Crisis Recovery Plan
Mission Statement
The mission of Anderson School District One Guidance Program is to provide assistance to all students in acquiring skills, knowledge, and attributes needed to become effective students, responsible citizens, productive workers, and lifelong learners. With focus on the South Carolina Comprehensive Guidance and Counseling Standards of Learning to Live, Learning to learn, and Learning to Work the program addressed the personal/social, educational and career needs of all students.
Philosphy
Anderson District One has undertaken the task of planning for different crisis situations. It is our contention that by thinking through possible crisis and providing possible solutions to them, all persons involved in dealing with these situations will be better prepared to handle them in the best possible manner. We feel these are safe and logical steps to be considered when faced with a crisis situation. Our primary concern is for the health and safety of all.
Crisis Management Plan Description
Anderson District One has developed a Crisis Management Plan to address prevention, intervention and post-intervention of crisis situations. The plan provides uniform predictable applications, and is intended to prepare all school personnel to work together in providing a nurturing and safe place for the healing process to begin. This system outlines steps to be taken in the event of a crisis and provides steps for preventative follow-up. It is understood that every crisis situation has the potential for certain unique characteristics; therefore this plan is not comprehensive as a total plan of action for every crisis. It is presented as a logical series of steps that can be used to deal with specific crisis. It is understood that the individual for crisis-team making the decisions at the time of the event will need to use his/her best judgment in applying or modifying this plan to handle the situation in the safest, most efficient and compassionate manner.
Purposes of the Crisis Recovery Plan
To increase awareness of the needs of children and adults with reference to losses
To present a team approach to responding to a crisis, which will permit the school to act responsibly in a pro-active manner
To provide guidelines and materials for conducting inservice programs for all staff and community providers
To provide educational information that will be useful to parents
The focus of the plan is on Responding with Ability
Crisis Recovery Procedures for Schools:
Administrator Responsibilities
Principal (or team coordinator) confirms event with emergency personnel or family
Principal notifies superintendent and public information officer
Principal notifies School Crisis Team with a meeting time and place to determine level of response and need for a faculty meeting
Principal contacts guidance counselor to initialize communication/telephone tree
Work with crisis team to develop written announcements, handouts, or other materials for teachers and/or students/parents
During the faculty meeting evaluate the need for staff members’ reassignment or assistance with the announcement
Remind faculty and staff of the media policy. All communication is done through the district. No one should talk to the media unless it is cleared through the D.O.
Provide additional information at the end of the day to faculty, staff, students, and parents as needed.
Call a faculty meeting for the end of the school day to discuss and evaluate the events of the day. Future needs will be determined at that time.
Crisis Team Responsibilities
Crisis Team begins telephone tree
Crisis Team informs substitute teachers, community providers, and other district resources as necessary
When a faculty meeting is necessary the crisis team will work with administration to prepare written announcements, handouts, or other materials for teachers, students and/or parents
Input will be solicited from the faculty and staff to determine which students may be most significantly affected
Remind faculty and staff the media policy with regards to crisis situations. All communication with media is done through the district
Before the school day begins, students who appear to need special assistance will be placed in a carefully selected, quiet room where support personnel will be present. The quiet room will be available throughout the day for any additional students requiring assistance.
The faculty will read their prepared announcement to the students during homeroom. Teachers will refer any students needing special assistance to the quiet room.
Classes will resume normal operations as soon a possible. Classes that are significantly impacted by the event will receive special assistance from the Recovery Team and/or outside resources.
Further information will be communicated to the faculty, staff, students, and parents at the end of the day.
A faculty meeting will be held at the end of the school day to discuss and evaluate the events of the day. Future needs will be determined at that time.
Helpful Suggestions for Counseling:
What Should You Do With The Empty Chair?
Regardless of the cause of death of a student, ask the students what to do with the empty chair and they will most likely say, leave it alone.
If the student sat in the same seat each day, none of his classmates are likely to be interested in sitting there. The vacant chair is a healthy reminder of his/her absence.
Another suggestion, have students write letters and leave on the desk until taken to the family.
Personal Items of the Student
Regardless of the cause of death anything that belonged to the student should be sent home.
Teachers should include all graded and ungraded homework assignments.
The principal or counselor should empty the desk or locker.
Any pictures taken at school should be given to the family. In fact, ordering extra copies for student friends of the deceased is also a good idea.
Additional Tips
Only state the necessary facts.
