Professional Documents
Culture Documents
Board of Education
David A. Pickler, Chairman Wyatt Bunker Ernest Chism Joseph Clayton Anne Edmiston Virginia Harvell Ron Lollar Bobby G. Webb, Ed. D., Superintendent Penny Eilert, Assistant Superintendent of Instruction Jack Coleman, Director of Secondary Education Nettie Tipton, Director of Elementary Education Jo Bellanti, Director of Special Education
160 South Hollywood St. Memphis, TN 38112 (901) 321-2500 www.scs.k12.tn.us June 2004
Shelby County Schools offers educational and employment opportunities without regard to race, color, national origin, religion, sex, or disability.
Table of Contents
Table of Contents ...............................................................................................7 Crisis Procedures and the District Crisis Team ...................................................11 General Crisis Procedures ...............................................................................13 Introduction.......................................................................................................13 Terminology......................................................................................................13 Overview of Crisis Procedures .........................................................................14 Crisis Intervention Suggestions For District Team Coordinator .......................15 Initial Conference with Administrator................................................................15 Issues Considered by Administrator and DCT Coordinator .............................15 The Staff Meeting: DCT Coordinators Role.....................................................22 Perks For Faculty and Staff..............................................................................23 Crisis Intervention Suggestions for District Crisis Team By DCT Coordinator .24 Role with District Crisis Team (DCT)................................................................24 DCT Member Responsibilities..........................................................................25 DCT Coordinators Debriefing Meeting ............................................................27 Media Guidelines..............................................................................................29 Statement to Media ..........................................................................................30 What Do You Say? What Do You Do? Cheat Sheets for DCT Members ............31 What Do You Say & What Do You Do: A Cheat Sheet for DCT Members ....33 What Do You Say.............................................................................................33 Share Some First Word Activities.....................................................................34 What Do You Do ..............................................................................................35 Suggestions for Helping the Classmate upon Returning to School...............35 What to Say: Using the NOVA Model...............................................................36 Introducing the Concept of Attending a Visitation or a Funeral ........................37 Phrases to Avoid ..............................................................................................37 Follow Up Procedures..........................................................................................39 Follow-Up To Crisis Situations .........................................................................41 Personal Effects ...............................................................................................41 Anniversaries Of Tragedy ................................................................................42 Memorials and Post Crisis Strategies ..............................................................43 In The Case Of A Suicide.................................................................................43 Suggestions for Appropriate Memorials ...........................................................43 Reactions to Grief and Loss.................................................................................45 Reactions to Grief and Loss .............................................................................47 Stages of Grief: The Normal Cycle for All Losses ............................................47 Phases of the Grieving Process .......................................................................48 Age-Specific Reactions To Loss ......................................................................49 Post-Traumatic Stress Disorder .......................................................................56 PTSD Symptoms..............................................................................................56 Phases Of Reactions To Trauma-Inducing Events ..........................................57 Post- Trauma Debriefing ..................................................................................57
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Coping with Grief and Loss..................................................................................59 Take Care of Yourself: Helpful Suggestions for Faculty and Staff ...................61 Take Care of Yourself: Helpful Suggestions for Students ................................63 Helping a Grieving Friend.................................................................................65 Attending a Visitation or a Funeral ...................................................................67 What To Say To Show That You Care .............................................................69 Helping a Grieving Friend:................................................................................71 Returning to School..........................................................................................71 Things Not to Do ..............................................................................................71 After Time Has Passed ....................................................................................71 Sample Letters and Memos .................................................................................73 Death of a Staff Member ..................................................................................75 Death of a Student (Suicide) ............................................................................76 Death of a Student (Accident) ..........................................................................77 Death of a Student (Illness)..............................................................................78 Parent Letter (Crisis) ........................................................................................79 Parent Letter (Crisis) ........................................................................................80 Memo for Notification of Student Death ...........................................................81 Notification of Student Death............................................................................82 Notification of Student Death............................................................................83 Suicide .................................................................................................................85 Suicide..............................................................................................................87 Factors to Consider When Assessing The Impact Of A Suicide On Students .88 Warning Signs Of Suicide ................................................................................89 Suicidal Threats................................................................................................90 Suicide Threats: Dos and Donts ....................................................................92 School Counselors Role in the Case of a Suicidal Threat ...............................94 Suicide Attempts ..............................................................................................95 Suicide Clusters ...............................................................................................96 School Strategies for Preventing "Contagion" After a Suicide..........................96 Media Coverage and Suicide "Contagion" .......................................................96 School Reentry for a Student Who Has Attempted Suicide .............................97 Suicide: A Guide to Prevention ........................................................................98 Threat Assessment............................................................................................101 Threat Assessment ........................................................................................103 Types of Threats ............................................................................................103 Factors in Threat Assessment .......................................................................103 Early Warning Signs.......................................................................................104 Levels of Risk .................................................................................................108 Activities for Counselors & Classroom Teachers...............................................112 Support Group Sessions ................................................................................114 Lesson Plan: Support Group ..........................................................................115 Classroom Discussion Following the Death of a Student or Staff Member ....117 Student or Classroom Activities .....................................................................118
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Elementary School .........................................................................................118 Middle School.................................................................................................118 High School ....................................................................................................118 Quotes............................................................................................................119 Lesson Plan: Classroom Feelings Collage.....................................................124 Lesson Plan: Write a letter to Emergency Personnel in the Community........126 Lesson Plan: Personal Coat of Arms .............................................................128 Lesson Plan: How Do You Feel? ...................................................................132 Lesson Plan: Poetic Expressions ...................................................................136 Lesson Plan: Ten Good Things......................................................................137 Parents ..............................................................................................................138 What Parents Can Do ....................................................................................140 Possible Reactions.........................................................................................140 How Parents Can Help Children Cope...........................................................142 Forms.................................................................................................................146 DCT Coordinator Checklist.............................................................................148 DCT Members Checklist ................................................................................168 School Office Staff Checklist ..........................................................................172 Counseling Area Checklist .............................................................................174 District Crisis Team Assignments ..................................................................176 Client Contact Log..........................................................................................178 Close Friends of Deceased Student and Other Students At-Risk for Emotional Stress .............................................................................................................180 Counseling Area Sign-In Sheet ......................................................................182 DCT Members Sign-In Log............................................................................184 Classroom Teacher Crisis Checklist ..............................................................186 Follow-Up To Crisis Checklist ........................................................................188 DCT/SERT/CORT Post-Incident Debriefing ...................................................190 Suicidal Threat Checklist................................................................................192 Suicide Screening Form .................................................................................194 Off-Campus Suicide Attempt Checklist ..........................................................196 On-Campus Suicide Attempt Checklist ..........................................................198 Reentry Checklist for Student who Attempted Suicide ...................................200 Threat Assessment Checklist.........................................................................202 Administrative Checklist for Student Threats .................................................204 Counselor-Parent Conference........................................................................206 Counselor-Teacher Conference .....................................................................208 Counselor-Administrator Conference .............................................................210 Counselor Pass ..............................................................................................212 Release of Confidential Information ...............................................................214 Brochures .......................................................................................................218 Booklist for Students ......................................................................................230 Booklist/Resources for Adults ........................................................................233 SCS Medianet Resources ..............................................................................235
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Terminology1.
A crisis is a sudden generally unanticipated event that profoundly and negatively affects a significant segment of the school population and often involves serious injury and death. A critical incident is a situation that involves imminent danger to life and limb, such as school violence with death or major injuries, natural disasters, and terrorist acts. This manual will not address these situations, but is aimed at crisis intervention. Crisis Response Team a highly effective organizational unit for dealing with a variety of crises. Shelby County will use three teams operating at two levels: individual school building (SERT), central office (CORT) and a district crisis team (DCT) made up of school counselors, school psychologists, and social workers. Through these teams the school system will be able to respond to a variety of incidents in various locations throughout the school system. There will also be a community level team composed of organizations that may deal directly with an incident or provide support to the school 81 Taken directly from Crisis Management and Emergency Response in Shelby County Schools (CMER/SCS).
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during and after a crisis. Central Office Response Team (CORT) this team provides leadership in times of a crisis or emergency; CORT members are a part of the SCS organizational chart and will direct personnel assigned to their division. School Emergency Response Team (SERT) this is a building level team led by the principal or designee for dealing with a variety of crises, such as student deaths or incidents of violence. The team is appointed by the principal and will fulfill the duties outlined in CMER/SCS. District Crisis Team (DCT) includes counselors, psychologists, and social workers; this team provides direct services to students and staff in the event of a crisis (e.g., student suicide). The composition of the team may vary, depending on the location and nature of the crisis. Assignments to the team will be the responsibility of the Team Coordinator. This manual is written specifically for the members of this team. Community Crisis Response Support Network this supplementary group involves community agencies and organizations providing an array of services and expertise. It may include professionals or organizations in the areas of mental health, public safety, medical/health care or social services. The CORT and SERT are responsible for coordinating with these agencies. Note: No service providers or other agencies should be brought to the schools unless invited by the central office or local school administrators.
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2. Discuss the assembling of the SERT. 3. Has the death been verified?2 By whom? When? What are the facts? o In case of reporting a student death, the local school administrator, School Resource Officer (SRO), or central office personnel will confirm the information as soon as possible. Keep in mind that this information is confidential and will not be immediately accessible. Do not call the affected students family to verify this information; if an error has been made, they could become unnecessarily upset or stressed. For accidents and suicides, verify the information through the police department; for death from illness verify information with family members or hospital staff.
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4. If facts are not verified: Tell the person providing the information not to repeat it elsewhere in the school. Explain the schools need to verify the information and have any announcement of the event come from the designated school administrator. If there is concern regarding the likelihood of compliance with this request, it may be useful to keep the reporting person in the office (or have that person come into the office if he or she called the information) until appropriate steps can be taken. Tell office staff members NOT to repeat or give out any information within or outside school until specifically instructed to do so. Have them direct all questions to the administrator or designee until told otherwise.
