core team to review the overall effectiveness of the district's actions and
       to address additional concerns.

9.     Assisting the superintendent in the dissemination of information and coordinating
       the actions proposed by the Core Crisis team.

10.    Contacting the funeral director or ministerial group regarding funeral arrangements.


SCHOOL COUNSELOR(S) DUTIES AND RESPONSIBILITIES:

1.    Ensuring that all visiting counselors are introduced to the core crisis team and to all
      teachers and support staff.

2.    Ensuring that all visiting counselors know their assigned counseling areas within the
      buildings and have name tags.

3.    Ensuring that all assigned counseling areas have appropriate chairs and an
      environmental setting conducive for counseling.

4.    Assigning selected visiting counselors to specific classrooms adversely affected by
      the crisis to support classroom teachers in making announcements regarding the
      crisis and assisting the teachers in helping the students cope with the crisis.

5.    Establishing a communications system with all teachers and support staff in
      identifying individuals in need of immediate counseling services. This will be
      accomplished by requiring all teachers and support staff to write the names of
      individuals they feel are in need of counseling services, on a sheet of paper, and
      giving it to one of the school counselors at the central location.

6.    Working directly with the ministerial group in providing counseling services during
      the school day and arranging for after school counseling services and other support
      services.

7.    Assisting the ministerial group in identifying parents and students adversely affected
      by the crisis for additional counseling and support outside the school setting.

8.    Arranging with the ministerial group a common location for students to gather after
      the funeral to share and discuss their feelings and needs.

9.    Determining the need and extent of on-going counseling services after the crisis
      subsides.

10. Notifying the students regarding the funeral arrangements.




                                                                                            10
MINISTERIAL GROUP DUTIES AND RESPONSIBILITIES:

1.   Working closely with the school counselors in providing counseling services to
     students, employees, and community members adversely affected by the crisis.

2.   Providing individual and group counseling services for students and family
     members, and community members adversely affected by the crisis outside the
     school setting.

3.   Working directly with the superintendent to develop an appropriate plan if a funeral
     is to be held on a school day, including making arrangements for staff and teachers
     who plan to attend.

4.   Working directly with the school counselors to arrange for a common location for
     students to gather before or after the funeral to share and discuss their feelings and
     needs.

5.   Serving as a communications agent between the family directly affected by crisis,
     and the school district. Making the wishes and desires of the family known to the
     district and likewise advising the family of the actions proposed by the district.

6.    Working directly with the family and school personnel regarding the return of any
     personal items that the school may have in its possession.

7.   Assisting the school counselors in providing on-going counseling services after the
     crisis subsides.

8.    When appropriate, providing counseling services at the church setting, during the
     school day, for students with the approval of the school administration.


PSYCHOLOGIST(S)_DUTIES AND RESPONSIBILITIES:


Review at the 7:30 a.m. meeting (or designated time) with teachers, employees, and
community members the feelings and reactions or behaviors which might be expected
following the specific crisis (e.g. Disbelief, Anger, Denial, Sadness, and Loss).

1.   Review at the same meeting how teachers, employees, and community members
     should respond to the reactions and behaviors listed above and recommend
     approaches and strategies they should use with students.

2.    Encourage all employees and community members to extend mutual support for
     each other and assure them that it is okay to openly express feelings and concerns.




                                                                                          11
3.    Notify' all teachers that support counseling services are available and that
      counselors will assist them in making announcements to students and help them
      with students adversely affected by the crisis.

4.     Provide technical assistance to school counselors as they provide counseling
      services for students, employees, and community members.

5.     Work directly with the ministerial group and school counselors) in establishing
      communications between the family adversely affected by the crisis and school
      district.

6.     Assist the counselors and the ministerial group in providing counseling services
      for students after the funeral.

GUIDELINES FOR CLASSROON TEACHERS

Children's emotions vary depending upon their age, level of maturity, emotional strength,
temperament, and prior experience with a crisis. Some children have experienced
tragedy or loss, while others have not.