Never provide more information than necessary.
Stress only the information you have received to date.
Only give factual information. Never repeat rumors or assumptions.
Do not give your opinions on the situation.
Be patient.
Be a good listener.
If the media approaches you, refer them to the district office.
Room set up prior to talking with students
Have the chairs arranged in a semi-circle prior to students entering the classroom if possible.
If the announcement has to be made during class, have students rearrange the chairs first.
The teacher should sit within the circle and maintain eye contact with students.
Tissue should be readily available and visible.
Center yourself first by assuming a nurturing adult role. Read the announcement in a soft and calm voice.
Examples of Handouts from School Crisis Situations:
Sample Schedule
Students will report to their regularly scheduled first class.
At 7:55, an announcement will be made prompting all teachers to read our statement to the students.
At approximately 8:05 we will conduct an extended moment of silence in memory of Halley and will follow this with the Pledge of Allegiance.
The statement will be read once only and should not be read during each class.
Counseling Suggestions
Do not provide any more information than is necessary. We should also refrain from repeating second-hand information. In other words, stress only the information that you are receiving today.
Refrain from making any judgment calls on this event. Do not comment on the importance of not being out late or going against parents’ wishes, etc.
If approached by the media for a statement, please refer them to the district office.
If students ask if ----------was “burned alive”, our back-up information can be that, according to one of the State Troopers due to the severity of the crash, she was most likely killed on the impact and did not suffer. Know your facts.
Be disciplined, patient, and consistent with your responses as you may receive the same types of questions several times throughout the day.
Sample Statement to use with students
Students, this weekend, ---------------------, an eighth grade student at our school, was killed in a single-vehicle accident. While details of the accident are unclear at this time, our first concern should be for her family and friends. ----------- has a younger sister who is a sixth grade student at our school and an older brother and sister, former students who are now in high school. Let’s all keep -----------’s family in our thoughts and prayers. If you feel you need to talk with someone about this, counselors are available in the media center.
Sample School Summary
Statement: In March, 3rd grade student at _______ School was killed in an automobile accident.
Following are positive procedures that were helpful during the crisis:
Telephone Tree – With the exception of one or two teachers, everyone was aware of the crisis before they reached school.
Team members met early to prepare the written statement for the students.
Faculty Meeting – We met prior to school opening and discussed plans.
Members of the team delivered the statement in the classrooms that were most impacted.
All students were given time to ventilate and express feelings.
The guidance counselor remained with the deceased student’s homeroom throughout the morning, directing the classroom activities.
Counselors from other schools in the district assisted by holding small group sessions with students needing extra help in dealing with the crisis.
Mid morning juice and cookies were brought to the affected classroom(s).
Schedules in the affected classrooms remained flexible for the rest of the day.
A letter was prepared and sent to parents. Suggestion for helping their children deal with the loss was printed on the back. Additional resource packets were sent to parents of children who were directly affected by the tragedy.
A debriefing was held with the faculty at the end of the day to allow them to ventilate their feelings.
Individual and groups of teachers visited the family in the next few days, and a meal was prepared by faculty members for the family.
The counselor continued to meet with individuals and small groups of students who were still having trouble working through the loss.
The principal contacted the bereaved family by phone to express our sympathy. Later in the morning the principal and guidance counselor visited in the home and carried cards from students.
Sample Announcements
The teacher will read what is in italics. (DO NOT READ OVER PA SYSTEM.)
Sample announcement:
Students, I have some very sad, and unfortunately, bad, news to share with you. On the way to school this morning a traffic accident occurred. John Smith, and eight grade student in Mrs. Thompson’s class was killed. At this time we have no other information. Mr. Jones, our principal, is in contact with the family and will notify us of any arrangements regarding the wake and funeral. Our tragic event response team will be available throughout the day to talk with any students who feel a need. We have a letter for you to take home to your parents and a permission slip they must sign if you would like to attend the funeral.
Sample announcement:
Students, an unfortunate tragedy occurred to one of our students, John Smith. He took his own life on October 12. It is very sad that this had occurred, because suicide is a permanent solution to a temporary problem. Mr. Jones, our principal, is in contact with the family and will notify you of any arrangements regarding the wake and funeral. Our tragic event response team will be available throughout the day to talk with any students who feel a need.
