Planning for aftermath of school Tragedy Guam Public Schools Adapted from Emergency Management Training (FEMA)

Planning for aftermath of school Tragedy

Guam Public SchoolsAdapted from Emergency

Management Training (FEMA)

Planning for the Aftermath of School Tragedy

Learning Objectives:• Planning for

Psychological Recovery from a School Tragedy

• Principals of Post Intervention

• Post Intervention Plan• The Issue of Staff Grief

Learning Objectives Continued

• The Issue of Staff Grief• Suggestions for leading a staff discussion• When to Refer a Child to Mental Health

Professionals: Preschool Elementary Students• Emotional and Behavioral Reactions of

Children to Disasters• Guidelines for Student/Staff Sudden Death

Planning for Psychological Aftermath of School Tragedy (T.Frantz)

1. How and when should students be informed of the pertinent details surrounding it.

2. How, when, should students be allowed to express their emotions.

3. What should be done for victims of close friends?

4. What should be done for “high risk” students.

Post Intervention Continued

5. Should the school hold a special memorial service?

6. Should there be a symbolic expression of grief, such as lowering the flag to half mast?

7. Should the school close for the funeral?

8. Who should go to the funeral?

Post Intervention Continued

9. What kind of commemorative activities or symbols-plaques, memorial funds etc. are appropriate.

10. Should the victims be contacted and what kind of help should be offered?

11. What should be done about the concerns for the parents?

12. How should the school deal with the media?

Post Intervention Planning Continued

13. Should the school turn to outside intervention for help?

14. What reactions from students should be expected?

15. Should the regular school schedule be followed?

16. How long should the school be concerned about student reactions?

Post Intervention Planning Continued

17. How much grieving or “acting out” should be allowed?

18. Should students be involved in the school’s response?

19. Who should organize and coordinate the schools response?

20. What about the siblings or affected students in other schools.

Post intervention Planning Continued

21. What should teachers say to students in their classes?

Principals of Post Intervention

REDUCE FEAR:• Most over powering and debilitating emotion.• As result unanswered questions• Earthquake example: “world shaken”• Aftermath: decrease concentration, attention,Focus on school. • Exercising sensitivity – provide information

30th Birthday…..

Principals of Post Intervention

FACILATATE GRIEVING:• Grief is normal, healthy, appropriate response.• People deny grief differently.• Each person grieves in their own way.• Need to tolerate a wide range of grieving

behaviors.• Initial response – SHOCK• Other reactions: anxiety, anger, blame, guilt,

Facilitate Grieving Continued

• Promote ways to express grief: talking, crying, expressing anger guilt, writing,

reading, exercise, painting.

• Might unlock memories of unresolved grief.“ A loss recapitulates previous losses”

Post Intervention

PROMOTE EDUCATION:“By our students we will be taught”• We learn from our problems, crisis, and

tragedies.

• Development of a post intervention plan

19 Steps to Postvention Plan

1. Selection of the Crisis Team

2. Identification of the Media Liaison Person

3. Identification of Family Liaison Person

4. Organization of Staff/Telephone/email network

Postvention Plan Continued

5. Identification of Crisis Consultant

6. Identification of Community Response People

7. Develop suggestions for classroom discussion

8. Identification of Crisis Center and Counseling Room.

POSTVENTION PLAN CONTINUED

9. Formulation of School Policy on Funerals

10. Formulation of School Policy on Memorials

11. Interface with student leaders.

12. Availability of readings on death.

POSTVENTION CONTINUED

13. Plan for calling in Substitute Teachers.

14. Plan for morning after staff meeting.

15. Identification and Contact with At-Risk Students

16. Drafting a letter to parents.

POSTVENTION CONTINUED

17. Plan for After-School Meeting

18. Plan for Evening Parent/Community Meeting.

19. Plan for Postvention Evaluation

The Issue of Staff Grief

• Responsibility of carrying out plan on the staff.• May be experiencing painful turmoil in their

own lives.• In service training for staff to be “role models” • Losses, grieving styles, coping mechanisms,

and feelings.• Didactic• Experiential

The Issue of Staff Grief

WHY:

People grieve a current death in much the same way they grieved previous losses in their lives.

People tend to judge how one should grieve through their own eyes…assume others will react like they do.

The Issue of Staff Grief

Knowledge about grief in general and one’s own grief will increase the self-confidence of staff members, thus enabling them to talk with, listen, and help others.

Suggestions for Leading a Class Discussion

• First mention in a sensitive way what has happened and then open the floor for discussion.

• Reference to specifics for the class: Aspect of the crisis, (plans for the school,

funeral, discussion of previous crisis)

Suggestions for Class Discussion

• Depending on teachers state of mind and mood of class:

• Teacher may express emotional reaction in a very feeling way to the class>

• Moment of Silence, previous losses,• EMOTION BEGETS EMOTION

WHEN TO REFER TO MENTAL HEALTH PROFESSIONALS

• Student seems excessively withdrawn and depressed.

• Engages in overly self-destructive behavior

• Continues to have physical complaints

• Acts out in excessive aggressive ways

Emotional and Behavioral Reactions of Children to Disasters

1. Child’s perception of adults reaction to the disaster.

2. The amount of direct exposure the child has had to the destruction of the disaster.

3. A child’s developmental age.4. The existence of family or other problems

prior to the event5. Prior experience in another disaster.

