Running Head: CRISIS PLAN 1

Crisis Prevention and Intervention Plan

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Introduction

A crisis can be dealt with routinely in a school. Some crises may be large and other could

be small. One student could be impacted by the crisis or it could be the whole school district. A

school crisis can be defined as an abrupt, unexpected event that has an emotional impact large

enough to overwhelm the usual coping skills of students and/or staff. This, in turn, can cause

significant psychological strain in these individuals as well. According to the U.S. Department of

Education, the occurrence of a school crisis per 1,000 students was lower in elementary schools,

averaging about fifteen incidents a year (NCES). When a crisis occurs, it is the responsibility of

the school to have a plan that ensures preparedness by keeping the school calm and collected.

Implementing this plan guarantees a smoother experience during a school crisis and traumatic

events.

Bailey Cove Elementary School’s task is to assess, plan, and intervene in crises affecting

staff and students. A preplanned, organized approach has been shown to be effective in reducing

the emotional and social impact of a crisis. Bailey Cove will evaluate each situation, while

planning promptly to administer the intervention strategies for everyone within the school. The

general crisis plan that the school will follow consists of verifying what exactly has occurred,

developing plans unique to each situation, supplying support for students/staff, and providing

suitable follow-up services.

In the event of a crisis, Bailey Cove’s intervention strategy objectives will be:

● · To uphold a safe atmosphere for students/staff.

● To meet the distinct needs of individual students by working with parents and school

personnel.
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● To communicate with staff, students, parents, and the general public through the most

effective and practical processes.

● To continue effective instruction and carry out established routines, rules, and

regulations.

● To offer support for the students at school.

● To act as a resource for other school personnel and parents.

Responsibilities

General Crisis Team Responsibilities:

A crisis team is specialized in intervention and postvention procedures. Members of such

a team include the principal, assistant principal, counselor, teachers, school nurse, and school

social worker. Roles and responsibilities of this team are:

● To develop prevention, intervention, and postvention procedures at all grade levels in the

school.

● To offer a solid approach to identifying assessing those students at risk of behaviors that

will harm themselves and others.

● To circulate information to students, school personnel, and the community.

● To provide training for teachers and other staff members.

● To conduct routine drills.

● To assist in controlling the school crises.

Principal’s Responsibilities:

● Call emergency services.

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● Take action to ensure the safety of all staff and students.

● Verify the facts with those directly involved.

● Stay at the center of the crisis.

● Collect information regarding who is involved in the crisis.

● Notify the building crisis team leader of what resources are needed.

● Implement evacuation procedures.

● Control emergency operations until officials arrive on the scene.

● Serve as a liaison to emergency services once they arrive.

● Look over release of information to the public.

● Contact Superintendent, who will then:

○ Organize crisis team meetings and faculty/staff meetings.

○ Initiate and keep up contact with the parents of any crisis victim(s).

○ Offer a meeting for parents if necessary.

○ Be the contact person with law enforcement or other agencies.

● The building principal remains in charge until a crisis plan is activated by the

Superintendent.

Assistant Principal’s Responsibilities:

● When a crisis occurs, get reports from teachers on the wellbeing and location of every

student.

● Organize procedures for reporting status of the students in an emergency or any crisis that

results in their evacuation or transfer.

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● Give instructions and practice to teachers and school personnel in reporting and assessing

crises.

● Establish procedures for communication with teachers.

● Assign person from crises team to examine any reports of students directly related to the

crisis (student could be missing, injured, ill, etc.).

Counselor’s Responsibilities:

● Identify and work with at-risk students.

● Contact additional resource people.

● Contact the parents of at-risk students.

● Create grief groups.

General Faculty Responsibilities:

● Attend a crisis team meeting concerning the school’s crisis prevention/intervention plan.

● Implement the appropriate measures for student security and safety.

● Take roll consistently and report absent students immediately.

● Always supervise students.

● Monitor hallways between classes.

● Do not allow students to leave the building.

● Maintain a list of possible at-risk or distressed students and monitor them closely.

● Refer for counseling where necessary.

● Be receptive to the student’s concerns and needs.

General Staff Responsibilities:

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● Monitor hallways:

○ Look out for students who are not where they should be at a given time.