Sample announcement:
Students, a terrible tragedy occurred to seven of our students. John Smith, Jim Jones, Allen Brown, Roy Davis, Bob Wright, Bill Mullins, and Dan Allen were driving last night on Rt. 47 when their car skidded off the road in the rain. All the students were killed instantly. They did not suffer. They were all seniors at the high school.
Remain silent for a few moments to allow time for the information to sink in.
This is a great shock for all of us. We have planned some activities to help us experience our feelings and release them as a group.
Sample announcement:
Our school has suffered a great loss. Mrs. Scott, one of our fourth grade teachers, died of a stroke last night. Since she died quietly in her sleep, her death was peaceful. Our principal is in contact with the family and will notify us of any arrangements regarding the wake and funeral. In addition our tragic event response team will be available throughout the day to talk with any students who feel a need. For now, let’s take a few moments to share our favorite memories of Mrs. Scott. How many of you were her students?
Facilitating Group Cohesion
Cohesion can be encouraged within the classroom as well as in a quiet room.
Group cohesion involves a sense of belonging and being valued.
Group cohesion can be nurtured in a number of ways. Allow a few moments of silence to occur before asking the student if they have any questions.
The teacher should indicate to the class that he/she is open to questions or concerns at any time regarding the tragedy.
Answer all questions honestly and gently. Avoid giving advice. Validate student’s feelings and assure them that what they are feeling is normal when a loss occurs. Allow the discussion to continue until students’ questions are clarified.
Be natural. If you tear up, allow the tears to fall and regain you composure. By showing your honest emotions, you model for the student healthy responses of expressing feelings.
The teacher should emphasize several group rules for sharing:
Confidentiality
Respect for all feelings shared
Permission not to share until ready to do so
Permission to cry
Permission to leave the classroom to go to the quiet room.
The teacher’s modeling of respect for feelings is critical.
Ask for volunteers to go first in sharing their feelings.
Each student should be thanked for sharing.
The teacher should reinforce their understanding of the universality of grief responses with the present loss or previous losses.
Students should be allowed to help students. Active participation by students helps to reduce their sense of helplessness or lack of control.
Any student who becomes extremely upset should be escorted to the quiet room where more individualized attention can be provided. Reduce any embarrassment by suggesting quietly to the student that your tragic event team member will escort him/her.
As information is available regarding memorial services, wakes or funerals, students will be allowed to participate as appropriate with parental consent, and with consent of the bereaved family.
Preventing Emotional Contagion
Identify those students you expect to be most affected by the announcement and make the announcement to them in small groups.
Adolescents and pre-adolescents are easily triggered to have a similar emotional response even if they are less affected by the loss. Therefore, removing those students you anticipate will have a strong reaction will reduce the potential for loss of emotional control within the building.
Your goal is not to repress expression of emotions. Rather it is to contain it within appropriate helping levels.
If at all possible children should remain in their classrooms with their regular classroom teacher.
If a student needs to leave the classroom to go to a quiet room, they should not be allowed to roam the halls alone. A team member or volunteer should escort the student.
Guidelines for Managing the Quiet Room
The quiet room should be located in a private space.
At least two people per 6 students should be available at all times.
Once individual contact has been made and the student calmed, allow the student to join a small group.
Small group activities in the quiet room are handled like those within the classroom.
For a more in depth discussion of grief recovery support groups, refer to the Support Group Facilitator’s Skills Guide published by Dr. Judy Oaks Davison.
Within the quiet room, tissue should be readily available.
Chairs should be placed in small group, arranged in a circle.
Orange juice and fruit can be served.Sometimes just the act of eating is enough distraction for the student to calm down.
If a child cannot be calmed down, contact the parents. A child should not be sent home unless accompanied by a close relative, preferably parent.
Criteria for Sending Students to Quiet Room
When any of the following are present, send the student to the quiet room.
Student’s emotional distress is not decreasing.
Student is unable to participate in large group activities.
Other students are beginning to feed on distraught student’s response.
Student requests permission to go to the room.
Defusing the Event
Defusing should occur at the end of every day.
When you have made the announcements, conducted the art activity, held a discussion, or answered students’ questions, you have defused the event.
Defusing permits ventilation of thoughts and feelings immediately following an event.
It is best to implement the defusing process immediately rather than send students and staff home without an opportunity to process.
Depending upon the severity of the event, opportunities to diffuse may need to occur over a period of days. Staff should have a separate time to diffuse so that they can be responsible for assisting the students. The defusing process is important for all staff and students.