Early Childhood: Ages 5-11

• Regressive behaviors(acting younger then developmental age) – wetting

pants, back to the safety of the knee, baby talk, playing with food, other)

• Children may become withdrawn

• May be affected by loss of pet or prized object

Early Childhood: Ages 5-11

COMMON EMOTIONAL BEHAVIORAL REACTIONS:

• School phobia• Withdraw from friends• Hyperactivity• Irritability• Disobedience• Inability to concentrate

Early Childhood: Age 5-11

COMMON BEHAVIORS:

• Repetitive talking about their experience

• Aggressive behavior

PHYSIOLOGICAL REACTIONS

• Headaches• Nausea• Sleep disturbances• Persistent Itching or scratching• Complaints of hearing or visual problems

REACTION TO STRESS: Regressive Behaviors

• Increased competition for attention

• Excessive clinging

• Wanting to be fed or dressed

• Engaging in habits they had previous gave up.

Preadolescent 11-14

• Peer reactions are very important to this group.

• They need to know their feelings are typical• Survivors guilt might emerge in this age group.• Group discussion can be effective in reducing Sense of isolation.

Common Emotional Reactions

• Disruptive behavior• Sadness or depression• Resistance of authority• Loss of interest in hobbies and peer activities• Inability to concentrate

Physiological Reactions

• Complaints of vague headache• Overeating or loss of appetite

• Skin disorders• Sleep disorders

Actions you can take in the classroom

• Reassuring them that their responses are typical

• Teaching them that with time they will be able to function and concentrate again

• Giving them additional consideration and attention

• Encourage verbal expression of feelings

Adolescent: 14 - 18

• May have fear their reaction is different them peer group

• May be frustrated by their lack of adult responsibilities

Common Emotional and Behavioral Reactions

• Marked increase or decrease in physical activity level.• Expression of feelings of

helplessness or inadequacy.• Delinquent behavior• Depression

Common Emotional / Behavioral Reactions

• Increased difficulty in

concentration• Extreme mood

swings

Actions you can take in the classroom

• Encourage discussion of the disaster with peers and adults.

• Temporarily reducing expectations of academic performance.

• Encourage involvement in school rehabilitation and recovery efforts.

• Encouraging resumption of school activities

ACTIONS IN THE CLASSROOM TO ALLIEVATE STRESS

• Giving extra attention and consideration• Temporarily Lessing the requirements for

optimum performance of the students• Providing opportunity for structured but

demanding chores.• Encourage verbal expression.

Actions that you can take in the classroom

• Providing structured but undemanding responsibilities

• Rehearsing safety measures to be taken in future disasters

• Encourage physical activity

ACTIONS IN THE CLASSROOM TO ALLIEVATE STRESS

• Giving extra attention and consideration• Temporarily Lessing the requirements for

optimum performance of the students• Providing opportunity for structured but

demanding chores.• Encourage verbal expression.

Classroom actions continued

• Encourage physical activity

• Rehearsing safety measures to be taken in future disasters.

• Other ideas

Guidelines for Student Sudden Death

• DAY OF SUDDEN DEATH

Principal notify Student Support Services,

Initiate call tree

Notify Crisis Response Team – plan tentative activities

FIRST DAY AFTER

• Principal or designee meet with Crisis Team (30 mins planning)

• Review available facts• Crisis Response teams reviews emotional and

behavioral responses to death of classmate• Establish a Crisis Center in the Building

FIRST DAY AFTER CONTINUED

• Peer helpers may assembled• Letter from the Principal to parents• School staff are assembledExpression of feelings, mutual supportReview events for the dayCharacteristics of High Risk StudentsAnnouncement of Funeral

Days following the event

• Crisis team to continue with intervention as needed

• Phone calls from parents• Meet with staff• Debriefing• Evaluation of intervention

Guidelines for Developing Policies and Procedures

• Parent Contact• Screening• Home-school Community communication

system• Referral

Steps to Follow: Policy and Procedures

STEP 1. Community Involvement(organize students, parents, teachers,

community).Gather information from all sourcesAgency involvement in policies

Policies Continued

2. Develop Written Policies

3. Develop Written Proceedures

Procedure Areas

• Suspected suicide ideation

• Suicide threat• Suicide attempt• Suicide

completion

Suicide Threat

1. Appropriate staff trained in assessment and intervention

2. Remove student from area3. Do not leave the student alone4. Notify parents5. School communication system

Suicide Attempt

a. Treat as medical emergency: Call EMS if required

b. Stay with student at all timesc. Remove dangerous itemsd. Notify parents immediatelye. Have appropriately trained staff intervenef. Involve psychological consultation

Suicide Attempt Continued

Set up communication system

Referral immediately to agency follow up

Suicide Completion

School Crisis team notified

Superintendents Office notified

All building personal

Suicide Completed

• Factual information should be communicated

• Parents of any students

• Crisis team should make presentations

• Counseling services made available

Suicide Completed

• School in-service sessions

• Neither the students nor suicidal act should be glorified

PREVENTION STRATEGIES

TRAINING:

In-service training on stress for students and methods for reducing stress in a school environment.

Recognize risk factors: substance abuse, sexual abuse, physical abuse, and depression (mental health issue)

Prevention Continued

Leadership team

Crisis intervention techniques

Developing written policy and procedures

Prevention

• Health Curriculum• Positive Self Esteem• Interpersonal skills• Positive attitude• Life skills• Stress management skills• Substance Abuse

Peer support Program

• Youth hotline• Problem solving with a peer• Self help groups• Developing pamphlet• Newspaper articles• Plays other media

Parents

• Be aware of extreme behavior• Don’t assume depression is just a stage.• Be aware of child’s involvement in school.• Recognize major changes in family structure

may have great impact.• Changes in personality seek consult.• Work with school and counselors.

CONCLUSION

• SUICIDE PREVENTION• PARENTS INVOLVEMENT• COMMUNITY SUPPORT• PROFESSIONS

INVOLVEMENT• SPECIAL EDUCATION

INVOLVEMENT