In addition to emotional differences among children, the proximity to the crisis and the
child’s direct involvement to persons affected all have an effect on emotional responses.

Just as children vary, so too will the circumstances and seriousness of the loss or tragedy.

Sometimes, almost equally as influential as individual characteristics, nature of the crisis,
and emotional or physical proximity, will be the reactions of the child's peers or social
group, important adults, relatives, parents, community and school.

While teachers cannot respond to or control all variables, their response and management
or influence on students in the classroom can be significant.

While certainly not inclusive, the following guidelines will enable teachers to respond to
crisis situations and meet the needs of most students.

WITHIN THE CLASSROOM

I. Situation A:

For children not adversely affected by the crisis.

1.    Simply inform the students of the incident/death/crisis by telling them, or by
      reading the announcement provided by your superintendent.

2.    In simple language, briefly comment in effect: "I'm sure we feel sad by the (event,
      death, loss)." If anyone would like to talk with someone... like the counselors just



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      let me know, you can go to room ____________and visit with
      __________________.

3.    If students ask questions or want to talk about their feelings it is advisable to let that
      happen for an appropriate -- though generally short period of time. During such
      discussion, some things you might include or consider are:

      a.    Don't overly control discussion if students spontaneously express their
            feelings. However, discretely limit discussion if feelings begin to build or
            "set-off" children in a resonating effect.

      b.    Avoid building or adding to emotions by trying to excessively "draw-out"
            feelings or expressing one's own concerns.

      c.    Reinforce the idea that people grieve in different ways. All feelings or
            responses are OK -- there is no "one" way to feel.

      d.    Talk about what they can do with their feelings:

              1.    talk with a friend or people they trust;

              2.    encourage talking with parent, guardian, teacher, or minister;

              3.    inform them that counselors are available and their specific locations,
                    and encourage them to visit. Use "bandwagon" wording when talking
                    about this option, as it helps the hesitant: e.g. “... many students like to
                    stop in and visit with counselors to talk about their feelings."

              4.    give permission to visit the team/counselor at any time;

              5.    discuss what they can do to help each other;

              6.    dispel rumors, advise students how they should deal with information
                    concerning the event/crisis or tragedy;

              7.    send a student who is upset, accompanied by a friend, to the
                    team/counselor location.

      e.    Close discussion by reminding students of where to go to see someone
            personally.

      f.   State and reinforce the stability of the school routine. After allowing
            appropriate time for sharing of feelings, return to the schedule of instructional
            activities of the day.

II. Situation B:



                                                                                             13
For children adversely affected by the crisis:

If uncomfortable leading or facilitating students, contact your principal to arrange for a
member of the crisis counseling team, to visit at the immediate start of class or
alternatively....

1.   Proceed as in Situation A.

2.   Additional steps to be followed include:

        a.    Permit more time for sharing of feelings;

        b.    In the case where a student's immediate family is involved, i.e. death of a
              brother, talk with the students about how to respond when their classmate
              returns to class.

        c.    Encourage students to write letters or cards which can be delivered to the
              family.

COUNSELING TECHNIQUES FOR TEACHERS

When working with students, particularly where the crisis involved a death or loss,
teachers should:

Use terms like "died/dead/death" rather than phrases like "passed away," or "taken from
us." Give an honest explanation for the person's death.

1.   Where suicide was involved, keep in mind the serious potential for that death to
     trigger another. To help prevent this, counseling must be handled in a caring-warm
     but matter-of-fact-way, but caution must be taken not to do, or say things which
     could motivate others such as:

     a. don't glamorize or pay excessive attention to the act and how it makes others feel
          since many kill themselves for just this reason, particularly when they see
          others gaining the attention they want;

     b. when describing the event, matter-of-factly note: “Joe choose to _______” rather
          than speculating on how possibly breaking up with a girl friend must have
          caused his action. In fact, draw no assumptions nor mention possible causes.

     c. mention in one or two sentences that there are alternatives had "Joe chosen to talk
          to a professional" for "help solving whatever was bothering him." Note who to
          see and where.




