Prepare Implemented in Madison City Schools

PREPaRE implemented in Madison City Schools

Student Care / Tab 1
Crisis Event / Tab 2
Reaffirm Physical Safety / Tab 3
Evaluate Psychological Trauma / Tab 4

·  Psychological Trauma Risk Checklist

·  Specific crisis interventions

o  Classroom

o  Small Group

o  Individual

·  Personnel to assist with counseling

o  Clergy List

o  Private Practitioner List ready

·  Letters to send home to parents

·  Training for volunteers

o  Individual Counseling

o  Group/classroom Counseling

Immediate Postimpact / Tab 5

·  Teacher Survey

·  Crisis team de-briefing

Follow up/Evaluation Committee / Tab 6

·  Anniversary events

·  Procedure/policy for memorials

From “Workshop 2, Crisis Intervention and Recovery: The Roles of School-Based Mental Health Providers” by S. E. Brock, 2011, in PREPaRE: Crisis Prevention and Intervention Training Curriculum (2nd Edition), Bethesda, MD: National Association of School Psychologists.

Student Care

Establish your Crisis Care Team

·  Principal

·  Counselor

·  School Psychologist

·  Other designated Personnel

o  Teachers with established relationships with students

o  Teachers with counseling backgrounds

·  Impacted Teacher

Inserts

·  Contact List/Phone Tree

·  Contacts for Counselors at each school

·  Flow chart of Hierarchy

Determine point of contact for crisis intervention (i.e., school counselor)

When crisis occurs, Use Phone Tree to get staff on the same page

·  Review what is to be said (from Central Office)

·  Keep to the facts

Review School Based Safety Plan

Crisis Event

WS2 Handout 17

Assemble the Crisis Care Team and using WS2 Handout 1, determine the Level of the Mental Health Crisis

·  Minimal

·  Building

·  District

·  Community/Regional

Within the schools, have your teachers and Crisis Care Team observe individual responses to crisis utilizing WS2 Handout 12 (Primary Risk Screening)

Give these observations to your Crisis Care Team coordinator

REAFFIRM PHYSICAL HEALTH & SAFETY

Ensure School Community is safe

·  Identify officials who can address and resolve physical safety (i.e., law enforcement)

·  Remove objects that could be harmful (i.e., broken glass/furniture)

·  Ensure students have clean and safe environment to work or play

·  Be sensitive to subgroups that may be targeted following a crisis

·  School safety presence (i.e., law enforcement, staff visibility, volunteers)

·  As soon as possible, have a familiar adult over intercom to reaffirm safety

Ensure Physical Health of Special Populations (WS2, Handout 5)

·  Ensure adequate lighting to prevent slipping, tripping and/or falling

·  Recognize mobility issues

o  Consider plans that put students with mobility issues on levels without stairs in event of crisis

·  Ensure access to wheelchairs, glasses, hearing aids, etc.

o  If students have volunteers, ensure they have access to necessary equipment

o  Consider alternative transport plan if volunteers are unavailable

o  Ensure back up batteries are available or strong individual to push wheelchairs

·  Ensure self-care needs are met

o  May need additional power source for students who need suctioning

·  Ensure medications are available (i.e., insulin). Consider a list of students who require medications and dosages and that is readily available.

·  Mindful of students with cognitive delays or sensitivity to the environment

o  Social stories that describe emergency procedures

o  Be mindful of noises that may trigger emotional responses. Be prepared to utilize soothing techniques

o  Clearly communicate that students are safe

Ensure Physical Comfort

·  Consider the following

o  Lighting, room temperature, air quality

o  Toys, soft blankets, or stuffed animals for young children

Provide Accurate Reassurance

·  Only promise or confirm things that you know can be delivered

·  State only what you know you to be true (and is developmentally appropriate)

Be Mindful of Acute Needs (WS2, Handout 6)

·  Student appears glassy-eyed

·  Does not respond to questions or commands

·  Demonstrates extreme emotional responses

·  Engages in risky behaviors

REAFFIRM PHYSICAL HEALTH & SAFETY

Ensure Perceptions of Safety and Security

“…Individuals who have had their psychological sense of safety reaffirmed (and as a result, do not exaggerate crisis-related risks) have a lower risk for negative mental health outcomes.”

(Brock, S., Nickerson, A, Reeves, M., Jimerson, S., Lieberman, R. & Feinberg, T. [2009]. School Crisis Prevention and Intervention: The PREPaRE Model, 117)

Provide information as quickly as possible to teachers, students, parents, and community.