Debriefing the Events
The purpose of the debriefing is to return the affected person to a less stressful state as soon as possible.
Students who were directly affected were given the opportunity to verbalize the events immediately following the tragedy.
The following questions were used to help the students release the thoughts and feelings associated with the event:
How did you learn about the accident? Where were you? Who told you?
What was the first thing you recall thinking when you were told?
Have you ever felt this way before? When? Another tragedy in your life?
Have you noticed any changes in how you’re feeling or acting since the event? (Trouble going to sleep, not feeling like playing, bad dreams.)
Have you thought about “What if?” (To address blame or guilty feelings.)
Assure children that they are having normal reactions to a very traumatic event.
Guidelines for Writing Letters to Parents
Speak to the issues directly.
Provide information that reflects concern and actions being taken by the school to assist children to cope and process the event.
Provide written information for parents on what responses their child might have and how to provide support.
If appropriate, invite the parents to participate in a workshop or community meeting to discuss the event and how to assist their children.
If appropriate, invite the parents to participate in the activities to support the family (memorials, funerals, wakes, memorial funds, food, cards). If children are planning to participate in the funeral during the school hours, a signed permission form must be returned so that the absence can be excused. Legally, the school should check with the transportation director regarding liability in transporting students to such an event.
Written permission is recommended for students to participate in a grief support group.
Sample Letters to Announce Death to Parents:
Sample Letter: Death of a student
Dear Parents:
It is with great sadness that we share the news of the death of one of our eighth grade students, , who was killed this past Saturday night in a single-vehicle accident.
Our District Crisis Response Team, school counselors, and community members have been available today to support our students as they work through this very tragic event. School counselors and staff members will continue to respond to the needs of our children in the days ahead. Many have asked what they might do to offer support to _________ friends and extended family members. The Crisis Response Team has suggested that students express their feelings through personal notes, posters, and sympathy cards. We will work with students and faculty members to establish some type of memorial for __________.
The death of a child is difficult. Children need a great deal of support to feel safe. They need help making sense of this tragedy. Please find some suggestions on the back of this letter that may help you support and guide your child through his or her grief recovery.
If you have any questions or concerns regarding your child’s reactions, please feel free to contact ________________ or ____________________, counselors at our school.
Sincerely,
__________________
Principal
Sample Letter: Death of a teacher
Dear Parents,
A tragedy has occurred which has affected many of our students. _________, our fourth grade teacher, died of a stroke. Our school will be involving students in various healing activities to help them process their feelings about this loss.
So that you can support your child through this process as well, we are distributing the attached information for you which describes how your child may react and some helpful responses. If you have any questions or concerns regarding your child, please feel free to contact ________________.
If you would like your child to have an opportunity to visit the funeral home to say good-bye to __________, a permission slip is also enclosed for your signature. Since the school cannot be responsible for transportation, we are asking parents who could attend with their child to contact _________________. The date and location of the funeral is ____________________. ____________ Funeral Home has agreed to provide a special visitation time for our students. At that time the students could receive special attention from adults who could answer their questions as well as provide them with support.
Yours sincerely,
Principal
Enclosures
Sample Letter: Abduction of student(s)
Dear Parents,
As you may have heard from the news, three of our ____________ grade boys are missing. The children have been identified as ________, ____________, and _________ who are students at _________ Elementary School.
Counselors and our tragic event response team have been at our school helping children and teachers deal with their feelings. The tragic event response team will be available to discuss your concerns on (date and time) at (place). If you have any question that we may answer now, please call our family services coordinator, ___________ at (phone number).
Sample Letter: Death of abducted student(s)
Dear Parents,
It is with great sadness that we share with you news of the deaths of our three young boys, _________, _________, and _____________ whose bodies were found yesterday.
Our tragic event response team and counselors continue to respond to the need of our children. Many have asked what they might do to support the families of the children who were apparently murdered. They would welcome personal notes of sympathy from you. A memorial fund has also been established at the __________ Bank in ______. If you wish to make a donation, please make your check payable to: ____________ Memorial Fund. The check should be mailed to the bank at________________.
The death of a child is difficult. A murder is even more traumatic. Children need a great deal of support to feel safe. They need help making sense of this tragedy. Please find attached some suggestions that may help you support and guide your child through his/her grief recovery.
If you have any questions or concerns regarding your child’s reactions, please feel free to call (name) at (number).