5. The timing of the notification of a crisis may alter the order of the initial steps taken. For example, if the school is notified in the morning, the administrator decides when to notify the students. In some cases it may be best to wait and tell the students the next morning, instead of tell the students and then dismissing them. If the decision is to wait until the next day, the faculty should be told after dismissal. If notification is received at night or on the weekend, ask the person providing the information not to spread the information further until the situation is verified.
6. Consultation with the Director of Public Relations-321--2502 7. Consultation about if a crisis team is needed, how many members should be on the team, and whether the administrator has any preferences regarding team members. 8. Provide a sign-in/out sheet for DCT (see p. 183). 9. Notification and involvement of the on-site School Counselor. 10. Decide if and when an emergency faculty meeting should be scheduled (see p. 22). 11. Decide who tells the students classroom teacher(s). 12. Decide how to notify the faculty and staff. Is there a telephone tree?
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13. Decide if there is time for the classroom teacher(s) to call parents of the students in the class. 14. Create a memo for the faculty about situation (see pp. 81-83). 15. Create a brief statement to be read to selected rooms about the incident (see pp. 8283). Note: This should never be done by way of the Public Address (PA) system. 16. Decide about the school sending flowers instead of students collecting up money. 17. Decide about composing a letter to the parents (see pp. 75-80). 18. Decide how to inform students about the arrangements. 19. Decide about check out procedures to attend funeral and how to inform parents of the procedures. 20. Decide the role of clergy and other community agencies in the crisis intervention. 21. Consult (with or without input from the school counselor and SERT) about what to do when the students arrive. 22. Discuss the possibility of a room for concerned parents. 23. Consult about press procedures. Normally, the press is not permitted in the school or on the school property. The press will want a statement. This may come from the administrator, Director of Public Relations, or the DCT Coordinator. This statement may be scheduled at a certain time or just before school starts or after school has closed for the day (see pp. 29-30). A decision may be made to answer questions from the press, off the school property. Many times the press will leave as soon as they get a statement or have questions answered. List of faculty/staff and room assignments. Schedule of the students classes. Names of teachers who taught the student. Identify students, staff, and parents likely to be most affected by the news (e.g., due to their relationship to the deceased/injured, recent or anticipated family losses, personal history with similar crisis, recent confrontations with the affected student). These persons are targeted for additional support ( see p. 179). Names of friends and their schedules. Map of the school.
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List of any special clubs/organizations affiliated with the student. Details regarding other tragedies or deaths (if any) that have occurred recently to members of the school family. Any other special circumstances DCT might need to know. Any siblings at the school or other schools. Locker number. Bus route.
25. Discuss consulting with the Director of Transportation (321-2282) about the incident if the student is a bus rider. 26. Discuss consulting with the Director of Food Services (321-2588) about the incident (additional personnel in building, special events). 27. Discuss consulting with Plant Manager and Cafeteria Manager. 28. Discuss the location of the counseling room(s). 29. Discuss items needed in the counseling room (see p. 173). 30. Discuss talking with the teacher of the student who died; assess the condition of the teacher. 31. Discuss officially withdrawing the deceased student from the school attendance rolls, SASSC, MacSchool, or any other new record keeping system. Remove students name from all rolls, including special classes and study hall. Discuss at emergency faculty meeting. 32. Discuss School Office Staff Checklist (see p. 171). 33. Discuss interventions in the classroom of the deceased student prior to students arrival. This should be done with the classroom teachers assistance, if possible. Rearrange the room. Remove the extra chair/desk. Remove the students personal effects/books and put them in the office or other designated location. Remove material in the locker. Scan the room. Remove the students name/picture from any posters/charts in the room. Remove the students papers from stacks that have been graded or will be graded. Make a notation in the grade book concerning the student.
The teacher needs to be in control of his/her emotions, as much as possible. If this is not possible, another professional should be in the classroom (administrator, counselor, DCT, etc.). Teachers should be honest yet not give unnecessary information or gory details. One question the students will ask is Why? and the answer is I dont know why. Upon reading the statement to the class, an additional professional might need to be in the room for added support.
35. Activities for the students (also see pp. 111-136). Review and distribute guidelines to help teachers with classroom discussion during the emergency faculty meeting. Allow the students to briefly talk about the incident. Encourage the students to talk about the fun times they had with the student. Write a letter to the parents. Make sympathy cards. Make sympathy poster. Make a wall of remembrance using bulletin board paper; ask students to write memories on the paper, and this will be rolled up and given to the family. All school personnel and students should make an effort to get back to a regular routine as soon as possible.
36. Discuss who should talk with the clergy and any other community agencies that will provide services in the school. In most cases the DCT coordinator can take care of this. The administrator makes this decision. Discuss the role of these outside groups in the school and be specific about Dos & Donts.
All cards, letters, and posters must be read by the crisis team prior to giving them to the family.
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37. Discuss the role of the DCT. Provide grief support for students in designated building areas (counseling areas). o Try to have more than one area available for this purpose, if possible. o Counselors and school psychologists will on duty in these areas at all times. o These individuals keep lists of students seen. o These individuals contact parents/guardians of students who are having a difficult time. Provide for a stand-in for any substitute teacher in the building or for any staff member unable or unwilling to deal with the reading the statement and subsequent discussion. A school counselor, school psychologist, or social worker will follow a deceased students class schedule for the remainder of the day to determine whether a teacher or other students need additional support. Work in large groups, small groups, and with individuals. Work with parents. Present an evening workshop for parents. Assist with the reading of the statement. Substitute for teachers who are unable to get immediate control of their emotions. Offer breaks for teachers. Substitute for teachers when teachers are needed in an IEP team meeting. Assist with arrival and dismissal. Document on the Client Contact Log (see p. 177). Consult with the site school counselor. Call absentees. Talk with other teachers/staff and assess their emotional status. Assist the teachers who are directly and indirectly involved with the crisis. Assist the administrators in the decision-making process, when necessary. Attempt to talk to the students in as small a number as possible.
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Inform the administration of students who need to go home. Work with any faculty or staff members who may be uncontrollably upset. Work with parents who are uncontrollably upset. Document the names of students who are extremely upset. Be prepared to follow-up with these students. Provide support to faculty and other staff members in the lounge. Provide private support to individual staff members previously identified. Post EAP information (458-0966) for faculty and staff. Review the stages of grief as preparation for questions. Encourage everyone to start the regular routine as soon as possible. Provide SAP referral (763-4357) and/or Mobile Crisis (577-9400) as needed.
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Schedule pre-meeting for DCT (see pp. 25-26). Schedule debriefing meeting for DCT (see p. 27). Prepare specific tasks/roles for DCT (see p. 175). Assignments will consider the following faculty, staff, areas, and needs: Specialists. Special education teachers (OT, PT, Speech, and so forth). Plant Manager and staff. Cafeteria Manager and staff. Office staff. SASSC operator for absences. Regular education teachers. By grade levels. By teams. By hallways. Teachers who taught the student. Bus duty, arrival/dismissal. Hall duty, arrival/dismissal.
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Hovering outside affected classroom. Follow the students schedule, usually the site school counselor. Assignments for the time that the statement will be read. Counseling area.
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Refer students to SAP (763-4357) or Mobile Crisis (577-9400) Review the stages of grief as preparation for questions. Encourage everyone to start the regular routine as soon as possible. Remember these things: Students are resilient. They do bounce back. Older students, generally, have more trouble with death than younger ones. Getting back to a normal routine as soon as possible is comforting to all concerned. Be in control of your emotions. Be aware that many of the faculty and staff may be working under extreme stress. Be prepared to make some tough decisions! Dont expect perfection from yourself.
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(see p. 189)
Welcome Ask the following: How did it go? What are the strengths? What needs to be strengthened? How do you feel? Did you eat? Decide who needs to return. Collect all the documentation. Discuss certain students. Prepare for tomorrow.
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Media Guidelines
These procedures are recommended to the District Crisis Team in dealing with media representatives. 1. The press will want a statement. This may come from the administrator, Director of Public Relations, or the DCT Coordinator. This statement may be scheduled at a certain time or just before school starts or after school has closed for the day. 2. Use the prepared, Statement to the Media as a guideline in preparing your statement. Make copies of your statement. 3. Specify the time at which a statement will be made. 4. A decision may be made to answer questions from the press off the school property. 5. Many times, the press will leave as soon as they get a statement or have questions answered. 6. In the press statement, state the exact situation. For instance, if an alleged crime is involved, make a statement to this effect: a. This is a police matter and no information will be issued by school personnel at this time. 7. Use explanatory statements when unable to give information. Do not hesitate to state: a. Release of this information would be a violation of the students right to confidentiality and can not be disclosed. b. No information is available at this time. 8. Release of a picture most likely will be requested. Tell them: It is the familys decision whether or not to release a picture.
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Statement to Media Shelby County Schools District Crisis Team, which involves local school and central office personnel and community consultants, presently is responding to assist our students, faculty, and staff in coping with the shock and grief due to the death of our student, (Students Name). (Students Name) has been enrolled at (Name of School) for (Specify years). He/she is in (Specify grade level). (Students Name) participated in (list school activities). Please do not attempt to interview students, faculty, or staff. Please confine your activities to off-campus areas. Additionally, please do not film students faces. Any further details will be released as available.
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What Do You Say? What Do You Do? Cheat Sheets for DCT Members
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What Do You Say & What Do You Do: A Cheat Sheet for DCT Members
In working with students who are very emotional, sometimes it is helpful to move them from the emotional brain to the thinking brain. Students must be led into this very carefully. Below are some generic phrases and activities that may help with the process. Students may write, draw, or just talk. You may write down their thoughts they have verbalized to you for them, if the act of writing interferes with the process.
