Crisis Management Policy

RATIONALE

The Crisis Management Plan manages the impact of a critical incident through an effective response and provision of support to members of the Santa ClaraSchool community. Critical incidents for which the plan may be implemented include:

the death or major trauma of a student/s or staff member/s.
the death or major trauma of an immediate family member of a student or a staff member.

Definition of a Crisis

Critical incidents may involve a sudden death, an accident, a natural disaster or a criminal act, which causes risk to the school community and significantly disrupts the running of the school.

This policy will be applied to these situations according to their individual nature.

Incidents such as fire, natural disaster etc., are covered by the Emergency Procedures Policy.

Incidents on site such as armed offender, threatening behaviour, threat of Violence Restraining Order (VRO) being broached etc., are covered by the Lockdown Procedure Policy.

PRINCIPLES

The Crisis Management Plan is:

a co-ordinated response that meets the needs of the school community, particularly those most affected;
an establishment of lines of contact and communication between affected parties;
an accurate and appropriate information dissemination – maintaining appropriate levels of confidentiality and privacy;
an immediate response – with an emphasis on minimising negative outcomes such as misinformation, sensationalism, self-blame, scapegoating and imitation;
maintenance of stability in the school;
making use of appropriate use of outside support agencies; and
a monitoring of the longer term needs of students and staff.

EMERGENCY CONTACT NUMBERS

AMBULANCE000MOBILE PHONE RING 112

FIRE BRIGADE000MOBILE PHONE RING 112

POLICE (Life threatening emergencies)000MOBILE PHONE RING 112

POLICE STATIONS Kensington9474 7516 (direct line)

9474 7555

Incident Management Unit9451 0160

Police Operations Room9222 1555

Santa Clara Primary School, ST JAMES9251 0400

MOBILE NUMBER0419927407

CEO CONTACT – NGSPS = (Wilson McNeil)9212 9310

POISONS INFORMATION13 11 26

BENTLEY CHILD & ADOLESCENT MENTAL HEALTH9334 3900

CRISIS CARE UNIT9223 1111

1800 199 008

SCHOOL NURSE – Julie Craig9313 1396

SES – FLOOD, STORM, EARTHQUAKE1300 130 039

STATE EMERGENCY SERVICE (Head Quarters – ALL HOURS)9277 0555

ELECTRICITY EMERGENCY13 13 51

GAS EMERGENCY13 13 52

WATER FAULTS AND DIFFICULTIES 13 13 75

LOCAL SURGERIES

Dr Sue Gopal16 Chapman Rd Bentley9472 3350

Dr Anna Bach28 Dumond StBentley9451 3700

Dr Lekias1100 Albany Hwy Bentley9458 2686

LATE OPENING SURGERIES

Dr Lekias (7.00pm) 1100 Albany HwyBentley9458 2686

Victoria Medical Group (6.30pm) 734 Albany HwyE Vic Park 9473 7888

Southern Clinic (6.30pm)148 Douglas AvenueSouthPerth93676211

KEY PERSONS TO CONTACT FOR ASSISTANCE

HOSPITALS:

BentleyHospital9334 3666

PrincessMargaretHospital9340 8222

FremantleHospital9431 3333

Sir Charles Gardiner (QE 11)9346 3333

KingEdwardMemorialHospital9340 2222

St John of GodHospital Subiaco9382 6111

St John of GodHospital Murdoch9366 1111

RoyalPerthHospital9224 2244

COUNSELLING/SUPPORT SERVICES

Catholic Outreach9221 5172

Centrecare Marriage and Family Service9325 6644

Dept for Community Development, Cannington9351 0888

Police Child Abuse Unit9492 5444

Relationships Australia1300 364 277

St Vincent de Paul Head Office9475 5400

Translating and Interpreting Service13 14 50

Women’s Rufuge Group of W.A. 9420 7264

NON GOVERNMENT SCHOOL PSYCHOLOGIST

Kylie Crump92511804

NGSPS CO-ORDINATOR

Wilson MacNeil6380 5256

NGSPS SENIOR PSYCHOLOGIST

Daniela Jasper9251 1806

Michele Blacklock9251 1803

STAFF EMERGENY CONTACT NUMBERS

Crisis Response Team (CRT)