○ Look out for students who seem distressed.

○ Give support, refer to a grief group or counselor, and meet any reasonable needs.

● Monitor phones:

○ Do not allow students to use phones unless crucial and monitored.

○ Those assigned to answer phones should read from a prepared statement.

○ Any extra questions should be given to the principal or superintendent.

● Secure the building:

○ Watch for students attempting to leave the building.

○ Students should not be allowed to leave unless accompanied by a parent.

Teacher Responsibilities:

● Keep faculty/staff updated on the situation and procedure.

● Monitor hallways, bathrooms, phones, etc.

● Help direct students to grief groups or other appropriate help.

● Act as liaison for faculty/staff.

● Carry out other duties as assigned by the crisis team leader.

School Nurse Responsibilities:

● Complete incident reports.

● Provide first aid when necessary.

School Psychologist Responsibilities:

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● Evaluate crisis for emotional and psychological triggers or problems.

● Refer students and parents/guardians for appropriate treatment or follow up services in

accordance with school policies.

Office Manager Responsibilities:

● In the event of a crisis, maintain communications with school administration, the

superintendent, and emergency services.

● Report status of school and the students to school admin when needed.

● Answer phones and maintain a call log relative to the school crisis.

● Start emergency communications on the inside such as public address systems and other

methods of two-way communications in accordance with the school system plans.

Bus Driver Responsibilities:

● Bus drivers should be included in crisis team meetings and should be able to respond to

the needs of their passengers.

● General concerns should be given to a member of the crisis team.

Head of Maintenance Responsibilities:

● Inventory hazardous materials.

● Organize procedures for isolating hazardous areas.

● In the event of a crisis, survey damage and stability of the building and report concerns to

the principal.

● Search affected areas of the school for at risk students and school personnel.

● Allocate necessary supplies to evacuation areas for students.

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Identification and Explanation of Crises with Corresponding Intervention Strategies

Child Abuse/Neglect

It is important to have previously formed bonds with each child to ensure relationship-

building strategies listed below are effective in preventing child abuse/neglect in your school:

● Spend enough time with the students. School-age students will act as if they don’t need

the support of adults around them during this time, but in fact they need both your time

and teachers’ attention.

● Show attentiveness in hobbies that your students are excited about. This helps you to

build connections around these shared interests.

● Be open and present in the conversation. Students want comfort in knowing they can trust

you and in order for them to trust you, they have to know you.

● Learn about the important people in each of the student’s lives. Form connections with

the family members and friends.

Death

Talking to children about death must be sensitive to their capacity to understand the

situation. In fact, for elementary school aged children, the adult reactions will be important in

shaping their understanding of the situation. The range of reactions may include:

● Emotional shock and at times a lack of feelings.

● Regressive, or immature, behaviors, such as needing to be rocked or held, difficulty

separating from parents or significant others, needing to sleep in the parent’s bed or

difficulty completing tasks well within their ability level.

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● Explosive emotions and acting out behavior that reflect the child’s internal feelings of

anger, terror, frustration and helplessness.

● Asking the same questions over and over, not because they do not understand the facts,

but rather because the information is so hard to believe or accept.

Some tips for caregivers who are responsible for or assisting in helping students who

have experienced death would be:

● Give children the opportunity to share their experience and be a good listener.

● Do not assume that every child understands death in the same way or with the

same feelings

● Grieving is an ongoing process and not an event. Although some children will be

eager to return to predictable routines, pushing them to resume day to day

activities without giving them the chance to deal with their emotional pain may

prompt additional problems or negative reactions.

● Do not lie or tell half-truths to children about the tragic event.

● Give the child information at the level that he/she can understand.

● Encourage children to ask questions about loss and death. Treat questions with

respect and a willingness to help the child find his or her own answers.

● Do not assume that children always grieve in an orderly or predictable way.

● Sometimes children are upset but they cannot tell you what will be helpful.

Giving them the time and encouragement to share their feelings with you may

enable them to sort out their feelings.

● Children will need long-lasting support. Try to develop multiple supports for

children who suffer significant losses.

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● Be aware of your own need to grieve.

Fire

● Educating and preparing students for a fire emergency should be a priority.

● Conduct expected and unexpected monthly school fire drills in which everyone

participates.