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      d. encourage a student to see you if they aren't sure who else to talk with should they
            have bothersome feelings about themselves. Then at a discrete moment in the
            day, personally or accompanied by a friend, take them to see a member of the
            crisis team with whom they might be comfortable.

2.    Where no suicide was involved doesn't mean that vulnerable or "at risk" individuals
      won't think of killing themselves. Take appropriate precautions and listen carefully.
      Anyone reacting strongly should be observed and reported to the counseling team for
      possible help.

3.    Briefly, teachers might mention and focus student attention on the positive memories
      or experiences they had with the person who died.

4.    When appropriate, discuss funeral and appropriate behaviors and concerns they may
      have about attending.

5.    Inform them that district's policy does not permit classes to be dismissed to attend a
      funeral. The policy of the district is that students may only be dismissed from school
      for a funeral if they are accompanied by a parent or guardian.

6.    Avoid focusing on:

      a. suicidal thoughts, feelings, or experiences, if the death was by suicide;

      b. constant talk about the actual death or explicit details of the event (morbid
            focusing);

      c. blame.

7.    At the end of class discussion(s):

 a.      Bring some closure to the discussion or activity and encourage pupils to talk with
         parents, clergy, or counselors.

 b.      Proceed with the school routine: it can not be overemphasized that the philosophy
         "life will go on" is one employed for preventative reasons, not convenience.

 c.      If on subsequent days students bring the subject up, or appear to need to discuss
         matters, allow brief moments to do so, then return to instructional activities.




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FOLLOWING THE CRISIS

SPECIFIC ACTION

For most situations involving schools, intervention by a formal crisis intervention team is
required for one day. However, instances may arise where additional services to
students, faculty, staff, parents and possibly the community may be required.

In such instances, the following actions shall be followed:

1. Crisis Core Team:

Should remain organized and continue to function as in the first day after the crisis. The
decision to continue with the before and after school meetings with teachers and
employees shall be decided by the crisis core team. As a general rule, these meetings
should fade-out as the crisis subsides.

2. Administrators:

Continue to provide overall supervision of crisis activities. Address the needs of anxious
individuals, meet with concerned staff or teachers, and refer those needing more "in-
depth" assistance or specific answers to members of the crisis core team.

3. Teachers:

Undertake no further direct class discussion of the crisis unless initiated by the students
as a group.

When individual students approach a teacher with particular concerns, the teacher should
do his/her best to address those needs and seek referral to a crisis core team member to
obtain counseling services to ensure that the student's needs are addressed.




                                                                                              16
        COMMUNICATION TOOLS FOR CRISIS
Notification Statement for Crisis Team
                  (can be read in person or distributed in letterform)

Date:

To:    Crisis Team Members
From: Principal
Re: Student/Faculty death

I regret to inform you of the death of ________________. According to the information
provided by the medical examiner and the family, ______________ died from
_________ at _______________ on _________________.

I know that for those of you who know ____________________ the next few days will
be especially difficult. For anyone who would like to be immediately excused from the
crisis team for this situation, please contact me as soon as possible. I fully support your
need to attend to your own well being during this crisis.

Our first emergency meeting will be held at _____________ in _______________.
Please advise me if you have a conflict with this time. Also note that the media
spokesperson is and he/she should receive all media inquiries.

Thank you in advance for your support of our students and staff through your
participation on the crisis team.


Sincerely,




                                                                                          17
Notification Statement for Faculty/Staff During School Hours
Date:
To:    All Faculty and Staff
From: Principal
Re: Student/Faculty Death

I regret to inform you of the death of _________________. According to information
provided by the medical examiner and the family, _______________died from
________________ at _______________ on ___________________. I know that for
those of you who knew ________________________ personally, the next few days will
be especially difficult. For anyone who would like to be immediately excused from the
classroom or other assigned duties, please see ___________in room _____________and
we will arrange for a substitute.