FRANK HALL - A/PrincipalMobile 0417 980 814

RICHARD WIN PE -PrincipalHome9440 1015

Mobile0428522011

LARRY KING - Assistant PrincipalHome9342 7372

EVELYN TEMMEN - Assistant PrincipalMobile 0401 093 327

HILARY CAMPOS - Social WorkerHome9252 1204

Mobile0419996890

Fr DENNIS- Parish PriestHome9458 2944

SUZANNE WALKER- School SecretaryMobile 0411 566 427

PROCEDURES

IMMEDIATE ACTION – PHASE ONE

All information known to be directed to the Principal. In their absence the Assistant Principal or delegated person will act as the emergency coordinator.
Principal to contact family/ies directly involved (offer assistance and/or organise any initial arrangements).
Organise any necessary on site emergency procedures needing attention.
Principal to call a meeting of the Crisis Response Team (CRT) as soon as possible. (This may involve organising relief or rearranging classes.)

PHASE TWO

Identify and plan how to support the staff and students most likely to be significantly affected by the incident.
Prepare “statements” of information to be given to students, parents, and staff (where applicable).
Distribute statements regarding “What To Look For” in children’s reactions to traumatic events.
Prepare a statement for Receptionist to issue to those not involved eg parents, media.
Discuss if/how media will be involved. What information and how is this to be given.
Make practical plans for varied responses including students/staff going home if necessary.
Make practical arrangements for smooth running of the school.
Notify staff using most appropriate method for specific situation.
Notify students using most appropriate method for specific situation.
Review list of absentees to identify students who may need to be followed up at home or on a later occasion.

PHASE THREE

Hold staff briefing to accomplish the following:

allow staff to express feelings and answer any questions that they may have about the incident;

inform staff of counselling available for themselves or for students;

alert staff to the signs that a child may be finding it difficult to deal with the critical incident that occurred;

plans for paraliturgy/Mass at school if necessary; and

plan next meeting time.

Inform most affected students first.
Teachers to inform students of referral process for counselling.
Make direct contact with most affected students’ parents.

PHASE FOUR(One week Later)

Return school to normal routine as quickly as possible.
Foresee relief teacher requirements.
Plan for a parent meeting if required.
Monitor absences.
Assess staff, students and school needs. Continue to monitor reactions within the school community and provide support as required.
Decide if there should be a planned or formal recognition of the event.
Keep staff, students and parents informed of any updates.
Maintain records of actions following the event.
Plan what follow up is required.
Debrief CRT.

PHASE FIVE (One to Three months)

Monitor long term needs of staff and students. Ensure there is access to support by reviewing staff understanding of school’s referral process for counselling.
Plan long-term follow up for the most affected/at risk students.
Review Crisis Management Plan.
If investigation is required, provide staff and students involved with additional support.
Be alert and sensitive to possible reactions from the school community at the anniversary.
Monitor absences at times of anniversary.
Keep regular counsellor appointments for that time at a minimum.

Consideration If Incident Is Off Site

Staff member in charge of the event will:

attend to any necessary emergency procedures;

organise medical assistance as required;

contact Principal and advise of the situation and action taken; and

record details of the incident as soon as possible.

Principal to decide:

if it is appropriate for relevant staff to travel to the site to support individuals involved or

if students and staff are to be transported back to school.