● Inspect exits regularly to ensure stairways, doors and windows are unblocked and

working properly.

● Train students on how to respond to a fire alarm during a school fire drill.

● Know the locations of the fire protection system, fire alarm pulls stations and sprinklers.

● Make sure every room has a map showing two exits.

● Pair students with special needs to an adult or classmate for extra assistance.

● Have a predetermined location where students know to meet once they exit the building

and practice during a school fire drill.

● Have a roster to ensure every student is accounted for.

● Encourage parents to practice home fire drills and prepare them in the event of a

residential fire.

Natural Disasters

In the incidence that a natural disaster, such as a tornado, flooding, or a hurricane is to

occur, the school should make preparations by:

● Practice tornado watch and tornado drills every year and ensure that the protocol for each

is familiar to faculty, staff, and students.

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● Determine areas of shelter, where faculty, staff, and students can be safe during natural

disasters. In time of natural disaster, communicate the locations of these shelters.

● Create a specific plan for special education students in order to accommodate their needs

in times of natural disasters.

● Ensure that there is an emergency kit on school property that contains essentials, such as

flashlights, and that it can be easily located.

● Designate specific school buildings to serve as emergency shelters during hurricanes,

floods, and tornadoes.

● If possible, provide televisions or radios, so that those taking cover or that have evacuated

can remain aware of the weather.

School Violence

All schools work to prevent school violence and schools are very safe places. Students,

staff, and parents all have an important role in promoting school safety. Adults can provide

leadership by reassuring students that schools are generally very safe places for children and

youth and reiterating what safety measures and student supports are already in place in their

schools. Adults can:

● Create a safe, supportive school climate (e.g., school-wide behavioral expectations,

caring school climate programs, positive interventions and supports, and psychological

and counseling services).

● Encourage students to take responsibility for their part in maintaining safe school

environments, including student participation in safety planning.

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● Reiterate the school rules and request that students report potential problems to school

officials.

● Remind students of the importance of resisting peer pressure to act irresponsibly.

● Create anonymous reporting systems (e.g., student hot lines, suggestion boxes, and “tell

an adult” systems).

● Control access to the school building (e.g., designated entrance with all other access

points locked from the exterior).

● Monitor school guests.

● Monitor school parking lots and common areas, such as hallways, cafeterias, and playing

fields.

● Include the presence of school resource officers, security guards, or local police

partnerships.

● Use security systems.

● Develop crisis plans and provide preparedness training to all staff members.

● Develop threat-assessment and risk-assessment procedures and teams for conducting the

assessments.

● Hold regular school-preparedness drills (e.g., intruder alerts, weather, fire, lockdown,

evacuation).

● Create school-community partnerships to enhance safety measures for students beyond

school property.

● Cite school safety incident data. Many school districts have local data that support a

declining trend in school violence. When possible, citing local data helps families and

students feel more at ease.

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● Be a visible, welcoming presence at school, greeting students and parents and visiting

classrooms.

● Conduct an annual review of all school safety policies and procedures to ensure that

emerging school safety issues are adequately covered in current school crisis plans and

emergency response procedures.

● Review communication systems within the school district and with community

responders. This should also address how and where parents will be informed in the event

of an emergency.

● Highlight violence prevention programs and curricula currently being taught in school.

Emphasize the efforts of the school to teach students alternatives to violence including

peaceful conflict resolution and positive interpersonal relationship skills.

Shooting/Terrorists Attacks

 Notify the police, and other necessary emergency staff.

 Determine if the perpetrator is still on premises - determine number of victims and

identify witnesses.

 The emergency signal to staff and students should convey the seriousness of the situation.

Follow- up announcements will be necessary to keep everyone informed. Prepare a

general statement of the facts.

 Establish a command post to handle the load off the Crisis Team and to direct the press

and concerned members of the community to the Public Information Office.

 Implement necessary first aid procedures through trained staff, school nurse, nurse’s aide,

physical education department, and/or athletic trainer. Direct rescue personnel to injured
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and give any required assistance. Designate staff member to accompany victim(s) in

ambulance.

 Contact Superintendent’s Office.

 Identify a place where a log of events is to be kept. Record all significant events, actions,

and individuals that are involved.