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Who is your support system? Are there people you can call? If you wake up in the middle of the night and feel scared, could you wake your parents? Who will be here for you at school tomorrow? Who can you talk to here at school? Is there anything we could do that we have not thought of? (Hand the student Helping Friends and Classmates with the Grieving Process see pp. 65-71; 223-25). Who is someone you can talk to about this? Its painful. Im sorry this has happened. I cant imagine what this is like for you. Its hard to think youll ever feel good again after such a horrible thing like this happens. Is there something that we can do for you that we havent thought of yet? And then there is silence. Just being with your friend (student, etc.) as long as you need to. This grieving person will know you are right there with them. Your caring presence can be invaluable.
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What Do You Do
Write what you would want to tell your friend. (see p. 69) Write what you would want to tell your friends family to know (see pp. 65-71). Construct a graphic organizer which represents your friends likes, dislikes, personality traits, etc. Relate a quote to this situation (see pp. 118-122). Write a poem about your friend. Write a story about the best time you and your friend had together. Draw a comic strip illustrating a funny time you and your friend had together. Pick a food and relate it to your friend. Pick a color and relate it to your friend. Write a rap about your friend. Write a song about your friend. If you could go somewhere with your friend, where would it be and why? Scribbling and then color in the spaces with colors representing your feelings. Make a cheat sheet on what to say at a visitation and/or funeral. Mini role-play behavior at a visitation and/or funeral. Share descriptions of a funeral home and/or funeralinclude what one can see, hear, and smell.
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Phrases to Avoid
I know how you feel. She/he led a good long lifeIt was Gods will(any other platitudes) At least she/he did not suffer.
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Follow Up Procedures
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Personal Effects
Upon collection of personal effects, sort through them. Put effects in a box possibly decorated by students. Read and screen all cards, posters, and remembrance items before putting them in the box. Consider adding a representation of a school mascot into the box. Consider adding a personal message from administration, counselor, and/or teacher. Consider giving the family a free yearbook or class picture. Consider making a home visit, in a timely manner, to deliver personal effects.
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Anniversaries Of Tragedy
The intensity of traumatic memories and reactions to crises lessen over time, yet memories of the traumatic event never completely go away. A variety of life events can re-trigger intense reactions to trauma. The anniversary effect may result in survivors re-experiencing many of the feelings and reactions related to the initial traumatic event. Individuals with Post Traumatic Stress Disorder (PTSD) are particularly affected by the anniversary effect. Steps which should be considered prior to the anniversary effect include: 1. Prepare your school in advance. Ensure that teachers and parents understand the possibly of a reawakening of intense emotions and reactions. 2. This would be a good time for school personnel to develop plans to offer staff training in prevention programs and/or to develop procedures for referral of atrisk students. 3. Anniversaries generally receive significant coverage in the media that reemphasizes the gory details of the event. It is important to limit students exposure to media reports in the newspaper, magazines and television. 4. Listen and talk to students about what they are feeling. Let students need guide your approach. Explain that is normal and understandable to be upset at this time. Be prepared for a wide range of behaviors. 5. Adjustments may be needed with curriculum demands. This is not a good time for extensive instruction or tests. It can be a time to focus on positive issues such as tolerance, anger management, and effective coping strategies.
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Cognitive Level (Abstract Thinking) Typically, at about age 12, the full concept of death may be understood, i.e., the student realizes that death is permanent and irreversible. Assume everyone will die when they are old and have done everything they wanted to do so; crisis results when they realize they too can die. Reactions reflected primarily in behavior that is less mature than characteristic behavior (more childlike attitudes). Attribute symbolic meanings to events (e.g. omens). Behaviors
Anger at unfairness. Psychosomatic illness such as nausea, sleep disturbance and headaches. Rebellion at home. Fighting or attention-seeking at school. Withdrawal, loss of interest. Generalized anxiety. Fascination with facts about actual death and death rituals which may result in asking intrusive or insensitive questions.
Special Considerations Words and symbols mean a great deal to them. Stories, plays, poetry, and music often serve as a basis for expression. Peer reactions are significant. Need to know that others feel the same way they do. Need to get back into routine. Should temporarily relax expectations at home and school, such as reduce homework and classroom assignments. Interventions Write stories about the deceased. Draw pictures. Write letters to the family. Group discussions that encourage students to talk about their feelings regarding the crisis. Create plays or stories with favorable outcomes. May need more individualized academic instruction.
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Suicide Of A Friend Feelings of disbelief, hurt, guilt, betrayal, and fear. If they have considered suicide at one time or another, may now realize that this option is a real possibility. Interventions Develop peer support groups. Provide a way for students to take leadership in the aftermath of a trauma (see Memorials, p. 43). Discuss ways to cope with traumatic situations. Encourage, but do not insist on, discussion.
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ALL STUDENTS
General Behaviors and Issues Be sensitive to cultural issues and differences among students and families. Increased aggression, oppositional behavior, and decreased frustration tolerance. Increased irritability, emotional lability, and depression. Denial. Decreased academic performance and poor concentration. Increased fear and anxiety. Stress related behaviors )e.g., sleep disturbances, change in eating habits, stomachaches, and headaches). Changes in personality: o outgoing student becomes withdrawn and loses spontaneity o quiet child becomes rude, aggressive, and irritable. Children tend to look to significant adult figures (parents, teachers, etc.) in their lives for reassurance about their own reactions and to learn how to grieve. Withdrawal/isolation from peers. Concentration difficulties and poor school performance. Activities Place a collection box in the class for notes to the family. Urge students to write the things they wish they could have said to the individual. Encourage physical activities. Funeral Preparation Talk with students about what to expect be as specific as possible; find out if there will be an open casket and let students know about that (see pp. 37; 67). Discuss peoples reactions emphasize that a range of reactions as normal. Discuss what to do include any activities that may be unique to this students family or culture. Decide and rehearse what to say to family members.
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ADULTS
Common Reactions Numbness, shock, and difficulty believing what has occurred. Difficulty in decision making; uncertainty about things. Loss of appetite, difficulty sleeping, and loss of interest in everyday activities. Desire to get away from everyone including family and friends. Becoming irritable or upset more quickly than usual. Feelings of fatigue, hopelessness, and helplessness. Difficulty accepting that the crisis has had an impact or accepting support from friends and the community.
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PTSD Symptoms
Recurrent and intrusive recollections of the event. Feeling emotionally numb. Feeling overwhelmed by what would normally be considered everyday situations and diminished interest in performing normal tasks or pursuing usual interests. Crying uncontrollably. Avoiding social situation and isolating oneself from family and friends. Feeling extremely moody, irritable, angry, suspicious, or frightened. Having difficulty falling or staying asleep, sleeping too much and experiencing nightmares. Feeling guilty about surviving the event; being unable to solve the problem, change the event or prevent the disaster. Hypervigilant or avoidance-behavior. Decline in cognitive performance. Startled reactions. Physiological symptoms, such as breathlessness, heart palpitations, fatigue, sweating, and shaking.
Symptoms Specific to Children Distortion of time related to event and the sequence of events. Reenactments of traumatic events (usually not conscious). Repetitive play, drawings, or poems involving traumatic themes. Pessimistic expectations of the future and lifespan. Marked and enduring personality changes. Greater memory of the event than adults. Fantasizing changes to undo the event.
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Avoid excessive media exposure. Take time to relax and do things you find pleasant. Getting away for a few hours with close friends can be helpful. Stick with your regular routine for a while; avoid making changes, even if it appears to be a positive change. Get regular exercise or participate in a regular sport, activity soothes anxiety and helps you relax. Avoid taking on any new responsibilities or new projects. Eat and Sleep! There is no substitute for support. Find it and Give it! If symptoms persist beyond a few weeks, seek professional help. Remember that services are available through the Employee Assistance Program, 458-0966.
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Here are some examples: Hello. Im glad to see you. I have really been thinking about you. Im sorry to hear about your _______s death. I cant imagine how tough this is for you. I know you will miss him. Let me know if I can help you.
If you absolutely can not bring yourself to say something, write a short note or send a card.
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Here are some things to do: Offer your condolences. I am sorry for your loss. I wanted to come be with you. Give him a hug. If the casket is open, go up to pay your respects if you feel comfortable. It is not necessary. Sign the guest book. If there are items and pictures on display they will help start a conversation.
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Things Not to Do
Do not ignore the friend. Do not say, I know how you feel. No one knows the real relationship your friend had with the deceased. Do not spread rumors about what happened. Stick to the facts. Do not expect your classmate to be his or her old self. Do not think your friend is over his or her grief just because he or she doesnt act upset.
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Dear Parents, This past weekend, ________________, one of our beloved teachers died. Our entire school community is in shock over hearing this tragic news. ____________ has been a dedicated teacher for ______ years. His/her love of students and enthusiasm for learning will be deeply missed. The students have been informed of ___________s death. We are working together with our Shelby County Schools District Crisis Team to offer support to the students and staff at school. Please talk with your child about what has happened. Our Crisis Team will continue to be on campus. A library fund has been set up in his/her memory. If you would like to make a donation, please ____________________________. Thank-you for your support during this difficult time. Sincerely,
School Principal
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Dear Parent, The _________________ (name of school) community was saddened to learn of the reported suicide of one of our _________ (grade level) students, ________________ (name). The death of any young person is a loss that, in one way or another, affects each of us. We extend our most sincere condolences to the _____________________ (name of family). Our Shelby County Schools District Crisis Team, comprised of school counselors and school psychologists, is already on campus providing support for our staff and students. They will conduct a special Parent Information and Support meeting in our library at _____________ (time and day of meeting). Hopefully, this will provide you with additional information on how to best assist your child. We appreciate your support during this difficult time. Sincerely,
School Principal
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Dear Parents/Guardians, Today we received some tragic news. One of our students, _____________, a _________ (grade level), died in an automobile accident on his way home from school yesterday. Two classmates, ___________ (names) were in the car and were treated and released. Several of our students witnessed the accident. Our heartfelt sympathy goes out to the __________ (name of family). The Shelby County Schools District Crisis Team, comprised of school counselors and school psychologists, has joined us in providing support to all of our students and staff to help them cope with this tragedy. Counselors and teachers have informed the students of the death. Additionally, the team will continue to be available the rest of the week. We suggest that you discuss this matter with your child and respond to questions that may arise.
