Welcome Attendees. Housekeeping Notes. Please turn cell phones and pagers off or to vibrate mode during sessions. Ringing, beeping or electronic music going off during the workshops is extremely distracting to everyone in the room.
Dr. Scott Poland
National Emergency Assistance Team
Crisis Coordinator Nova Southeastern University
Getting involved in crisis intervention—my first year at middle school
Get training and keep certificates
When a crisis happens--Take a deep breath and mentally affirm your own ability to help
Verify details with more than one adult and/or police. Contact the affected family.
Triple-check details with sources before taking any action or making any statements. Tell the truth.
What if you are unsure if the death was a suicide?
Make decisions as a group.
Experience has found that the wisest crisis response decisions are made in a group.
Your team will be important through out the crisis and beyond.
Remember to consult them often and to support them.
Communicate with all staff and stakeholders. Help the faculty first!
Outside the disaster area
Within hearing distance
Near the disaster area
Identification with or similarity
Near family or close friend
Difficult personal or social crisis
Significant loss in the past year
Recent or similar trauma
Population at Risk
Send out an all staff e-mail with details and what to say to students.
NASP has much of this information already prepared and downloadable.
Teachable Moment Lesson Plan (Poland&Poland) www.nasponline.org
Inform parents of the situation.
Unite students with family as soon as possible.
Have sign-out procedures in place to keep records.
Utilize media to get out important messages
Meetings for parents
Use phone messages and/or e-mail to keep parents consistently apprised of details and plans.
Share information in developmentally appropriate ways
No one should be lied to or misled about the circumstances. Recognize all the connections around the school system.
Students need to hear sad or tragic news from trusted adults and should be able to ask questions.
Turn off TVs and gather students in a circle and talk about the event and their perceptions, safety concerns and sources of help.
Help everyone identify previous and current sources of support
Have media policies and procedures already in place that set limits and keep media away from staff and students.
Caution staff and students about speaking with media
Designated spokesperson should prepare written statements and rehearse sound bites for television that include mental health and safety recommendations
Know that the crisis becomes the curriculum for a few days.
Re-establishing routines is helpful to all.
Initial support is often high but wanes at a much faster rate than the need for support.
Resiliency---the ability to bounce back has several key factors.
Identify and seek help for most affected students and staff.
Don’t underestimate the long term impact of a crisis and be aware of anniversary dates.
Accept help from outside as your professionals may need help.
Be careful with memorials. Allow for a spectrum of cultural beliefs.
Recognize that students often need a project or activity to channel their emotions and to make a difference…
Prepare for the needs of students both preceding and following memorial activities.
Inform staff about memorial activities; help them understand emotions and behaviors that students may show.
Establish assistance plans and a referral system for students in need.
Emphasize signs of recovery and hope during memorial activities.
Require attendance by students or staff or force sharing of feelings and ideas.
Focus the memorial on the uncontrollable aspects of the crisis.
Pathologize normal grief reactions or minimize serious, atypical ones.
Assume that “one size fits all” when developing a memorial.
Schedule it at a time that doesn’t permit participants to discuss or process their experiences.
Remember that meeting the social-emotional needs of students will affect their long-term academic success.
Remember the 60—20—20 rule!
Can not definitively determine if a student is capable of violence but can determine risk and protective factors and should provide a written report with recommendations.
Once a threat is made, having a fair , rational, and standard method of evaluating and responding is critical!
A middle school teacher is anxious and upset as the student who threatened to kill her own child is now returning to his home campus from an alternative program.
What might help alleviate her fears?
Sopris West www.sopriswest.com
He has a regular column on crisis for District Administration www.districtadministration.com