The crisis team has already convened and arranged an emergency faculty/staff meeting
for today at ________________(am/pm) in ________________. It is imperative that we
respond collectively as a team to meet the needs of our students, so attendance is
mandatory.

Attached is a copy of the information about the death to be read aloud to your classroom
at the beginning of Is' hour when classes resume. If you are not responsible for a
classroom during this period, please report to ___________, as we will need assistance
escorting students to support stations and monitoring hallways.

We know it is helpful to begin processing such tragic news immediately, so we
encourage you to allow ample time for your class to process this news. Attached is a
handout for classroom discussions describing some guidelines for facilitating discussion
with your students. If you would like additional assistance, please see _______________
in room __________________and a crisis team member will help in your classroom.

Media relations during such an event are especially sensitive. The school's designated
spokesperson is ____________________ and I ask that you refer all media-related
questions to __________at _______________ or myself at ________________. Our
goal is to meet the needs of our students and avoid sensationalizing
_______________________'s death. Equally important is that we ensure those who
would like additional support with this sad news, please contact___________________,
our crisis team leader, at _______________, or _____________________, our outside
agency referral at _____________________. All information is kept confidential.

Thank you for your patience and teamwork during this difficult time. We will provide
you with additional information during the emergency meeting after school in Room
_____________at ______________. In the mean time, please see with any questions or
concerns.
Sincerely,




                                                                                       18
Example Notification Statement for Faculty/Staff
                       (after school hours and during break)
 Date:
 To: All Faculty/Staff
 From: Principal
 Re: Student or Faculty Death

 I regret to inform you of the death of _______________________. According to
 information provided by the medical examiner and the family, _______________died
 from ___________________at _______________________ on __________________.

 Funeral arrangements are as follows: ____________________________________.

 The crisis team has already convened and arranged an emergency faculty/staff meeting
 for _____________ at _________________. It is imperative that we respond as a
 collective team to meet the needs of the students. Attendance is mandatory.

 Attached is a copy of the information about the death to be read aloud to your classroom
 at the beginning of first hour when classes resume. If you are not responsible for a
 classroom during this period, please report to __________________________, as we
 will need assistance escorting students to support stations and monitoring hallways.

 We know it is helpful to begin processing such tragic news immediately, so we
 encourage you to allow ample time for your class to process this news. Attached is a
 handout for classroom discussions describing some guidelines for facilitating discussion
 with your students. If you would like additional assistance, please see
 __________________ in room __________________and a crisis team member will
 help in your classroom.

 Media relations during such an event are especially sensitive. The school's designated
 spokesperson is ____________________________ and I ask that you refer all media-
 related
 questions to ________________________at _____________________ or myself at
 _____________. Our goal is to meet the needs of our students and avoid
 sensationalizing _______________’s death. Equally important is that we ensure the
 wellness of each other during this crisis so we can best serve the needs of our students.
 For those who would like additional support with this sad news, please contact
 _____________________, our crisis team leader, at __________________ or
 __________________, our outside agency referral at ________________________.
 All information is kept confidential.

 Thank you for your patience and teamwork during this difficult time. We will provide
 you with additional information as it becomes available. Please feel free to contact
 ______________ at ________________ or myself at with any further questions and
 concerns.
 Sincerely,


                                                                                         19
                 Example Notification Statement for Students

I have some sad news to share with you today.
                                            As some of you may already know,
____________________, a student/teacher here at _________________ School, died at
__________________, on _______________________.

This tragedy will affect each of us differently. Some may respond immediately and
recover quite quickly, while others may need several days or weeks to process their
feelings of loss. We ask that each of you be respectful of each other and be tolerant,
civil, and supportive. As we learn more about the events that may have contributed to
_______________’s death, we will share them with you.