 Keep staff informed through a memo or emergency staff meeting. Parents may be

informed through a letter sent home with students.

 Follow-up management should be well-delegated. Crisis counseling for students and staff

may be needed, and security concerns should be considered. All staff will assist in

restoring building to normal state. Reopen school as soon as possible.

 Call emergency staff meeting.

Substance Use/Abuse

● Identify warning signs for students impacted by opioids, alcohol, and use of other

substances (signs may include poor mental/motor development, developmental delays,

impaired school performance, etc.).

● Utilize school resources and offer help or referral services to the student if necessary.

● Assist students with learning healthy coping and stress management skills relating to self-

control, time management, dealing with conflict/loss, and peer pressure.

● Talk to students about substance abuse and try to integrate alcohol and drug prevention

skills into everyday curriculum so students can learn how to build self-awareness,

become more assertive, make better choices, and solve problems.

Suicide
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As educators, we encounter and interact with children almost every single day, so anyone

might be the first to notice a change in a student's behavior or how they act overall. Most youth

suicides can be prevented. Any of the school staff members, who are licensed or trained and

aware, can often make the difference between life and death for our students. Research shows

that schools should be urged to take a leadership role in suicide prevention which can help

prevent incidents and save a student’s life. The following strategies listed below are most

effective practices:

● Being familiar with legislation in your state requiring suicide prevention in schools.

● Ensuring that your school has a comprehensive suicide prevention policy that specifies

annual training for all staff on the warning signs of suicidal behavior. Policies should be

developed to ensure that suicidal students are properly supervised and that their parents

are immediately notified that their child is suicidal.

● It is strongly recommended that schools post information about warning signs of suicide,

who to contact at schools if you know someone is suicidal, and national crisis hotline

numbers throughout their building, on their website, in handbooks, parents’ letters, etc.

● Providing mental health presentations for parents that include information about

depression and suicide prevention. Help parents understand that if they notice pervasive

behavior changes in their child(ren) that affect their school, home, and social life that

have persisted for two or three weeks, they need to seek professional help for their child.

● Emphasizing to everyone that depression is treatable. It is important that students

understand that suicide is not fate, inherited, or destiny, and that the intervention of any

one person can make the difference.

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● Creating a suicide prevention task force that involves both school staff and community

resources and agencies.

● Designating a suicide prevention expert at your school and get them credentialed in

school suicide prevention from the American Association of Suicidology.

● It is imperative that when school staff know that a student is the victim of bullying that

they do not hesitate to ask them questions about hopelessness and suicide, which are

often the results of repeated bullying.

Terminal Illness

People/children with terminal illness usually go through significant physical, emotional,

and perhaps behavioral changes as the illness progresses. These changes include loss of hair,

weight loss, irritability, depression, and other manifestations may be observed. Strategies

include:

● Parents and family members should be encouraged to provide as much factual

information about the illness as possible to school personnel, and permission should be

sought to share information, as needed, with staff members and students.

● It is recommended to always share information about the illness with the students at a

time when the affected individual is not in the vicinity, especially if he or she is a peer.

● The discussion should begin by encouraging students to talk about any changes in the

individual they may have observed (e.g., hair loss, weight loss, and skin color).

● Factual information about the illness should be provided, with special emphasis placed on

the idea that the illness cannot be transmitted to others. Younger children may have to be

reminded of the latter concept frequently.

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● The potential for the individual's death should be discussed openly and honestly, allowing

for student questions and concerns.

● The discussion should also engage students in discussing proactive strategies for

interacting positively with the sick individual.

● Students should be guided toward treating the individual as normally as possible,

General Crisis Procedure

1. Contact police to verify information on crisis before communicating information to staff,

students, families, community, etc.

2. If crisis occurs outside of school hours, such as during the evenings or on the weekend,

the phone tree, a chart that displays the order that calls are to be made, is to be consulted

to execute proper communication protocol in notifying all necessary parties.

3. Notify the superintendent of the crisis and the information known at that point in time.

4. Notify the school counselor, school psychologist, and social worker of the crisis.

5. Gather the predetermined crisis response team and delegate tasks to each member.

6. Identify and provide support to close friends of the student.

7. Craft written and verbal statements detailing event, coverage of event, and how school is

addressing crisis in preparation for media coverage.