Sincerely,
School Principal
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Dear Parents/Guardians, Today we were saddened to learn of the death of one of our students, _____________, a _______ (grade level) student in ________ (teachers name) room. She/he died from leukemia and other complications. In the two years _______ attended our school, she/he endeared herself/himself to staff and students, not just in her/his own class but throughout the school. _____ (He/She) will be greatly missed. We have talked to the students who were in __________s class about her death. Additionally, our school counselor is available to talk to those who need additional assistance. We suggest that you discuss this matter with your child and respond to questions that may arise.
Sincerely,
School Principal
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Dear Parents, I want to thank everyone for your support as we attempt to deal with yesterdays tragic event. Our ___________ School family is very special, and we are certainly appreciative of your thoughts and prayers. We made every effort to make today as normal as possible. Our faculty reported early to plan for the school day. We were also fortunate to be joined by the Shelby County Schools District Crisis Team, comprised of counselors, psychologists, and social workers. They were here to offer help to any individuals who might need assistance in dealing with yesterdays incident. The District Crisis Team members will make themselves available as long as we feel it is necessary. Considering the circumstances, we had as successful a day at school as possible. This could not have been achieved without the encouragement and tremendous involvement you have with your children. Due to yesterdays events, a special Parent Information and Support Meeting will be held in our library at 6:30 p.m. on Tuesday. Hopefully, this will provide parents with additional information as to how they can best assist their children. If students want to attend the Tuesday meeting they are certainly welcome, but they do need to be accompanied by a parent/guardian. It is important for adults, and parents in particular, to be available to help students through this situation. Thank you again for your wonderful support. Sincerely,
Principal School
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2)
3)
Remember that you are a role model for your child. Understanding the grief process will help your child as they experience the loss of their friend or classmate. Again, the process is different for everyone. Some children may take a great deal of time to adjust. Consult your school counselor for more information regarding additional services that are available for you and your child.
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As many of you may be aware, one of our students recently died as a result of ________________ (an accident, self-inflicted injury, or natural cause). The attached announcement should be read to your students at ____________ (state class period and exact time). If you anticipate any problem in making this announcement to your students, please notify the District Crisis Team Coordinator or Principal immediately.
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TEACHERS: Read this notice to your students at _____________(state exact time) after taking the precautions on the attached Memorandum.
As many students may be aware, __________________ (deceased students name) (Indicate nature of trauma, such as ...was involved in an accident... ... sustained an apparent self-inflicted injury ... has been very ill On ________ (state date and approximate time) and died at the hospital. At this time, funeral arrangements ____________________________________ (give any details that are available). We certainly share in the sense of loss felt by ____________ (students name) family and friends. A school counselor will be available in __________________ (location) today if needed.
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Suicide
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Suicide
In the case of a student, faculty, or staff suicide, follow the procedures listed elsewhere (see pp. 15-26). However, the following factors should be taken into consideration when carrying out the crisis intervention. School administrators must allow students to grieve the loss of a peer without glorifying the method of death. Over emphasis of a suicide may be interpreted by vulnerable students as a glamorization of the suicidal act, which can assign legendary or idolized status to taking ones own life. Those who desire recognition may be encouraged to emulate the victims behaviors. The following DOs and "DONTs will help school staff limit glamorization of suicide: Do verify the facts, and treat the death as a suicide if (and only if) the death was confirmed to be a suicide. Do acknowledge the suicide as a tragic loss of life. Do provide support for students profoundly affected by the death. Do emphasize that no one is to blame for the suicide. Do consider sending flowers to the family from the school. Do consider establishing up a fund for contributions to a local suicide prevention hotline or crisis center or to a national suicide prevention organization. Do not dismiss school or encourage funeral attendance during school hours. Do not organize school assemblies to honor the deceased student or dedicate the yearbook or yearbook pages, newspaper articles, proms, athletic events, or advertisements to the deceased individual. Do not pay tribute to a suicidal act by planting trees, hanging engraved plaques, or holding other memorial activities.
A suicide in the school community can heighten the likelihood, in the subsequent weeks, of copycat suicide attempts and threats among those especially vulnerable to the effects of a suicide. To prevent further tragedies, students considered to be especially susceptible to depression/suicide must be carefully monitored and appropriate action taken if they are identified as high risk. These efforts require a limited, rather than school wide, response.
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Resources available
Suicide timing
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Examples I want to kill myself, Everyone would be better off if I were dead. Obsession with death Talking about death (or afterlife) to the exclusion of daily activities. Poems, essays, drawings that refer to Morbid journal entries, graphic death drawings, pictures of angels, or someone going to heaven. Alienation from friends, social isolation Unwillingness to take phone calls, emails, or IMs (Instant Messages); does not spend time with friends in activities previously enjoyed. Loses interest in appearance Going from neat to sloppy, decreasing attention to hygiene, or becoming withdrawn. Irrational, bizarre behavior Laughing or crying at inappropriate to times, inattention to consequences, or lack of social reciprocity. Loss of interest in hobbies, work, or Stops participating in activities or no school. enjoyment when engaged in an activity that was previously stimulating. Overwhelming sense of guilt, shame, or Self-blame, claiming responsibility for reflection others happiness or well-being, statements about own worthlessness. Changed eating or sleeping patterns Overeating, failure to eat, insomnia, or sleeping all of the time. Severe drop in school performance Previously solid student earning failing grades in most or all classes or incomplete work. Giving away belongings Giving prized possessions to family members or friends, writing a will, or telling others what they will after death. Principals might consider offering a brief workshop for faculty and staff on these warning signs.
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4
Most individuals who attempt to complete suicides have talked about wanting to die and made suicidal threats. In many instances, adults ignore these remarks or minimize them with comments such as You dont mean that or You have so much to live for. Do not ignore these remarks; rather, talk with the student briefly and, if appropriate, refer him or her to the school counselor.
Suicidal Threats
(also see pp. 191;193) The following factors (and steps to follow) are important considerations for dealing with suicidal threats/ideation: Because suicide rarely happens without some warning to someone, staff and faculty need to take all comments about suicidal thoughts seriously, especially if details of a suicide plan are shared. Student provided with continuous supervision; never leave the student alone or unattended. Further, this student must be picked up at school or appropriate arrangements made for transport. Do NOT allow this student to ride the bus home. School administrator notified. Referral to school counselor for risk assessment (see p. 193). Any time the risk of suicide exists, the situation must be managed by an appropriately trained SERT member or other trained personnel such as a school counselor or school psychologist. Under no circumstances should an untrained person attempt to assess the severity of suicidal risk; all assessment of threats, attempts, or other risk factors must be left to the appropriate professionals. When a student is considered to be at risk for suicide, a parent or guardian must be contacted and involved from the onset. Once the appropriate following steps have been performed, a conference should be held between the administrator, school counselor, and parents to discuss the incident. Document the parents acceptance or refusal of an SAP or mobile crisis referral and services from the school counselor. Obtain written consent or refusal using parent conference form (see p. 205). Remind all individuals involved to maintain confidentiality. This incident should not be discussed with other faculty members, staff, or students. Be sure that the person reporting the threat is aware of this requirement. In cases of suicidal risk, the school should maintain a confidential record
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of actions taken (see pp. 177; 191-193; 205 for appropriate checklists). This will help insure that appropriate assessment, monitoring, and support are provided to the designated student and, should she or he commit a suicide later, such records will document the schools efforts to intervene and protect the student. A qualified professional should do any assessment of suicidal risk.
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Here are some things NOT to do in this situation: Leave the student alone for even a minute. Act shocked or allow yourself to be sworn to secrecy. Underestimate or brush aside a threat (You wont really do it; youre not the type), or try to shock or challenge the student (Go ahead. Do it.). The student may already feel rejected and unnoticed, and you should not add to that burden. Fail to act or let the student convince you that the crisis is over. The most dangerous time is precisely when the person seems to be feeling better. Sometimes, after a suicide method has been selected, the student may appear happy and relaxed. You should, therefore, stay involved until you get help. Take too much upon yourself. Your responsibility to the student in a crisis is limited to listening, being supportive, and getting her/him to a trained professional. Under no circumstances should you attempt to counsel the student.
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Remember, students with a definite plan, access to the means chosen, and with strong intent are at a high risk for a suicide attempt. Those with vague or unrealistic ideas are less likely to attempt suicide, but their threats are also serious, and interventions must be provided. Persons considering suicide have typically developed a feeling of hopelessness or despair. Their vision has narrowed, and they can see no options or solutions to the anguish and depression that overwhelms them at this time.
The school psychologist may also perform these tasks. As the school counselor is often more readily available and likely to know and be known by the student, he/she may be the best person to initially work with the student and family.
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Suicide Attempts
When a school becomes aware that a student or staff member attempted suicide, the school must protect that person's right to privacy. Should a parent or other family member notify the school about a student's suicide attempt, the family should be referred to appropriate community agencies for support services. Staff response should be focused on quelling the spread of rumors and minimizing the fears of fellow students and staff. As opposed to convening a SERT meeting and alerting the student body, any services provided to the person who attempted suicide must be kept confidential and coordinated with outside service providers, such as a suicide crisis counselor or hospital emergency team. To do so, obtain the Release of Confidential Information (see p. 213). A suicide attempt becomes a crisis to be managed by school staff only when one or more of the following conditions exist: Rumors and myths are widespread and damaging. Students witness police action or emergency services response. A group of friends of the survivor are profoundly affected by the suicide attempt. When one or more of the above conditions exists, the following should be implemented: Tell the person providing the information about the suicide attempt not to repeat it elsewhere in the school. If school office staff members heard the report, tell them NOT to repeat or give out any information within or outside school unless they are specifically told to do so. School counselor talks to the most profoundly affected friends and determine the type support they need. Provide space in the school for the identified peers to receive support services (see p. 173). Provide necessary passes to release these students from class to receive services (see p. 211).