Rooms are available all day where students can go and talk about this news in small
groups with members of the school staff and crisis team. I encourage you to use these
support stations as well as advising any friends to do so.

Before we begin with our regular class work, I want to take some time to talk about
__________________’s death. Does anyone have any questions or thoughts to share
right now?




                                                                                         20
Notification for Media
                (Formal Statement and Response to Incoming Calls)

Formal Statement

________________________(School) is sad to report that it has confirmed the death of
one of its students/faculty members, ________________________ with the medical
examiner's office and the deceased's family. _____________________ (name) a
____________________ (age/grade taught), died _____________ (day).

He/she was a resident of ___________________, and was active in at the school.
Funeral arrangements are not available at this time. School counselors and community
mental health representatives are available to any student who wishes to talk about
_________________________'s death.

Response to Incoming Calls

The school has designated a media spokesperson. Please feel free to contact
______________ with your questions and concerns. We would like to respond to your
questions in an organized manner. To assist you, _____________________, will be
meeting with concerned members of the media at _____________________, in
______________________ (place). At that time we will provide information about the
school’s response to our loss and identify additional resources in the community to
support the bereaved.




                                                                                       21
                      Notification Letter to Parents
Date:

To: Parents
From: Principal
Re: Student/Faculty Death

Dear Parents,

We are writing to inform you of the death of _________________, a
_______________ (grade level or teaching responsibility) here at
_________________________. He/She died on ______________ as a result of
____________________. We have prepared the enclosed handouts to assist our
students, parents, and faculty in dealing with their sense of loss. Information on
the grieving process and other reactions is supplied in the handouts.

The visitation for ________________ will be on ______________ at __________
(am/pm) at _________________(place). Funeral services will be on
_____________ at ___________ (am/pm) at _________________ (place). You
and your child need to make the decision concerning attendance at the service. If
your student plans to attend the funeral, we suggest an adult accompany them.
The office must be notified by a parent prior to the funeral.

If you feel your child is having difficulties dealing with this loss and may benefit
from additional support, please feel free to contact _________________, the Crisis
Team Leader, your child's counselor, or myself so the school can be aware of the
needs of your child. We are also supported by local mental health professionals
and can provide you with referrals as needed. In addition, if you are interested in
attending a parent meeting, please contact _______________ at
_______________ for further information.

As the school community continues to cope with the loss of ________________,
we invite your participation in the healing process. Please feel free to contact the
school at any time with questions or concerns.

Sincerely,




                                                                                     22
Helpful Hints for Facilitating Classroom Discussions
For Teachers

Goals for Group Discussion:
Provide students with an opportunity to begin expressing their reactions to the loss and gain
support from others
         Identify students who seem especially distressed and refer to crisis team members

Key Points about Student Reactions:
Students will experience a wide range of emotions and each person has a unique response to crisis
         There is no "right" way to grieve
         Talking about feelings is an appropriate way of expressing grief

Key Points about Discussing Student Feelings:
Encourage them to talk with people they trust like a friend, parent or faculty member
        Inform them of the counselor team leader's location and encourage them to visit
        Give permission to visit these individuals at any time
           Reinforce the idea that people grieve in many ways, all responses are OK
           Escort students to crisis room either yourself or another student if the need arises

Key Points about Group Facilitation:
Encourage students to share their reactions, acknowledge and label them
        Be willing to explain your own reactions to the death
        Avoid judging reactions as "right" or “wrong”
        Allow for silence and tears
        Allow for laughter and joking
        Allow for curiosity
           Educate students about common grief reactions

Key Points if Death was Caused by Suicide:
Keep in mind the serious potential for that death to trigger others
        Don't glamorize or pay attention to the act and how it makes others feel
        Use mater-of-fact language when describing the event and draw no assumptions nor
           mentions possible causes
        Encourage students to seek out faculty members if they have bothersome feelings
           about themselves
        Refer those students reacting strongly to a counselor or crisis team leader