8. Prepare for an emergency staff meeting by gathering information and preparing a

presentation that covers the established crisis and media protocol, the information known

at that point in relation to the crisis, what information is to be shared with others, and

offering grief support to faculty and staff members. Communicate the time and location

of this staff meeting.

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9. Identify other students, staff, parents, and family members that will be greatly impacted

by the crisis and provide support and outside resources to assist them as needed.

10. Assign qualified staff and support members to:

● Provide support to students.

● Support other school staff members with following protocol and skills regarding

crisis communications and support for students.

● Educate students, school staff, and families on community resources available,

such as support groups, counseling services, crisis training, etc.

● Be a team player— assist by stepping in for faculty and staff that need to be

relieved.

11. Hold the staff meeting at determined time and location.

12. Make official statement— see the media guidelines listed below.

13. Prepare for effective address of the concerns of parents and guardians by:

● Placing additional qualified staff and support members at the front office, so that

they may assist administration in answering parent/guardian phone calls and

parent/guardian visits to the school.

● Sending a letter or email to parents/guardians regarding the crisis including the

information known, the resources available to the students and their families, and

the actions being taken by the school.

● As needed, prepare for and hold a parent question and answer meeting within a

reasonable time window to address their concerns and ensure that all parents are

aware of the same information and support plan.

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15. The school counselor, school psychologist, or social worker is to be present in the

classrooms or activities that the affected student(s) would be or have

been present in to provide support.

Media Guidelines

● Have one specific individual a part of the crisis response team that has been trained to

handle the media and communication piece of the crisis management.

● Ensure that students are aware of the school’s media policy, and that they know that they

are not required to speak with the media.

● Consider using social media outlets that have been previously established as

communication sources of the school, such as Instagram or Facebook, to send updates

and information.

● Disseminate a prepared written statement, as created per the general crisis procedure, to

clarify remarks within the verbal statement made to media outlets.

● Ensure that parents/guardians of students involved in the crisis have been contacted, and

their approval has been granted for their student’s name(s) and photo(s) to be shared.

Classroom Activity Lesson Plan - The Memory Box: A Book About Grief

Type of counseling activity: Classroom guidance activity that addresses emotional awareness of

death and the corresponding grief and sadness.

Participants: A classroom of first grade students at an elementary school.

Include goals and objectives for the activities: To enhance personal/social development through

emotional processing skills in relation to grief and sadness; To promote healthy coping

and emotional expression

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Georgia’s career cluster pathway for school guidance core curriculum: As this activity

incorporates storytelling and artistic expression, this activity would be appropriate for the

career clusters relating to arts and communication. In addition, as it is a lesson in coping

with death, this lesson would also be applicable to the health science cluster, as those

within this field might be assisting those that are dealing with these issues of grief and

death of a loved one, or be confronted with dealing with these emotions themselves.

Evaluation methods you will use to determine your activity’s outcome:

● Cognitive domain: At the conclusion of this lesson, the professional school counselor

would ask students to tell him or her the definition of grief or some of the examples of

grief that were given during the classroom discussion. This would give the school

counselor an effective way to evaluate whether the concept of better understanding the

terminology and the emotions surrounding grief, as set forth as a goal of this lesson, were

met.

● Affective domain: As the drawing component of this activity allows for the students’

emotional expression and further exploration and retention of the emotions surrounding

certain memories, the students’ completion of their drawings will be used as evaluation

within this domain. This form of emotional expression aligns with the lessons goals of

encouraging such behaviors through effective coping mechanisms.

● Psychomotor-behavioral domain: As one of the goals of this lesson is to provide specific

coping mechanisms for students to partake in, the behavior of placing mementos into the

memory box of their own would be considered a form of evaluation within this domain,

as this represents a coping mechanism. This could be expanded through keeping the box
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in the classroom or the school counselor’s office and allowing students to bring

mementos to put in the box throughout the school year.

Description of the instructions for the lesson facilitator:

1. Hold a class-wide discussion to introduce students to the topics of grief, loss, and sadness

that are represented in the book, The Memory Box: A Book About Grief by Joanna

Rowland. Within this discussion, the school counselor might ask questions about when

students might feel sadness or what sadness means to them, and then provide a definition

of grief to students using the answers that they have provided during this discussion.