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Suicide Clusters
The Centers for Disease Control define a suicide cluster as a group of suicides or suicide attempts, or both, that occur closer together in time and space than would normally be expected in a given community. Many think that clusters occur through a process of contagion in which suicides that occur later in the cluster were influenced by the earlier suicides. Some groups of suicides may occur at approximately the same time simply by chance. However, even these pseudoclusters can create a crisis atmosphere in the communities in which they occur and cause intense concern on the part of parents, students, school officials and others.
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Aspects of news coverage that can promote suicide contagion include the following: Presenting simplistic explanations for suicide. Engaging in repetitive, ongoing, or excessive reporting of suicide in the news. Providing sensational coverage of suicide. Reporting "how-to" description of suicide. Presenting suicide as a tool for accomplishing certain ends. Glorifying suicide or persons who commit suicide. Focusing on the suicide completers positive characteristics.
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Lesson Plan
Materials: Procedure:
Assessment:
Suicide is now the second leading cause of death in adolescents. The following information may help adolescents identify the warning signs and advise them on how to effectively communicate with a fellow teen in need. What to Do Listen and Act. Try to find a time and place to talk where you wont be interrupted. State what youve observed specific things he/she has said and done that have led you to be concerned. Encourage him/her to talk about what he/she is going through. Listen with your full attention and take what he/she says seriously, even it doesnt sound serious to you. Warning Sign Past suicide attempts or inflicting harm on oneself. What to Do Directly ask if he/she is thinking about hurting or killing himself/herself. Get him/her to choose the adult he/she would like to talk with, give him/her some ideas, and ask him/her to choose among them. Give consistent, firm support. Offer to set up appointments and go with him/her.
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Lesson Plan: Suicide (continued) Warning Sign Giving away prized possessions. Having a suicide plan and the means to do it. What to Do If the person has plan and the means to carry it out, the risk is high and immediate. Do not leave him/her alone. Involve the nearest adult, in person or by phone, even if your friend is refusing to accept help. What Not to Say Do not minimize the seriousness of the problem: Come on, its really not that bad. Do not dismiss his/her feelings by insisting everything will be all right: In a couple of days, everything will be okay. Do not tell lies to cheer him/her up: She broke up with you, but tomorrow shell want you back. Do not try to humor him out of it: Youre so serious lately, lighten up! Do not insist he/she will get over this: Youll get through this, you always do. Do not try to guilt him/her out of feeling suicidal: Just think of how everybody will feel if you kill yourself. Do not give him/her advice or offer solutions. What you really ought to do is Do not order him/her to talk to the adult you think is best: Youve got to talk to Dr. Bryan right away. Do not promise to keep it a secret. GET ADULT HELP IMMEDIATELY! Warning Sign Combining suicidal expressions with drugs and/or alcohol increasing the risk. What to Do Dont assume theyll get over it when the drugs or alcohol wear off they may not make it that far. If theres any question, treat it as a crisis. Never promise to keep it a secret. Express your concern about his/her safety and that risking his/her safety is not an option. Involve any adult present, or call the crisis line, the police, or emergency medical services.
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Lesson Plan: Suicide (continued) Deal with any repercussions later whatever they may be. They are less serious than someone losing their life. Time is of the essence, and you are a critical link to getting help. Let him/her know you are worried. Warning Sign A sudden or significant change in behavior or attitude. Any serious loss, such as the death of a close friend or family member. What to Do Let he/she know youre worried and that youre there for him/her. Encourage him/her to talk with an adult he/she trusts. REMEMBER, ALWAYS TELL AN ADULT.
Adapted from video funded by Vermont Agency of Human Services Children and Family Council for Prevention Programs
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Threat Assessment
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Threat Assessment6
A threat is an expression of intent to do harm or act out violently against someone or something. A threat can be spoken, written, or symbolic (e.g., pretending to shoot another person). Threat assessment rests on two critical principles: first, that all threats and all threateners are not equal; second, that most threateners are unlikely to carry out their threat. However, all threats must be taken seriously and evaluated.
Types of Threats
Threats can be classed in four categories: direct, indirect, veiled, or conditional. A direct threat identifies a specific act against a specific target and is delivered in a straightforward, clear, and explicit manner: "I am going to place a bomb in the school gym." An indirect threat tends to be vague, unclear, and ambiguous. The plan, the intended victim, the motivation, and other aspects of the threat are masked or equivocal: "If I wanted to, I could kill everyone at this school!" While violence is implied, the threat is phrased tentatively -- "If I wanted to" and suggests that a violent act could occur, not that it will occur. A veiled threat is one that strongly implies but does not explicitly threaten violence. "We would be better off without you around anymore" clearly hints at a possible violent act, but leaves it to the potential victim to interpret the message and give a definite meaning to the threat. A conditional threat is the type of threat often seen in extortion cases. It warns that a violent act will happen unless certain demands or terms are met: "If you do not pay me one million dollars, I will place a bomb in the school."
that substantial thought, planning, and preparatory steps have already been taken, suggesting a higher risk that the threatener will follow through on his threat. The emotional content of a threat can be an important clue to the threatener's mental state. Remember, though, that emotional outbursts may sound frightening, but no correlation has been established between the emotional intensity in a threat and the risk that it will be carried out. Precipitating stressors are incidents, circumstances, reactions, or situations that can trigger a threat. The precipitating event may seem insignificant and have no direct relevance to the threat, but nonetheless becomes a catalyst. The impact of a precipitating event will obviously depend on "pre-disposing factors, i.e., underlying personality traits, characteristics, and temperament that predispose an adolescent to fantasize about violence or act violently.
course of adolescent development, many young people experience emotionally painful rejection. Children who are troubled are often isolated from their mentally healthy peers. Their responses to rejection will depend on many background factors. Without support, they may be at risk of expressing their emotional distress in negative ways including violence. Some aggressive children who are rejected by non-aggressive peers seek out aggressive friends who, in turn, reinforce their violent tendencies. Being a victim of violence. Children who are victims of violence, including physical or sexual abuse, in the community, at school, or at home are sometimes at risk themselves of becoming violent toward themselves or others. Feelings of being picked on and persecuted. The youth who feels constantly picked on, teased, bullied, singled out for ridicule, and humiliated at home or at school may initially withdraw socially. If not given adequate support in addressing these feelings, some children may vent them in inappropriate ways, including possible aggression or violence. Low school interest and/or poor academic performance. Poor school achievement can be the result of many factors, such as ADHD or conduct disorders. It is important to consider whether there is a drastic change in performance and/or poor performance becomes a chronic condition that limits the child's capacity to learn. In some situations, such as when the low achiever feels frustrated, unworthy, chastised, and denigrated, acting out and aggressive behaviors may occur. It is important to assess the emotional and cognitive reasons for the academic performance change to determine the true nature of the problem. Expression of violence in writings and drawings. Children and youth often express their thoughts, feelings, desires, and intentions in their drawings and in stories, poetry, and other written expressive forms. Many children produce work about violent themes that for the most part is harmless when taken in context. However, an overrepresentation of violence in writings and drawings that is directed at specific individuals (family members, peers, other adults) consistently over time, may signal emotional problems and the potential for violence. Since there is a real danger in misdiagnosing such a sign, it is important to seek the guidance of a qualified professional, such as a school psychologist or school counselor, to determine its meaning. Uncontrolled anger/low frustration tolerance. Everyone gets angry; anger is a natural emotion. However, anger that is expressed frequently and intensely in response to minor irritants may signal potential violent behavior toward self or others.
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Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors. Children often engage in acts of shoving and mild aggression. However, some mildly aggressive behaviors such as constant hitting and bullying of others that occur early in children's lives, if left unattended, might later escalate into more serious behaviors. History of discipline problems. Chronic behavior and disciplinary problems both in school and at home may suggest that underlying emotional needs are not being met. These unmet needs may be manifested in acting out and aggressive behaviors. Past history of violent and aggressive behavior. Unless provided with support and counseling, a youth who has a history of aggressive or violent behavior is likely to repeat those behaviors. Aggressive and violent acts may be directed toward other individuals, be expressed in cruelty to animals, or include fire setting. Research suggests that age of onset may be a key factor in interpreting early warning signs. For example, children who engage in aggression and drug abuse at an early age (before age 12) are more likely to show violence later on than are children who begin such behavior at an older age. In the presence of such signs it is important to review the child's history with behavioral experts and seek parents' observations and insights. Intolerance for differences and prejudicial attitudes. All students have likes and dislikes. However, an intense prejudice toward others based on racial, ethnic, religious, language, gender, sexual orientation, ability, and physical appearance when coupled with other factors may lead to violent assaults against those who are perceived to be different. Drug and/or alcohol use. Apart from being unhealthy behaviors, drug and/or alcohol use reduces self-control and exposes children and youth to violence, either as perpetrators, as victims, or both. Affiliation with gangs. Gangs that support antisocial values and behaviors, including extortion, intimidation, and acts of violence toward other students, cause fear and stress among other students. Inappropriate access to, possession of, and use of firearms. Students who inappropriately possess or have access to firearms can have an increased risk for violence. Research shows that such youngsters also have a higher probability of becoming victims. Serious threats of violence. Idle threats are a common response to frustration. Alternatively, one of the most reliable indicators that a student is likely to commit
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Levels of Risk
Low Level Threat: A threat that poses a minimal risk to the victim and public safety. Threat is vague and indirect. Information contained within the threat is inconsistent, implausible or lacks detail. Threat lacks realism. Content of the threat suggests person is unlikely to carry it out. Medium Level Threat: A threat that could be carried out, although it may not appear entirely realistic. Threat is more direct and more concrete. Wording in the threat suggests that the threatener has given some thought to how the act will be carried out. There may be a general indication of a possible place and time (though these signs still fall well short of a detailed plan). There is no strong indication that the threatener has taken preparatory steps, although there may be some veiled reference or ambiguous or inconclusive evidence pointing to that possibility -- an allusion to a book or movie that shows the planning of a violent act, or a vague, general statement about the availability of weapons. There may be a specific statement seeking to convey that the threat is not empty: "I'm serious!" or "I really mean this!" High Level Threat: A threat that appears to pose an imminent and serious danger to the safety of others. Threat is direct, specific, and plausible. Threat suggests concrete steps have been taken toward carrying it out, for example, statements indicating that the threatener has acquired or practiced with a weapon or has had the victim under surveillance. The National Center for Analysis of Violent Crimes (NCAVC) experience in analyzing a wide range of threatening communications suggests that in general, the more direct and detailed a threat is, the more serious the risk of its being acted on. A threat that is assessed as high level will almost always require immediate law enforcement intervention. In some cases, the distinction between the levels of threat may not be as obvious, and there will be overlap between the categories. Generally, obtaining additional information about, either the threat or the threatener will help in clarifying any confusion. What is important is that schools be able to recognize and act on the most serious threats, and then address all other threats appropriately and in a standardized and timely fashion.