Sincerely,
The Crisis Response Team
Principal
President of PTA
Sample Letter: Death of a staff member
Dear Parents,
I would like to inform you that we had to make an unfortunate announcement to our students today_______________, a teacher assistant, died Friday night from _______________. Students were given an opportunity to reflect on the life of this caring educator during a moment of silence this morning. Our school counselor and other counselors have been available throughout the day for students, teachers, and parents.
On the back you will find some tips for talking to your child about death. It is a tough issue, but it needs to be addressed. Please feel free to contact our counselor or the principal at 850-3987 if we can assist you in any way.
Funeral services will be at ________________________(time, date) in the Chapel of ___________________. Visitation will be ________________ (time, date) at the funeral home.
Sample Letter for Student's Grief Counseling Session
Dear Parents,
Our school counselor will be conducting a six week, closed, grief support group for children who have experienced the death of a close friend or family member.
The group will meet once a week at ______________(time and day) for ________________ (length of time). The group will begin on (date).
Please sign and return this letter indicating your permission for ______________ to participate in the group.
If you have any questions about the group, please feel free to call ___________ at ______.
_______________has my permission to participate in the grief support group.
_________________________Signature of parent or legal guardian
_________________________Date
Alternative Suggestion – Blanket Permission
Some schools choose to make a statement in the student handbook or in their policy section of their crisis plan which gives blanket permission for all students to participate in support groups.
For example:
Our school counselor will be holding various support groups for children throughout the school year. Your child may indicate an interest in participating in any of these groups. Please contact the school should you prefer that he/she not participate. If you object after the child begins the support group, it is your right to withdraw the child from the group.
Tips for Parents on Helping your Child Deal with Grief
Children react to grief differently:
Children at this age may experience shock, numbness, denial, anger, depression, regression, withdrawal, aggression, relationship difficulties, or difficulty concentrating. They may appear tough but feel sad and lonely. As they attempt to deal with this tragedy, they may act out and take risks. It is very important for parents to take note of any changes in mood or behavior, and to open the door for your child to talk.
Address the child’s fears and share the facts.
Children’s active imaginations sometimes lead them to think something they have done or not done has caused a death. Give them accurate information about the cause of the death. Reassure your child that even though everyone dies some day, most people live to be very old. This tragedy has made death a reality for your child, and may trigger fears about their own safety. Be truthful, but do not discuss unnecessary details. Give them simple, accurate information about the cause of the death. It is best to use the word “died.” Using words like “passed away” or “sleeping” may cause the child to develop fear.
Expect to be asked questions and discuss issues specific to the situation.
Take this opportunity to share with your child the beliefs of your family regarding death.
Answer questions as simply as possible. Some common questions are listed below:
“What is death?”
“What makes people die?"
“What happens to people when they die?”
“When will he wake up?”
“When will I die?”
It is perfectly acceptable to say “I don’t know” or “What do you think?” or “I’ll try to find out more about that for you”.
Recognize your own feelings.
It is alright to tell young people how hard it is for you to talk about what has happened, and it is alright to cry. If it is too difficult for you to talk about, find someone who can.
Counselors will be available for your child at school and in the community.
Support children as they grieve.
Grieving usually involves many feelings, including sadness, anger, fear, and guilt. Recognize and accept all of these. Children grieve differently and longer that most adults. Let boys, especially, know it is okay to cry. Listening is one of the best means of support you can give. They may appear to be totally unaffected for periods of time, and then suddenly emotions will resurface. Children may take years to fully grieve a loss. Listening is one of the best means of support you can give.
Assisting Children to Live with Death
Adults must play a significant role in assisting children to live with death. The most important thing adults can do is help children understand and accept their feelings throughout the entire death experience. The following information is intended to assist you in this effort.
Children need to learn how to mourn; that is, to go through the process of giving up some of the feelings they have invested in an animal or person and go on with other and new relationships. They need to remember and be touched by the feelings generated by their memories. They need to struggle with real or imagined guilt over what they could have done. They need to deal with their anger over the loss.
Children need to mourn over the small losses, such as animals in order to deal better with larger, closer losses of people.
Children need to be informed about a death. If they aren’t told, but see the adults are upset, they may invent their own explanations and even blame themselves.
Children need to understand the finality of death. Because abstract thinking is difficult for them, they may misunderstand if adults say that a person or animal “went away” or “went to sleep”. If you believe in an after-life and want to tell you child about it, it is important to emphasize that they will not see the person or animal again on earth.