2. Read The Memory Box: A Book About Grief by Joanna Rowland to students.

3. As the child within the book is coping with the death of her mother, she makes a memory

box to collect things that remind her of happy memories that she shared with her mother.

Have students create a memento of their own with paper and coloring supplies to place in

a memory box that commemorates a special event or memory that they have with a loved

one. While explaining the activity, the school counselor should reveal the memory box,

which is to be previously located and labeled by the school counselor, to demonstrate to

students where these memories will be stored, just as they were in the book. The school

counselor might assist students in creating their own memento by offering examples of a

memory to draw, such as a specific holiday, trip, or hobby. In addition, the school

counselor might remind students that this is an activity that they can use whenever they

feel grief, so that they can remember the happy times that they have shared with a person

that they might have lost in their own lives.

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Format and time frame: The school counselor is to lead the activity, and it should be done within

the classroom with one individual class at a time. This lesson should take approximately

sixty minutes.

Integration suggestion: As this lesson incorporates reading a book and the introduction of the

vocabulary word “grief,” this lesson would fit in to the reading or English language

portion of the classroom curriculum.

References used:

Rowland, J. (2017). The Memory Box: A Book About Grief. Minneapolis, MN: Sparkhouse

Family.

Grades K–5: Grief Drawing Activity. (n.d.). Retrieved from http://www.scholastic.com/browse

/article.jsp?id=3758055.

Career Clusters/Pathways. (n.d.). Retrieved from https://www.gadoe.org/Curriculum

-Instruction-and-Assessment/CTAE/Pages/CTAE-Georgia-Career-Clusters.aspx.

Three Domains of Learning - Cognitive, Affective, Psychomotor. (n.d.). Retrieved from

https://thesecondprinciple.com/instructional-design/threedomainsoflearning/.

Small Group Activity Lesson Plan - The Behavioral and Emotional Response Card Activity

Counseling Activity Type: Small group activity that addresses loss and the changes in behavior

that may follow while grieving.

Participants: A small group of elementary school 5th grade students that are experiencing grief.
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Activity Goals and Objectives: To enable the discussion on how students respond to death and

grief; to normalize the emotions and behaviors that may come along with a student’s personal

grieving process.

GA Career Cluster Pathway for School Guidance Core Curriculum: This activity would be

fitting for the Health Science Career Cluster Pathway. The Health Science pathway has an

emphasis on concepts of growth, development, health, wellness, and self-care. The Response

Card lesson will support effective communication skills, which is also essential for this pathway.

The relevance of students expressing their feelings while listening to others in the group, along

with displaying healthy peer interactions will be something that can navigate them to this

pathway.

Evaluation Methods:

● Cognitive Domain: A goal of the lesson is normalizing the feelings that students

encounter while overcoming loss. To assess this, at the end of the activity, the small

group will be asked to construct a short paper responding to the following question:

“What was the most meaningful thing you learned from this activity?” The evaluation

will indicate to the counselor if the goals were met. Most importantly, the students will

receive the chance to recall the material and construct meaning.

● Affective Domain: As the small group becomes more aware of their feelings, the

counselor should emphasize the worth of addressing these emotions and behaviors. An

important thing to do is to show how the students can incorporate the things they’ve

learned here into real life. Before the activity, the counselor will show a short video of

them explaining death, loss, and grief. The video will also include an explanation of what
CRISIS PLAN 24

the activity entails. This will gauge the student’s willingness to participate and potentially

change their attitudes toward the activity.

● Psychomotor-Behavioral Domain: The counselor should push for each student in the

small group to communicate the feelings of grief effectively. For this domain, this skill

should be exercised and observed to see if it has been mastered. Another portion of the

end of the activity will see the students doing a guided response exercise where they

practice the skills of starting and normalizing the conversation surrounding grief. In this

brief group discussion, the students should have knowledge on what is required to

successfully express their emotions. This will be a process of imitation and trial and error.

Instructions:

● Pass the cards around and ask the group to put a check mark on any card that describes a

feeling or behavior they have experienced (cards contain emotional response words and

phrases such as “anxious”, “unable to sleep”, “sick a lot”, or “confused”, etc.).