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Revised 6/18/02
OR
Possible Options
Hearing/Conference
*Emergency SAP that it's an emergency *Emergency SAP: Call 763-4357 and state After hours , callthat 377-4733 Call 763-4357 and state it's an emergency *Mobile Crisis : Call 577-9400 After hours 377-4733
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Grades: Session 1:
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Session 4:
Objective: TSW identify their best memory of their special person. Materials: Paper, pencils, crayons and markers. Procedures: TSW will finish the sentence, My favorite memory was when TSW illustrate their favorite memory of their special person. They are encouraged to share with the group.
Session 5:
Objective: TSW design a poem/song/letter to remember their special person or thing. Materials: Paper Pencils, crayons/markers Procedures: TSW write a short poem, song or letter to add to their memory book. They may add designs to it.
Session 6:
Objective: TSW create their memory book and review what they have learned. Materials: Paper, pencils, crayons, markers, stapler or yarn. Procedure: TSW design a cover page for their memory book including a picture and illustrating the special persons favorite things (i.e. colors, hobbies, foods, etc.) TSW put their memory book together and share their favorite parts with the other group members. TSW share what they learned from the group and things they can do when the may feel sad.
Evaluation: TSW complete a list of how their likes and dislikes about the group as well as what they learned.
Created by Ashley Wheeler
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Reassure the students that support is available from teachers, administrators, school psychologists, and school counselors. Encourage them to talk to someone at school or at home. Provide Brochure, Helping a Grieving Friend. (see pp. 65; 223-225). Discuss how to help one another. Talk to the students about what they can say to the bereaved family when they see them (see p. 69). Have the students come up with things they would like to do for the family. Ask, If this happened to someone in your family, what would you want others to do for you?
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Middle School
Draw a picture. Create a card. Write a story about the victim. Write a poem. Write in a journal. Talk to friends. Listen to music. Make a card or condolence letter. Read and discuss books about other peoples losses (see Booklist for Students, pp. 229-232). Discuss feelings.
High School
Keep a journal of events and their reactions. Discuss the stages of grief. Discuss ways to cope with traumatic situations. Encourage mutual support. Write a reaction paper. Write stories about the victim(s). Read books about loss (see Booklist for Students, pp. 229-232). Write where was I when it happened report. Investigate laws governing similar incidents. Conduct a mock trial if laws were broken. Problem solving strategies. Exercise. Listen to music. Wall of remembrance made on paper that can be rolled up and given to the family.
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Quotes
Quotes that may spur valuable discussion or provide a good topic for written work. "What we have done for ourselves alone dies with us; what we have done for others and the world remains and is immortal." -Albert Pike "One death is a tragedy. A million deaths is a statistic." -Josef Stalin "The only thing you take with you when you're gone is what you leave behind." -John Allston "He who has done his best for his own time has lived for all times." -Johann von Schiller "When I'm working on a problem, I never think about beauty. I think only how to solve the problem. But when I have finished, if the solution is not beautiful, I know it is wrong." -Richard Buckminster Fuller "The problem is not that there are problems. The problem is expecting otherwise and thinking that having problems is a problem." -Theodore Rubin "The best way to escape from a problem is to solve it." -Alan Saporta "Some memories are realities, and are better than anything that can ever happen to one again." -Willa Cather, My Antonia "We do not know the true value of our moments until they have undergone the test of memory." -Georges Duhamel, The Heart's Domain "I think it is all a matter of love: the more you love a memory, the stronger and stranger it is." -Vladimir Nabokov, Strong Opinions
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"A great memory is never made synonymous with wisdom, any more than a dictionary would be called a treatise." -John Henry Cardinal Newman, Oxford University Sermons "Aerodynamically, the bumble bee shouldn't be able to fly, but the bumble bee doesn't know it so it goes on flying anyway." -Mary Kay Ash "Most of the important things in the world have been accomplished by people who have kept on trying when there seemed to be no hope at all." -Dale Carnegie "If you have a lemon, make lemonade." -Anonymous "Happiness is a choice that requires effort at times." -Anonymous "Most people would rather be certain they're miserable, than risk being happy." -Robert Anthony "...happiness is the highest good, being a realization and perfect practice of virtue, which some can attain, while others have little or none of it..." -Aristotle "People take different roads seeking fulfillment and happiness. Just because they're not on your road doesn't mean they've gotten lost." -H. Jackson Brown, Jr. "The grand essentials of happiness are: something to do, something to love, and something to hope for." -Allan K. Chalmers "Action may not always bring happiness; but there is no happiness without action." -Benjamin Disraeli "The Constitution only gives people the right to pursue happiness. You have to catch it yourself." -Ben Franklin "Happiness is not a destination. It is a method of life." -Burton Hills
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When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has opened for us." -Helen Keller "I have no money, no resources, no hopes. I am the happiest man alive." -Henry Miller "Nobody really cares if you're miserable, so you might as well be happy." -Cynthia Nelms "The best way to cheer yourself up is to try to cheer somebody else up." -Mark Twain A gem is not polished without friction, nor a person perfected without trials. -Chinese Proverb "Experience is not what happens to you; it's what you do with what happens to you." -Aldous Huxley " When unhappy, one doubts everything; when happy, one doubts nothing." -Joseph Roux, "A will finds a way." -Orison Swett Marden "Every exit is an entry somewhere." -Tom Stoppard "You can complain because roses have thorns, or you can rejoice because thorns have roses." -Ziggy "When I hear somebody sigh, 'Life is hard,' I am always tempted to ask, 'Compared to what?'" -Sydney Harris "Fear less, hope more; Whine less, breathe more; Talk less, say more; Hate less, love more; And all good things are yours." -Swedish Proverb
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"Learn from yesterday, live for today, hope for tomorrow." -Anonymous "Here is the test to find whether your mission on Earth is finished: if you're alive, it isn't." -Richard Bach "The question is not whether we will die, but how we will live." -Joan Borysenko "Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment." -Buddha "I still find each day too short for all the thoughts I want to think, all the walks I want to take, all the books I want to read, and all the friends I want to see." -John Burroughs "The purpose of life is a life of purpose." -Robert Byrne "All life is an experiment." -Ralph Waldo Emerson "It is not length of life, but depth of life." -Ralph Waldo Emerson "Never be bullied into silence. Never allow yourself to be made a victim. Accept no one's definition of your life; define yourself." -Harvey Fierstein "In three words I can sum up everything I've learned about life: it goes on." -Robert Frost "It's not your blue blood, your pedigree or your college degree. It's what you do with your life that counts." -Millard Fuller "Live as if your were to die tomorrow. Learn as if you were to live forever." -Mahatma Gandhi
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"What lies behind us and what lies ahead of us are tiny matters compared to what lives within us." -Oliver Wendell Holmes "The great use of life is to spend it for something that will outlast it." -William James "Believe that life is worth living and your belief will help create the fact." -William James "This life is worth living, we can say, since it is what we make it." -William James "The tragedy of life is not that it ends so soon, but that we wait so long to begin it." -W. M. Lewis "Everything has been figured out, except how to live." -Jean-Paul Sartre "Live every day as if it were your last, because one of these days, it will be." -Jeremy Schwartz "Not life, but good life, is to be chiefly valued." -Socrates For some life lasts a short while, but the memories it holds last forever. -Laura Swenson "May you live every day of your life." -Jonathan Swift
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Lesson Plan: Classroom Feelings Collage In Our Own Words Grades: K-2 Objectives: Students will create a mural that expresses their feelings. Different color construction paper (one per student), markers, crayons, hole punch, pieces of string cut about 4 inches long.
Materials:
Procedure: The collage will help students revisit and express their feelings. Have students create a picture on their sheet of paper (e.g., If sadness were an animal, what would it look like?). Connect the pictures by placing two holes on all four sides and use the string to attach the pictures around all four sides. Size varies according to the number of students. Assessment: Completed picture that describes a students feelings.
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Lesson Plan: Write a letter to Emergency Personnel in the Community Grades: 1-12 Objectives: The students will write thoughtful letters; the students will use the friendly letter form; the students will spell accurately and write neatly. Pencils or pens, paper, and friendly letter format (see p. 126).
Materials:
Procedure: Using the friendly letter format, write letters to local fire, police, emergency service personnel or anyone involved who has provided assistance. In the letters students can show their appreciation to people who work hard to make their community a safe place Students can thank people for the sacrifices they make or are making. Copies of the letters can be displayed on a bulletin board or delivered. Assessment: Encourage students to express their thoughts and feelings. They should use their best spelling and handwriting.