Principal to call meeting of CRT as soon as is practical.
Principal to work with Receptionist to oversee transportation requirements

Roles of different staff members in a crisis

PRINCIPAL

Oversee the implementation of the Crisis Management Plan.
Confirm information and facts of the situation.
Consult with Parish Priest on overall situation/approach.
Convene Crisis Response Team meeting.
Contact family of affected individual/s. Explain to parents and family the approach to be taken by the school in responding to the event. Establish with the family the parameters for disclosure of information.
Notify siblings.
Maintain contact with emergency services to ensure information is up to date.
Brief receptionist on dealing with calls related to the crisis.
Record all events and action.
Draft letter to parents.
Prepare statement for staff, children, media and for office staff to inform callers.
Call a staff meeting –inform staff (including those on leave)- Present factual information, dismiss rumours.
Inform CEO and alert other schools, where appropriate.
Manage media inquiries in consultation with CEO.
Be visible, available, supportive, and empower staff.
Monitor needs of staff and students.
Set time for crisis team to review response so far.
Review and modify CMP.
Confer with other Principals as required.

ASSISTANT PRINCIPAL (ADMINISTRATION)

Liaise closely with Principal.
Make a list of relief staff required.
Organize all administrative and teaching relief.
Organize evacuation, if appropriate.
Inform key staff / students individually.
Inform students in small groups.
Compile a list of offers of support /assistance.
Arrange room changes.
Liaise with parent helpers, mentors and volunteers.
Arrange early student pickup, as appropriate.
Ensure extra staff on duty at normal pickup time.
Plan official ceremonies / funerals if required.
Keep written account of events, actions, responses, etc.

ASSISTANT PRINCIPAL (RELIGIOUS EDUCATION)

Contact Santa Clara Parish Priest.
Assist in contacting families most affected.
Identify and monitor high needs students.
Work with Parish Priest to arrange whole school Mass/Paraliturgy if necessary.
Arrange for notices, cards, flowers.
If a death, take care of deceased’s property.
Contact parents who may be able to help eg.School Board Members, P&F, Volunteers.

PARISH PRIEST

Discuss overall situation and response with Principal.
Accompany Principal on visit to family.
Assist with funeral arrangements (if necessary).
Work with APRE to arrange whole school Mass/Paraliturgies if necessary.
Arrange counselling support for identified students / staff.
Closely monitor those in care-giving and support roles for adverse reactions (liaise with social worker).
Keep daily records.

RECEPTIONIST

Provide assistance to the Principal as required.
Telephone emergency services as requested by the Principal.
Contact relief staff as requested by the Principal or Assistant Principal.
Quarantine phone line for specific use – not to be used other than for the crisis.
Amend school rolls and record / class lists.
Keep daily records.
Organize emergency transportation for staff and students if required in case of incident occurring during an off site event.

SOCIAL WORKER

Support and consult with Administration.
Support Staff.
Set up the support centre.
Support and liase with the family.
Identify and monitor at risk personnel.
Liaise with outside agencies as necessary.
Liaise with Non-Government School Psychology Team / coordinator.
Organize additional counselling. Keep daily records. Support staff as required.
Monitor staff and students and ensure they receive all necessary counselling / practical support / intervention.

TEACHERS

Guidelines for staff support of students

Be aware of how the event is affecting you and consider how your reactions may affect your dealing with students.
Direct and supervise students en route to pre-designated safe areas if evacuation is required.
Verify the location and status of every student. Report to the Principal, Assistant Principals or Social Worker on the condition of any student who needs additional support.
Establish a partner system to pair teachers and classes so that some teachers can assist with other tasks such as first aid, search and rescue, or community relations.
Remain with assigned students throughout the duration of the emergency, unless otherwise assigned through a partner system or until crisis is deemed to have passed or children are returned to the care of parents.
Inform Social Worker of names of families who have experienced a death/crisis and who may require practical support from the school community.
Read Principal’s accurate information to dispel rumours.
Maintain routine of normality as soon as possible.
Allow students to talk and express how they feel. Be prepared to listen and reflect feelings and try not to judge the person or their reaction.
Try to use phrases such as the following when talking to students:

It’s OK to feel shocked and helpless now

You must be finding it really hard to believe

We all feel the shock of something like this

The thoughts will keep coming back at times

Be careful not to speak about things you do not know or if the event was a result of a person’s actions, avoid getting involved in discussions or blame.
Label children’s reactions as normal GRIEF. Remind students that certain responses can be expected from a grieving situation. They are natural and should be accommodated with sensitivity (eg anger, tears).
Grief generally involves a number of the following phases:

period of unreality

feelings of intense sadness

feelings of anger

guilt

These phases do not last for any predictable period or occur in a fixed order.
Explain the support services available to students.
Monitor students and refer to support team where appropriate.
Consultation with parents as requested.
Keep daily records.
Take care of yourself.

OTHER POSSIBLE SUPPORT

(Although these are not directed by the school, they may offer assistance in times of crises)

The school parent body often offers support to school families through their own resources.

Parish groups/St Vincent De Paul Society also may support and are able to supply emergency food, child care and other resources where necessary.

INFORMATION FOR CRISIS RESPONSE TEAM TO COLLECT

Date: Time: Recorded by:

What happened?

Where did it happen?

When did it happen?

Who was involved?

Who witnessed the event? What did they see?

Who knows about the incident?

Have emergency services been contacted?

Are there police officers on the scene? If so, name of attending officer/s.

What is known of the extent of injuries or deaths?

Has any other action been taken?

Have the parents been contacted? If not able to contact parents, has the nominated emergency person(s) been contacted?

Are there siblings at school?

Are there siblings at any other school?

What has been done so far?

Is anyone in hospital? If so, who?

Are other agencies/organizations involved?

Have neighbouring schools been notified?

Telephone contact numbers:

Name ______Number ______

Crisis Response Team called together: Date ______Time ______

CHILDREN’S REACTION TO TRAUMATIC EVENTS

Individuals will react differently to the same experience. The response is determined by many factors. Some responses can be considered as common to particular age groups.

When a death or significant loss occurs (and this can be of material possessions), the process of grieving has added complications. The shock of the trauma must be dealt with before grieving can begin in most instances.

In general, children of all ages show as their most frequent symptoms of the trauma the following:

Disturbed pattern of sleeping
Nightmares and vivid dreams often reliving the actual event
Fears around normal everyday occurrences
Fear of future events
Loss of interest in school and lower academic achievement
Loss of sense of personal responsibility including simple things like hygiene

REACTIONS OF CHILDREN IN EARLY CHILDHOOD

Emotional/behavioural/cognitive…

Regressive behaviours such as crying, thumb sucking, bed wetting, infantile language
Fears
Clinging, adult dependent
Irritable
Disobedient/oppositional
Aggressive behaviour, violent themes in play
Disturbed pattern/s of activity/ies
Repeated talking about event
Upset at change to routines
Poor concentration, shortened attention span

Physical

Sleep disturbance in both pattern and duration
Change to eating patterns
Toileting problems: change to bowel/bladder patterns

REACTIONS OF CHILDREN IN MIDDLE CHILDHOOE AND EARLY ADOLESCENCE

Emotional/behavioural/cognitive…

Regressive behaviours such as clinging/anxiety
Competition with brothers or sisters particularly for parental attention
Crying, sadness/emotional/mood swings
School refusal
Social withdrawal, refusing to go out of house, remaining in bedroom
Disturbed pattern of activity
Irritable
Disobedient/oppositional
Poor concentration and attention, lower achievement levels
Repetitive play concerning incident
Overt competition with siblings and peers
Fears

Physical

Headaches
Pains
Nausea
Sleep disturbance in both pattern and duration
Itching
Visual difficulties

APPENDICES: (Copies kept in Front Office in Crisis Management File)

Principal and administration file kept in front office

Sample Front Desk Statements

Sample Letter to parents

Sample Statement to be read to students

Sample Statement to media

For Bus crash

Death of teacher

Fire

Drowning

Death of a student/suicide