● When all the cards have been passed out, urge group to talk about the cards that stood out

to them.

● Go on to ask the group to read each of the cards in front of them and count the number of

marks and take note of those that fewer participants marked compared to those that were

marked by many members. Be sure to discuss behaviors and feelings as well as

similarities and differences in each student’s grieving process.

Format and Time Frame: This activity will be led by a school counselor in their office in small

group meetings with grieving students. The length of the activity should be around 60 minutes
CRISIS PLAN 25

but will depend upon the developmental level and attention span of those participating; along

with the flexibility of the students’ and the school’s schedules.

Integration Suggestion: This counseling activity on grief can be implemented into Elementary

School Health curriculum in lessons regarding emotional health and wellness.

References Used:

Safe Crossings Children's Grief Program. (n.d.). Grief Support Groups in the School Setting.

Retrieved November 2, 2019, from https://www.seattleu.edu/media/college-of-

education/graduatedegrees/schoolcounseling/Grief-Resource.pdf.

Career Clusters/Pathways. (n.d.). Retrieved November 2, 2019, from

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/CTAE-

Georgia-Career-Clusters.aspx.

Individual Activity Lesson Plan - More Yoga, Less Stress

Type of Counseling Activity: Individual activity; promotes emotional stability as they learn how

to find useful techniques for managing stress.

Participants: Elementary School - 3rd (Third) Grade

Goals and Objectives: Students will recognize and reflect on their experiences in learning how to

cope with healthy coping mechanisms. Students will learn and engage in tactics to increase self-

control, self-awareness and promote positive mental health.

Georgia’s Career Cluster Pathway for School Guidance Core Curriculum: This activity would

be best if placed under the Health Science Cluster. This is extremely relative to the Health
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Science Cluster because as stated, it encourages creativity, enhances leadership skills, and

promotes communication, cooperation, and collaboration. This allows self-awareness, and

awareness of how to handle a crisis at hand, to be effective and efficient.

Evaluation methods:

● Cognitive Domain: By the end of this lesson, students should be able to apply skills of

how to cope with healthy coping mechanisms. This should promote less outbreaks in

class, and more self-awareness with how you can go about handling emotions during

crisis.

● Affective Domain: As they are learning how to cope the healthy way, school counselors

are to highlight the importance of why students should stress comprehension of the

tactics needed in order to increase self-awareness and take control of their reactions when

in crisis mode.

● Psychomotor-Behavioral Domain: Because this breathing activity is a form of exercise

and has such a positive influence on student’s focus and self-awareness, it’s important

that students not to use breathing as a healthy coping mechanism, but engage in other

important coping mechanisms that promotes positive mental health.

Description of the instructions: School Counseling Core Curriculum is focused around the three

domains: academic development, career development and personal/social development. The

ASCA model encourages school counselors to allocate 35%-45% of their total time spent at

school providing students with school counseling curriculum. Direct instruction assists the

school counselor in identifying students who may need further support in either a small group
CRISIS PLAN 27

setting or through individual student counseling. For this activity, once a month, students will be

engaging in a breathing exercise session as part of their bi-weekly guidance lesson.

Format and time frame: School counselor’s job is to facilitate a time where a student can

incorporate a calm physical activity, such as in the counselor’s office, in their daily weekly that

also helps students become more self-aware and promotes positive mental health. These

activities can include anything that challenges the body to think in a calm manner. Student will

record all activity in personal journals. This lesson should take approximately thirty minutes to

sixty minutes.

Integration Suggestion: In this lesson we discuss the importance of obtaining healthy coping

mechanisms in order to heal effectively and grow respectively. Because this corresponds with the

expansion of our mental health positivity spectrum, this would be best fit under the

science/health portion of the classroom lesson.

References:

Career Clusters/Pathways. (n.d.). Retrieved November 2, 2019, from

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/

CTAE-Georgia-Career-Clusters.aspx.