Children need to say good-bye to the deceased by participating in viewings and/or funerals, if only for a few minutes. No child is too young to participate in these activities.
Children need reassurance that the adults in their lives will take care of themselves and probably won’t die until after the children are grown. However, children need to know that everybody will die some day.
Children need to know that other children die, but only if they are very sick or if there is a bad accident. It is equally important that they understand that almost all children grow and live to be very old.
Children need to be allowed to show their feelings: to cry, become angry, or even laugh. The best approach is to empathize their feelings. For example, you might say, “You’re sad. You miss your Grandma. Tell me about it.”
Children need to feel confident that their questions will be answered honestly and not avoided. They need to know that adults will give them answers they can understand. Adults should take their cues from the children and answer only what they ask.
"Living with Death" by Judith Bisigan
Crisis Response Plan For Counselors And Administrators:
Anderson School District One
Crisis Defined:
Crisis is defined as any event which the Superintendent of Anderson School District One or his designee has determined to be so serious that it affects the school community in such a way as to interfere with normal school function and/or the learning process of a significant number of children.
The Need For A Crisis Management Team:
Crisis among student populations has become a major concern for administrators, counselors, teachers, parents, and helping professionals. Within the context of the school-as-community, the destructive potential of a crisis situation may have devastating effects on students, parents, teachers, school personnel, and the community as a whole. A paramount need is for a Crisis Management Team to address the emotional needs of all school personnel and students involved. Intervention to enhance coping skills can provide a quicker return to a normal learning environment and prevent additional problems from developing.
Although all crisis situations may not be clearly delineated, the following are examples of possible situations that may arise within the Anderson School District One community and require Team intervention:
Multiple deaths with the school population
Accidents involving multiple injuries within the school population
Outside school accidents or deaths that have an affect on two or more classroom populations
Natural disasters that cause extensive damage, injury, death, widespread fear within the school population
Community, county-wide, district-wide, or national disasters, the nature of which affects the learning process
Widespread fear, misunderstanding, or misinformation that affects the learning process
The Crisis Management Team:
Each school has a designated crisis team who has been trained to serve in various capacities during an emergency situation.
Proposed Crisis Response Plan:
An administrator of the effected school(s) will initially communicate the existence of a crisis to the Superintendent or his designee. The administrator(s) of the affected school(s) may request assistance from the Crisis Management Team or such assistance may be offered by the Superintendent or his designee and provided with consent of the building administrator.
The proposed chain of command for utilization of the Crisis Management Team is as follows:
Superintendent or his designee
Principal(s)
Crisis Management Team Leader/Family Service Coordinator
Once the need for Crisis Management Team assistance is established by the Superintendent or his designee, the Family Service Coordinator shall be notified and respond as follows:
Communicate with the building administrator to ascertain needs and details
Notify the Team Leader
Notify building administrators of mobilized team members
Assist the Team Leader as needed
Once notified, the Crisis Management Team Leader shall mobilize the team and direct their activity toward carrying out team duties. The Leader shall communicate with the building administrator(s) to plan team action before services are provided.
The district shall reimburse expenses relative to team mobilization and activities (i.e. travel, materials, etc.).
In the event that team members perform duties on non-work days, they shall, at district option, either receive compensatory time off or be paid for additional days worked at their individual daily rate.
Immediate Duties Of The Crisis Management Team
It shall be the responsibility of the team to:
convene as a group to receive information and individual assignments
meet with the building administrator(s) if necessary
verify facts from the building administrator(s)
set up a command post through which all counseling efforts will be coordinated
call on other district personnel or support services as needed
identify and prioritize the individuals who need help
provide individual and group counseling and support services
conduct small group counseling
encourage productive discussion among impacted individuals
allow expressions of sorrow, hostility, loss, guilt, etc.
watch for emergence of unfinished business or unresolved conflicts associated with the crisis
answer questions and provide factual information to impacted persons
correct distortions
focus on strengths and constructive adaptive behaviors
protect the confidentiality of all individuals
consult with other helping professionals
coordinate the recovery efforts of the administrators, teachers and support staff
continue to provide service until the situation is downgraded by the superintendent or his designee.