·  Public Relations Manager

·  NotifyMe from Principal

·  Listserv

Include current safety statement as well as appropriate information such as pick up procedures, phone calls, etc.

Be mindful of adults in contact with students

o  Adult reactions can often predict a child’s reaction

o  Model stress management

Minimize crisis exposure

Reunite or locate primary caregivers as quickly as possible

o  Consider allowing use of technology to establish safety

o  Be careful not to promise what cannot be delivered

o  Remind parents that their reactions can shape a child’s reaction to an event

Provide crisis facts and adaptive interpretations

o  Only comment on factual information. This may include:

·  Current crisis status

·  What is being done by school/community

·  How they can ensure personal safety

·  Services available

Return Students to a Safe School Environment

WS2 Handout 18

Evaluate Psychological Trauma

Crisis Care Team utilizes Psychological Trauma Risk Checklist WS2 Handout 9 to determine risk level/level of Triage (low, moderate, or high).

This information is used to determine specific crisis interventions (Classroom, Small Group, or Individual) and names are added to WS2 Handout 15 for Classroom, small group or individual intervention.

Appoint an individual to contact necessary personnel to assist with counseling

·  School Counselor contacts

·  Clergy List

·  Private Practitioner List ready

o  Additional practitioners are only added by Central Office School Psychology staff (WS2 Handout 11)

Send appropriate letters home to parents including links

Pre-written letters for various situations

·  Links to Guidance on Responding to Children’s Crisis Reactions - WS2 Handout 20

·  Passive Consent for participation in Classroom Crisis Intervention - WS2 Handout 24

Add information to the front of the school web page including contact info if parent wants their child to talk with someone

Conduct training for volunteers

·  Sign-in Sheet for Community Counselor (insert)

·  Tracking for small and individual groups (goes to School Counselor at end of day) - WS2 Handout 15

·  List of students/teachers who may need outside referral or follow-up is created. Also goes to School Counselor at the end of the day (WS2 Handout 15)

·  Provide WS2 Handout 22 Stress Management to volunteers, students, and teachers

Individual Counseling (only by school personnel)

§  Elements of Individual Crisis Intervention - WS2 Handout 25

§  Delivery of an Individual Crisis Intervention - WS2 Handout 26

§  Possible Questions to Ask When Identifying Problems - WS2 Handout 28

§  Possible Questions to Ask when Assessing Lethality - WS2 Handout 29

§  Suggestions for Stabilizing the Emotionally Overwhelmed Student - WS2 Handout 27

§  Individual Crisis Intervention Observation Form - WS2 Handout 31

Group/classroom Counseling

§  Lesson Plan for Psychoeducational Group - WS2 Handout 23

§  Sample Classroom Meeting Script and Outline - WS2 Handout 21

Index of Form Letters

NOTE: Contact Central Office for collaboration prior to releasing these letters.

·  Preparing for and Responding to a Death by Suicide

o  Announcements

o  Notification Letter for Parents

o  Formal Statement to Media / Sample Response to Incoming Calls from Media

·  Death of a Staff Member

·  Death of a Student – Car Wreck

·  Death of a Student – Accident

·  Infectious Disease

·  Bus Emergency

·  Lockdown, External Threat

·  Lockdown, Internal Threat

·  Assault/Rape

·  Bomb Threat via Phone Call

·  Weapon Brought to School

Immediate Postimpact

Teachers/staff complete Teacher Survey at week 1, 3, 6, and 9 (depending on crisis level) - WS2 Handout 38

Student Care Team and Crisis team de-brief at end of week 1 (look at Teacher Survey) - WS2 Handout 34

Continue de-briefing meetings as needed, depending on crisis level

Follow up/Evaluation

Consider anniversary events

Establish procedure/policy for memorials

Memorials: WS1 Handout 21

MISC

Flow chart for who is doing what in a crisis within our “rung”

Need information form with factual information (from CO)

Provide caregiver training – parents, teachers, bus drivers, custodians, cafeteria

Group leader training – to share scripts

Have a simple click for counselors to access information on intranet (WS2 Handout 15)

Use contact tree from Triage to get staff on the same page

Review what is to be said

Keep to the facts

Social supports – reestablish peer interaction and parent communication ASAP

Media communication is reserved to Central Office designee

Handouts prepped before event

Copyright statement From “Workshop 2, Crisis Intervention and Recovery: The Roles of School-Based Mental Health Providers” by S. E. Brock, 2011, in PREPaRE: Crisis Prevention and Intervention Training Curriculum (2nd Edition), Bethesda, MD: National Association of School Psychologists.

PREPaRE Curriculum Implemented by Madison City Schools 2013-14