Lambie, G. W., & Sias, M. (2009). Integrative psychological developmental model of

supervision for professional school counselors-in-training. Journal of Counseling and

Development, 87(3), 349-356. Retrieved from http://onlinelibrary.wiley.com/

journal/10.1002/(ISSN)1556-6678/issues

Brown, D., & Trusty (2006). The ASCA national model, accountability, and establishing causal

links between school counselors ‘activities and student outcomes: A reply to sink.
CRISIS PLAN 28

Professional School Counseling, 10(1), 13-15. Retrieved from

http://www.schoolcounselor.org/content.asp?contentid=235

Conclusion

Bailey Cove Elementary School strives to holistically support our school in the event of

any crises. As crises can be as individually impactful as they can be mass-reaching, it is

important that these guidelines are referred to and followed in order to provide a united,

appropriate response team. Through following these general interventions and procedures, we

hope to serve our students, faculty, staff, and community to the best of our abilities in

appropriately addressing their concerns and facilitating their recovery and wellness process.
CRISIS PLAN 29

References

Brock, S.E., Nickerson, A.B., Reeves, M.A., Jimerson, S.R., Lieberman, R.A., & Feinberg, T.A.

(2009). School crisis prevention and intervention: The PREPaRE

model. Bethesda, MD: National Association of School Psychologists.

Brown, D., & Trusty (2006). The ASCA national model, accountability, and establishing

causal links between school counselors ‘activities and student outcomes: A reply

to sink. Professional School Counseling, 10(1), 13-15. Retrieved from

http://www.schoolcounselor.org/content.asp?contentid=235

Career Clusters/Pathways. (n.d.). Retrieved from https://www.gadoe.org/Curriculum

-Instruction-and-Assessment/CTAE/Pages/CTAE-Georgia-Career-Clusters.aspx

Carter, James. Emergency Procedures and “Check List.” Retrieved on November 3rd, 2019 from

http://www.cobbk12.org/preventionintervention/forms/EMERGENCY

%20PROCEDURES%20AND%20CHECK%20LIST%20AND%20GUIDELINES.docx

Cowan, K., and Paine, C., (2015). School safety: What really works. Principal Leadership, 13(7),

12. Retrieved from http://www.nasponline.org/resources/principals/

March_13_School_Safety

© 2015, National Association of School Psychologists, 4340 East West Highway, Suite 402,

Bethesda, MD 20814; (301) 657-0270, Fax (301) 657-0275; www.nasponline.org

Diliberti, M., Jackson, M., and Kemp, J. (2017). Crime, Violence, Discipline, and Safety in U.S.

Public Schools: Findings From the School Survey on Crime and Safety: 2015–16 (NCES

2017-122). U.S. Department of Education, National Center for Education

CRISIS PLAN 30

Statistics. Washington, DC. Retrieved Nov. 2, 2019 from

http://nces.ed.gov/pubsearch

Grades K–5: Grief Drawing Activity. (n.d.). Retrieved from http://www.scholastic.com/browse

/article.jsp?id=3758055.

Lambie, G. W., & Sias, M. (2009). Integrative psychological developmental model of

supervision for professional school counselors-in-training. Journal of Counseling and

Development, 87(3), 349-356. Retrieved from http://onlinelibrary.wiley.com/

journal/10.1002/(ISSN)1556-6678/issues

Model School Counselor Crisis Plan. (2002). Retrieved on November 3rd, 2019 from

http://www.doe.virginia.gov/support/safety_crisis_management/emergency_crisis_manag

ement/model_plan.pdf

NEA’s School Crisis Guide. (2018). Retrieved on November 3rd, 2019 from

http://www.nea.org/assets/docs/NEA%20School%20Crisis%20Guide%202018.pdf

Practical Information on Crisis Planning: A Guide for Schools and Communities. (2007).

Retrieved on November 3rd from https://rems.ed.gov/docs/

PracticalInformationonCrisisPlanning.pdf

Rowland, J. (2017). The Memory Box: A Book About Grief. Minneapolis, MN: Sparkhouse

Family.
CRISIS PLAN 31

Safe Crossings Children's Grief Program. (n.d.). Grief Support Groups in the School Setting.

Retrieved November 2, 2019, from https://www.seattleu.edu/media/

college-of-education/graduatedegrees/schoolcounseling/Grief-Resource.pdf.

Three Domains of Learning - Cognitive, Affective, Psychomotor. (n.d.). Retrieved from

https://thesecondprinciple.com/instructional-design/threedomainsoflearning/.