Ongoing Responsibilities Of The Crisis Management Team
Upon adoption of the Crisis Response Plan, the Crisis Management Team will be responsible for:
publishing the names and phone numbers of the team for district-wide distribution
compiling a bibliography of the various kinds of crises to which the team might respond and listing suggested response activities for each category of crisis
developing a directory of potential resources which could be accessed by the team for assistance in addressing specific crises
developing a directory of services and assistance resources to which crisis-impacted individuals can be referred for long-term assistance
meeting on a regular basis to review and update procedures
receiving additional staff development to upgrade individual and team skills in serving crisis-impacted individuals and groups
School Site Crisis Recovery Plan Recommended Content
Each school Crisis Recovery Team should develop a School Site Crisis Recovery Plan that addresses the pre-crisis, immediate, and long-term responsibilities listed below.
Pre-Crisis responsibilities of Crisis Recovery Team
Provide input to Immediate Emergency Response Teams in development of practices that minimize negative after-crisis impact.
Orient all school-site staff members to the Crisis Recovery Plan and train all staff in crisis recovery procedures.
Develop/Maintain telephone tree information.
Develop procedure for notification of district team and staff.
Develop/Maintain a site plan for implementation in response to specific or categories of crises.
Develop/Maintain a roster of community/agency services which may be accessed to assist with follow-up and after care in crisis.
Pre-determine situations/scenarios for which assistance of the district Crisis Recovery Team, other school Crisis Recovery Teams, and/or community/agency assistance will be requested.
Communicate the Crisis Recovery Plan to parents and community.
Immediate Responsibilities of Crisis Recovery Team
Information/Communication
Verify information regarding the crisis and secure additional information as needed.
Determine the level and mode of team response.
Activate other teams/resources as needed.
Handle/communicate with parents/others if it is necessary to relocate or detain students prior to dismissal
Advise emergency personnel and administrators on practices that minimize need for after-care.
Coordinate services of other after-care teams and resources.
Determine/implement staff/student notification content and method.
Action
Dispatch member(s) to immediate crisis sites (hospitals, etc.) where impacted persons may need after-care and assistance.
Confer with building administration in preparation for school opening/reopening regarding:
reducing opportunity for unstructured time
additional supervision as students enter building
placement/grouping students upon return to school
instructions to staff
content of pre-school day staff meetings
written announcements to be made in classes
advisability/content of school-wide announcements
scheduling modifications
campus traffic/area modifications
accommodations needed by individuals or groups (partial attendance days, substitute teachers, etc.)
Advise teachers on classroom activities consistent with after-care.
Identify and triage individuals and groups needing individual and/or group counseling.
Secure medical assistance for individuals suffering from severe crisis/stress impact.
Schedule/deliver counseling to individuals and groups in need of after-care counseling.
Follow-up
Attend to protection or modification of impacted person's property/effects (desk, locker, etc.).
Attend to modification of records, mailings, etc. as necessitated by crisis.
Prepare individuals and groups for participation in crisis-related activities such as hospital visits, home visits, funerals, etc.
Inform community/media of assistance provided through Director of Public Information
Maintain record of services provided.
Long-term Responsibilities of Crisis Recovery Team
Monitor recovery of individuals and groups and provide additional or modified assistance as needed.
Advise others in or facilitate conduct of "degriefing" and group recovery activities such as meetings, memorials, etc.
Maintain appropriate long-term follow-up contact with parents, etc. on behalf of the school.
Debrief team handling of the crisis recovery, record conclusions, and modify plan and procedures as needed.
Communicate modifications/lessons learned to the full school staff.
Share lessons learned with Crisis Recovery Teams of other schools at next district-wide Crisis Recovery Team Workshop.
Crisis Recovery Team Steps to Follow in a Crisis
Principal verifies the information and notifies District Office.
Principal contacts School Crisis Recovery Team members.
Crisis Recovery/Response Team goes into action (telephone tree or direct communication/e-mail and requests assistance from District Team when needed (Tanya Richbourg cell 844-2331, office 847-3632,home 226-2047)
Team develops a plan of action (written statement, staff meeting, letter to parents, substitutes, identify students who will need special attention, anticipate questions/answers, etc.).
Team meets with staff and faculty to share plan as soon as possible.
Teachers make formal announcement to students at designated time.
Class meeting and activities are conducted to allow students to ventilate or express feelings.
Teachers refer students to smaller groups as needed.
Teachers schedule extra recess or breaks if needed.
Teachers should resume their regular classroom schedule when they consider it appropriate.
Letters are sent to parents with announcement and suggestions.
A staff debriefing is held at the end of the day.