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_______________________
Date
Dear Recipient, By the arrangement of the parts of this letter, you probably already Body know that it is a friendly letter. Some letter parts are shared in common between both business and friendly letters, but they are used for different purposes. Friendly letters are much less formal, and are not used for official purposes. The language of a friendly letter is much more casual, and the audience is usually a friend, or family member. Your friend, Closing
A. Writer
Signature
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Lesson Plan: Personal Coat of Arms Grades: 1-4 Objective: The students will feel good about themselves and their accomplishments. Materials: Coat of Arms printout (see p. 129), crayons, and markers. Procedure: Have the students place their first and last name, in the box, at the top of the Coat of Arms printout. Instruct the students to draw pictures describing themselves in each of the sections of the Coat of Arms (hobbies, family, home, accomplishments, etc.). Instruct the students to think of goals they have for themselves. Share with the class. Assessment: Completed picture.
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Lesson Plan: How Do You Feel? Grade: K-2 Objective: The student will express their feelings through artwork and making up a puppet story. Materials: Two copies of the blank teddy bear face (see p. 133), straws, stapler/tape, markers, crayons, chart showing the expressions of different feeling faces (optional). Procedure: Inform students that people often have different feelings and can have even more than one at a time. Create a list on the board by asking the student(s) all of the feelings they have had in the last 24 hours, 2 days or week. Show the student(s) the chart or poster of feeling faces. Draw the face of the teddy bear to show one feeling. Draw the other face of the teddy bear to show a different feeling. Cut out the picture, tape or staple the two sides together and then staple the teddy bear face to a straw creating a puppet with one feeling on one side and another feeling on the other side. Have the student(s) make up a story about a teddy bear who has different feelings, just the way people do. Have the student(s) describe how the teddy bear feels after learning his friend or teacher has died. Assessment: Student was able to express their feelings by telling a story with the teddy bear puppet.
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Lesson Plan: Poetic Expressions Grades: 2-12 Objective: TSW create a cinquain to express their feelings about their grief. Paper, pencil, pens and markers
Materials: Procedure:
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Objective: TSW brainstorm positive memories about their friend. Materials: Book: The Tenth Good Thing about Barney by Judith Viorst Chart paper and markers Procedure: TCW lead a discussion validating the feelings of love and sadness after the loss that has been recently experienced. TCW read the book, The Tenth Good Thing about Barney. TSW brainstorm good things about their friend and come to the front to write and illustrate them on the chart paper. The class may decide to make a class booklet to give to the family. (Ex: The 24 Great Things about My Friend) by drawing the pictures individually and writing a sentence about their friend. The students will feel good about the nice things they have thought of to share with the family. Assessment: The positive feelings expressed about their friend will show that they are refocusing their grief.
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Parents
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Shock or numbness Anger or guilt Sleeping problems Withdrawal from activities and friends Sadness Poor concentration, intrusive thoughts (I cant quit thinking about it) Unwarranted fears/worries Regressive behaviors School avoidance or desire to remain at school Repetitive thoughts and comments about death and dying Loss of appetite Complaints Easily emotional Fear of another incident occurring Downward change in grades/conduct
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Encourage Caring for Others Let your child make cards for the family. Role play what to say to the friend or family. Think of additional ways to support the bereaved. Seek Additional Support Dont be afraid to take up offers for help from others. The school offers the assistance of counselors and psychologists who are ready to help. Consult them if your child continues to experience difficulty. Take Care of Yourself Try to relax and get plenty of rest. Eat properly. Discuss your own feelings with trusted friends without children present. Continue with your own routines. Know that is okay to appropriately express emotions in front of your children. You are a role model for your children the better you handle the situation, the more effectively you can help your child.
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Forms
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If the decision is to wait until the next day, the faculty should be told after dismissal. If notification is received at night or on the weekend, ask the person providing the information not to spread the information further until the situation is verified.
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Provide a sign-in/out sheet for DCT (see p. 183). Notification and involvement of the on-site School Counselor. Decide if and when an emergency faculty meeting should be scheduled (see p. 22). Decide who tells the students classroom teacher(s). Decide how to notify the faculty and staff. Is there a telephone tree? Decide if there is time for the classroom teacher(s) to call parents of the students in the class. Create a memo for the faculty about situation (see pp. 81-83). Create a brief statement to be read to selected rooms about the incident (see pp. 82-83). Note: This should never be done by way of the Public Address (PA) system. Decide about the school sending flowers instead of students collecting up money. Decide about composing a letter to the parents (see pp. 75-80). Decide how to inform students about the arrangements. Decide about check out procedures to attend funeral and how to inform parents of the procedures. Decide the role of clergy and other community agencies in the crisis intervention.
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Obtain the following: List of faculty/staff and room assignments. Schedule of the students classes. Names of teachers who taught the student. Identify students, staff, and parents likely to be most affected by the news (e.g., due to their relationship to the deceased/injured, recent or anticipated family losses, personal history with similar crisis, recent confrontations with the affected student). These persons are targeted for additional support (p. 179).
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Discuss consulting with the Director of Transportation (321-2282) about the incident if the student is a bus rider. Discuss consulting with the Director of Food Services (321-2588) about the incident. Discuss consulting with Plant Manager and Cafeteria Manager. Discuss the location of the counseling room(s). Discuss items needed in the counseling room (see p. 173). Discuss talking with the teacher of the student who died; assess the condition of the teacher.
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Activities for the students (also see pp. 111-136). Review and distribute guidelines to help teachers with classroom discussion during the emergency faculty meeting. Allow the students to briefly talk about the incident. Encourage the students to talk about the fun times they had with the student. Write a letter to the parents. Make sympathy cards.
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Discuss who should talk with the clergy and any other community agencies that will provide services in the school. In most cases the DCT coordinator can take care of this. The administrator makes this decision. Discuss the role of these outside groups in the school and be specific about Dos & Donts.
Remind administration, faculty, and staff that all cards, letters, and posters must be read by the crisis team prior to giving them. Discuss the role of the DCT. Address any concerns/questions. Provide grief support for students in designated building areas (counseling areas). Try to have more than one area available for this purpose, if possible. School counselors and school psychologists will on duty in these areas at all times.
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Work with parents. Provide an evening workshop for parents. Assist with the reading of the statement. Substitute for teachers who are unable to get immediate control of their emotions. Offer breaks for teachers.
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Attempt to talk to the students in as small a number as possible. Inform the administration of students who need to go home. Work with any faculty or staff members who may be uncontrollably upset. Work with parents who are uncontrollably upset. Document the names of students who are extremely upset. Be prepared to follow-up with these students.
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Review the stage of grief as preparation for question. Encourage everyone to return to their regular routine as soon as possible. Provide information for SAP referrals (763-4357) and Mobile Crisis (577-9400).
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Special Notes:
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DATE
INITIALS
NOTES
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Close Friends of Deceased Student and Other Students At-Risk for Emotional Stress
Teachers: Please list students who might be most affected by this tragedy. Just list the names in the left hand column, and school counselors will use the form for other notes/counseling information. Thank you. STUDENTS NAME INITIALS NOTES
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In case of death, provide funeral/visitation information if affected family has given permission. Identify students in need of follow-up support and, in accordance with schools crisis response plan, assign staff members to monitor these students.
Coordinate ongoing counseling support for students on campus. Announce onging support for students with time, place, and facilitator. Notify parents of affected students regarding availability of SAP referral (7634357) and mobile crisis (577-9400); initiate that process if requested.
If needed, schedule parent meeting to assist with grief, provide information, and so forth (see pp. 47-55; 137-143; 219-221). Provide small group grief support for faculty and/or staff either before or after school.
Following Crisis Resolution (Long Term) Convene SERT team for debriefing as soon as possible (see pp. 27; 189).
Provide a list of suggested readings to teachers, parents, and students. Write thank-you notes to out-of-building district and community resource people who provided support during the crisis. Prepare now (e.g., mark your calendar for next year) for crisis anniversaries and regular holidays. Students often experience grief reactions on these occasions. Continue to gather input from others (including students and parents) regarding crisis procedures and changes that might be helpful in the future. Prepare brief list of things that worked and things that did not work for your peers in school administration. They will greatly appreciate the benefit of your experience.
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Initial Strategies And Tactics (Did we take the correct first steps? What else should we have done? What would we do differently?)
Results Of Strategies And Tactics (Did we achieve the intended results? Were there any unintended consequences of our actions? Improvements?)
What Worked Well And Why (What went well? Do we know why?)
Recommendations For Improvement (What lessons did we learn? Policies and/or procedures that need to be amended? Additional training needed? Areas:
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Students Name/School ______________________________ Date __________ Form Completed by ______________________ Title ______________________
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INTERVIEW WITH STUDENT Does student admit to thinking about suicide? Does student admit to having a plan? If so, explain (how, when, where): Is the method available to carry out the plan? If yes, explain: Is there a history of suicide attempt(s)? If yes, describe:
Yes Yes
No No
Yes
No
Yes
No
Does student exhibit any of the following warning signs (check all that apply)? Written notes, poetry, stories, pictures Recent personal or family loss Suicide of family/friend Withdrawal from others Changes in appetite Sleep disturbance Preoccupation with death Family problems Feelings of hopelessness Direct or veiled statements of intent Changes in school performance Loss of interest in appearance Other concerns (Explain) PARENT CONTACT Name of parent/guardian contacted: Was that person aware of students suicidal thoughts/plans? What are parents thoughts/concerns: Does he/she want an SAP or mobile crisis referral? Will he/she allow school counselor to work with student? Release of Confidential Information (see p. 213) obtained? Is student seeing other professionals? If so, who? Other issues discussed:
Yes
No
No No No No
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At time of reentry: If not done previously, obtain Release of Confidential Information (see p. 213) for all treatment providers. Consult with treatment professionals about any special needs the student may have or concerns about returning to school. School counselor or SERT member should meet with teacher(s) to convey relevant, non-confidential information. Answer questions and make tentative re-entry plan. School counselor will maintain regular contact with the student and to track his/her performance. School counselor will maintain regular contact with the students parents/guardians to share information and identify ongoing concerns or problems.
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Low Threat
Medium Threat
High Threat
Presence of any of these imminent signs indicates high risk and immediate action should be taken.