Key Points When Ending Classroom Discussion:
 Bring closure to the discussion by encouraging students to talk with parents, clergy, counselors,
or faculty if they have further feelings which need exploring
          Proceed with the school routine
          If on subsequent days students bring up the crisis, allow for brief moments of
              discussion, then return to instructional activities




                                                                                                   23
Ways to Help a Child Experiencing Grief

1.     Use terms such as "died, dead, death" rather than phrases like "passed away",
     avoiding cliche's or easy answers. Straightforward, gentle use of the words help
     students confront the reality of the death.

2.   Encourage communication and expression of feelings.

3.   Explain and accept that everyone has different reactions to death at different times.

4.   Point out that there is no right or wrong way to react to the loss.

5.   Give permission to cry and encourage the child to talk about that person.

6.   Do not attempt to minimize the loss or take away the pain. Avoid phrases like
     "Don't worry, it will be OK."

7.   Listen empathetically and allow for silences.




                                                                                         24
                          Common Reactions to Disaster

Emotional Reactions:

          Fears specifically relating to the disaster
          Anxiety and worry
          Sadness
          Fear of being alone
          Irritability
          Emotional trigger responses
          "Acting Out"

Cognitive Reactions:

Unwanted memories or thoughts of the disaster
   Attempts to avoid thinking about it
   Poor concentration
   Denial
   Thinking characteristics of younger ages
Behavioral Reactions:

          Repetition of disaster in play or conversation
          Acting younger than their age (regressive behavior)
          Heightened dependency, fear of being alone
          High absentee rate from school
          Behavioral trigger responses to reminders of the disaster
          Avoidance of reminders of the disaster
          Increased dependence on care takers
          Acting younger than their age

Physical Reactions:
   Physical complaints
   Sleep disturbances, nightmares




                                                                       25
Media Parameters During a Crisis Situation

To be a hand-out to all media, teachers, support staff, and any other individuals identified
by the superintendent.

The following media parameters shall be in effect during a crisis situation:


1.   No students shall be interviewed within the school or the school premises.

2.   No teachers or support staff shall be interviewed except those who have been
     designated by the school administration in charge.

3.   No cameras, video equipment, or recording devices shall be allowed within the
     school building.

4.   All media questions shall be directed to the superintendent or designee.

5.   All official school district communications shall originate from the superintendent's
     office with administrative approval.

6.   All members of the media are required to display consideration for the emotional
     welfare and educational interests of all the students and school employees by
     following the media parameters listed above.




                                                                                         26
           Helpful Hints for Parents of Grieving Children
When a tragedy happens, parents play a key role in helping their children move through
the grieving process. Listed below are some suggestions and information that may be
helpful to you as you support your child.

1. Children should be told what has happened quietly, simply, and directly.
   Unnecessary details should not be offered, but all questions should be answered.

2. Parents should not be afraid to speak about feelings and emotions. If this is difficult
   try this, "I know what has happened and I know it might be hard for you. It is
   important that we talk so I know you are going to be OK"

3. If students remain silent, it's OK to remind them that expressing their feelings is OK;
   example: I'm sad or I'm scared. Remember there is no one correct response.

4. If children wish to merely sit, their wishes should be respected.

5. Children usually grieve in small time segments. They take breaks to play or do other
   typical childhood activities.

6. The single most important message to relay to the child is you are not alone, I am
   with you.

7. Touching and holding a child can do more than words to relay a parent's message.

8. Look for trouble signs. "Will someone else die?", poor sleeping or eating habits,
   listen for safety concerns.

9. Talk with children about safety rules and how to keep safe.

10. Remember, if you need additional help, call someone. You may contact a relative,
    counselor, teacher, principal, pastor, or someone else you trust.




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