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If student is an imminent threat to others, then also do the following: Contact appropriate School Resource Officer or law enforcement agency. Insure student safety by isolating the student in a specific area (e.g., principals office). If student becomes violent in the classroom, it may be necessary to evacuate the classroom; a teacher or other staff must remain with the dangerous student and someone must accompany the dislocated students to their designated area. SRO or law enforcement officer will conduct an assessment to determine if the threat is credible. SRO or law enforcement officer and administrator meet privately to discuss the threat and consider options. If threat is credible, the officer shall follow agency protocol. If threat is not credible, administrator shall institute any further action deemed necessary. Inform parents/guardians of the situation and hold a conference with them upon their arrival at school. All personnel in charge should stay calm and in control this will reassure the threatener, students, and staff members.
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Suggestions:
Title
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Suggestions:
Title
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Suggestions:
Title
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Counselor Pass
Please use this pass when sending students to the counseling area. _______________________________________ Students Name
Counselor Pass Please use this pass when sending students to the counseling area. _______________________________________ Students Name
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SPE 01-00-400
SHELBY COUNTY SCHOOLS Special Education Division 5650 Woodlawn St. Bartlett, TN 38134
Pursuant to Federal Guidelines concerning the right to confidentiality, I authorize: Shelby County Schools Other (listed above) To release my medical, psychological, and/or educational records to: Shelby County Schools Other (listed above) I specifically consent to the release of information or medical, psychological, and/or educational records pertaining to: Students previous special education placement and/or services Verbal communication between appropriate Shelby County Schools personnel and above stated individual/agency Other (specify): I understand that I may revoke this consent to release information at any time; however, I also understand that any release which has been made prior to my revocation and which was made in reliance upon this authorization shall not constitute a breach of my confidentiality. Unless I revoke this authorization prior to such time, this authorization shall expire: Within one year from date of signature As otherwise specified here (state date, event, or condition of expiration At that time, no express revocation shall be needed to terminate my consent. If the client is under age eighteen or has a guardian appointed by the court, this release must be signed by the clients parent or guardian. Signature of parent, legal guardian, or student age 18 or older: Date Signatures of witnesses:
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Brochures
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What About You the Parent? Try to relax and get plenty of rest Discuss your own feelings with trusted friends without children present Continue with your own routine It is okay to appropriately express emotions in front of your children You are a role model for your children!
Shelby County Schools offers educational and employment opportunities without regard to race, color, national origin, religion, sex, or disability
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Sadness or inability to sleep Denial, shock, and confusion Anger, irritability, and negative behavior Loss of interest in activities Loss of appetite Fear of being alone Somatic complaints, such as stomachaches and headaches Inability to concentrate or focus Drop in academic performance Regressive behavior such as bedwetting and whining
The death of a loved one is always difficult. For children, the loss of a sibling, parent, friend, or teacher can affect their sense of security and self-esteem. The family and the community can help children who are grieving. This type of support will enable the children to resume their lives more fully at home and at school. Parents, teachers, School Counselors, medical professional, and community leaders all play an important role in the life of the grieving child.
How to Know When Your Child Has Recovered The ability to talk about the event
openly with family and friends
The ability to resume usual routines The ability to resume social and
academic activities in an effective manner
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friends and family Ask for lots of hugs! Write thoughts and feelings in a journal Listen to your favorite music Read Cry Exercise Get rest!
Please contact your School Counselor for additional help and resources.
Shelby County Schools offers educational and employment opportunities without regard to race, color, national origin, religion, sex, or disability
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F IRST W ORDS
Talk to your friend. What you say is not as important as the simple fact that you are letting him or her know you care and acknowledge that this is a difficult time. Here are some examples of what to say:
Hello. Im glad to see you. I have really been
It is normal to feel nervous about going to a funeral home or a funeral. Have a friend or a parent go with you Your friend will appreciate your presence. If the casket is open, go up to pay your respects if you feel comfortable. It is not necessary. Sign the guest book. If there are items and pictures on display they will help start a conversation. Offer your condolences by stating, I am sorry for your loss. or I wanted to come to be with you.
Some Do Nots Do not ignore your friend. Do not say, I know how you
feel.
Do not spread rumors about what happened, stick to the facts. Do not expect your classmate to be his or her old self. Do not think your friend is over their grief because they do no show it.
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Resources
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AUTHOR Dunne, E.J. Durant, Alan Faith, Susan Fassler, Joan Gant, Lea Gillespie Gellman, Marc Green, Phyllis Greene, Constance Greenlee, Sharon Grollman, Earl Hammond, Janice Hanson, Warren Hazen, Barbara Heegaard, Margaret Eaton Heegaard, Margaret Eaton Holden, L. Dwight
TITLE Suicide and Its Aftermath: Understanding and Counseling the Survivors Always and Forever (loved one) Purple Love My Grandpa Died Today Grades K-4 Never Say Goodbye (friend) Lost & Found: A Kids Book for Living through Loss (loved one) A New Mother for Martha (parent) Beat the Turtle Drum Grades 4-6 When Someone Dies Straight Talk about Death for Teenagers Grades 9-12 When My Dad Died (parent) Grades K-5 The Next Place Grades 2-5 Why Did Grandpa Die? When Someone Very Special Dies: Children Can Learn to Cope Grades 2-5 Coping with Death and Grief Gran-Grans Best Trick: A Story for Children Who Lost Someone They Love Grades K-5 25 Things to Do When Grandpa Passes Away Grades K-5 Running Through The Downers Grades 9-12
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AUTHOR Krementz, Jill Kuehn, Eileen LEngle, Madeleine Lancaster, Matthew Lee, V. LeShan, Eda Little, Jean Lovre, Cheri MacGregor, Cynthia McLendon, Gloria Mellonie, Bryan Miles, M. Mills, Joyce C. Mundy, Michaelene Paterson, Katherine Prestine, Joan Rofes, Eric E. Shriver, Maria Silverman, Janis Sims, Alvin
TITLE How It Feels When a Parent Dies Grades 9-12 Death: Coping with the Pain A Ring of Endless Light Hang Tough Grades 2-12 The Magic Moth (sibling) Grades 5-8 Learning To Say Goodbye When A Parent Dies Grades 5-12 Mamas Going To Buy You A Mockingbird Grades 5-8 When Somebody Special Dies (family) Why Do People Die?: Helping Your Child UnderstandWith Love and Illustrations Grades K-5 My Brother Joey Died (sibling) Lifetimes: A Beautiful Way to Explain Death to Children Grades K-5 Annie and the Old One Grades 2-12 Gentle Willow (friend) Grades K-5 Sad Isnt Bad Grades K-5 The Bridge to Terabithia (friend) Grades 5-8 Someone Special Dies (loved one) Grades 4-6 The Kids Book About Death and Dying Grades 6-12 Whats Heaven? (Death of a loved one) Help Me Say Goodbye (loved one) Am I Still a Sister? (sibling)
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AUTHOR Smith, Doris Talbot, Toby Thomas, Jane Thomas, Pat Tobias, Toby Varley, Susan Viorst, Judith Vogel, Ilse-Margret White, E.B. Willhelm, Hans Wolfelt, Alan
TITLE A Taste of Blackberries (Death of a friend) A Book About My Mother Grades 7-12 Saying Goodbye to Grandma I Miss You (Death of a loved one) Petey Grades K-6 Badgers Parting Gifts (Death of a friend) The Tenth Good Thing about Barney (pet) My Twin Sister Erika (Sibling) Grades 2-12 Charlottes Web Grades 1-5 Ill Always Love You Grades K-5 Healing Your Grieving Heart (loved one)
American Association of www.suicidology.org Suicidology 4210 Connecticut Ave. Suite 310 NW, Washington, DC 20008 Dyregrov, Atle Lord, Janice Harris Lyons & Schaeffer Grief in Children No Time for Good-byes: Coping with Sorrow, Anger, and Injustice After a Tragic Death How Do We Tell the Children?
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AUTHOR McCoy, Kathleen Monahon, C. Pennells & Smith Survivors of Suicide 184 Salem Ave Dayton, Ohio 45406 The Compassionate Friends P.O. Box 1347 Oak Brook, IL 60521 Viorst, Judith Wrobleski, Adina 5124 Grove Street Minneapolis, MN 55436
TITLE Coping With Teenage Depression Children and Trauma: A Parents Guide to Helping Children Heal The Forgotten Mourners www.survivorsofsuicide.com
www.parentsofsuicide.com
Necessary Losses Suicide: Questions & Answers, Suicide: The Danger Signals, Suicide: Your Child Has Died
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the frustration, anger, depression and guilt they've experienced, as well as their first steps towards recovery. The program reveals the emotional ups and downs common to many teens who struggle with inner turmoil after experiences a loss, whether caused by sudden death long-term illness or suicide. Subjects GuidanceDeath Video Tape 1/2" (VHS): H Title What about Me? Kids and Grief (06410) Audience Guidance Only (G) Synopsis This multicultural video was created to help children who grieve, to give them an outlet to reflect on the feelings and thoughts, which are part of the process. Subjects Guidance Video Tape 1/2" (VHS): Title Where's Pete? (04589) Physical Color; Sound; 26 minutes Audience Primary (Grades K-2), High (Grades 9-12) Synopsis When seven-year-old Chad returns home from school, his grief-stricken father tells him that Chad's older brother Pete has been killed in a car accident. At first, the young boy cannot comprehend what has happened. Subjects Death and Dying; GuidanceDeath; Personal Video Tape 1/2" (VHS): Title Youth and Grief (06236) Physical Color; Sound; 32 minutes Audience High (Grades 9-12), Guidance Only (HG) Synopsis This video shows a group of teens as they struggle within normal developmental processes to attain independence, especially those impacted by death. Many adolescents do not want to "look" or "feel" different from their peers; nor do they want to confront mortality. Subjects Death and Dying; Grief Video Tape 1/2" (VHS):
Crisis Manual for School Counselors & School Psychologists June 2004
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Crisis Manual for School Counselors & School Psychologists June 2004
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Crisis Manual for School Counselors & School Psychologists June 2004
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