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Alamance-Burlington School System
Crisis Team TrainingRevised May 2012
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Objectives of the Training
To quickly and accurately assess the severity and impact of a crisis situation
To ensure that a chain of command and duties/roles be followed exactly
To review school procedures and forms to be used in responding to a crisis
To introduce the PREPaRE Model for recovery interventions and support (Psychological First Aid)
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Organization of the Training
Review Section I of Crisis Manual: Planning, Organization and Response
Review of CRP (Crisis Response Protocol) Forms and Procedure sheets
Table top scenarios: Practice with a crisis Presentation of the PREPaRE Model for crisis
intervention: Psychological First Aid
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The Crisis Plan
Goals of the Plan: 1. To prepare and organize the Crisis Team
members to respond effectively in a crisis situation.
2. To help manage the crisis recovery activities and services in an organized, efficient and effective manner
3. Limit the negative emotional and social impact of the crisis situation
To help return to normal functioning as quickly as possible4
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Day 1-Organization, Planning, and Logistics
Organizational Chart Of Recovery Systems
CRP-1
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Crisis Events
What events would require the Crisis Team to come together at your school?
What are some of the first things your crisis team will need to do?
What should have happened in planning before the first crisis meeting?
How do you determine what outside or in school resources you may need?
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Levels of School Crisis Impact/Response
The following is very important to determine accurately and quickly. What reactions and consequences will the crisis have on the persons in the school?
Minimal Impact/Minimal response Building-level Impact/Building Level
Response District-Level Impact/District response Community or regional Level Impact/
Community Level Response*Activity 1-Handout-Identify Impact
& Response7
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The Consequences of a Less than Adequate Response to a Crisis by a School
Perceptions of parents, staff and students
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Activity
The Positive Consequences of Crisis Events1. In small groups identify some of the positive outcomes (or opportunities) that may result from exposure to a crisis event.
2. Identify potential positive outcomes for both individual students, staff, parents and school or school systems
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Review CRP forms 2, 3, and 4
CRP-2 Organizational Chart CRP-3 System Level Crisis Team CPR-4 Community Support Services
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Disaster/Crisis Response Kit CRP-5
Contents should include:– Copy of Crisis Team Manual– Copies of all forms used by teachers,
administrators, ans support services providers in referring students and in the provision of in school assistance and follow up by support service providers
– Copy of the Family Reunification plan and procedure
– If possible pictures of all students and staff members11
CRP-6 School & System Procedures
Discuss at your school’s initial planning meeting this year
Discuss recommendations Formalize into a plan for your building
– Medication mobility in a crisis– Field Trip or Athletic event crisis– Student dismissal in a crisis
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CRP-7 System & School Level Roles & Responsibilities
Assign roles for your school’s team along with alternates
Consider developing a phone tree or sharing of phone numbers (Connect Ed may not work in a power outage)
Assemble some items ahead of time: copies of forms, blank name tags, etc.
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CRP-8 Dealing with the Media
See form for memo from the ABSS Public Information Office
“Our Public Information Office handles all media calls. Please call 438-4005 or 438-4006 and they will be happy to assist you. Or call 570-6060, and the front desk receptionist will direct your call to the right person.”
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First Day Procedures CRP-9
Review and discuss all items on this form.
Your school’s Crisis Team should be familiar with these procedures
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CRP-10 Checklist for First Day & First Meeting of Crisis Team
Utilize this form at your school’s first Crisis Team meeting following the news of a crisis
Checklist is to be used as a tool to ensure all needed steps and areas are complete
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CRP-11 Checklist for Initial Staff Meeting Agenda
Utilize this checklist during your Crisis Team’s first meeting with the entire school staff
Do not forget to include itinerate staff, and cafeteria & bus staff members. Crisis information is vital to all
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CPR 12 Forms A, B, and C
Sample letter to Parents (English & Spanish Sample letter to staff Sample letter to student body
– Remember the importance of parent permission to release names– Review and adapt these samples to your school prior to a crisis– Plan how to address extremely affected areas of your building (substitutes
needed, support staff to stand –in to read announcement to class, staff with prior conditions) , families with literacy issues, and those students’ families with no phones
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Review CRP Forms 14 & 15
Document ALL students who are seen by a Recovery Responder– Allows for follow-up & monitoring– Allows for parent contact when needed
Be sensitive-do not make students stand in line to “sign-in”
Completed CRP-14 forms must be given to School’s Crisis Team Chair and recorded on CRP-15
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CRP-16 After-Hours or Off-Campus Crisis Response
Your school’s Crisis Team should consult with an administrator
These procedures should be shared with staff involved with field trips, and extra-curricular activities
Each school building should formalize procedures
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CRP-17, 18, & 19
*CRP-17: In the event of a real crisis this form is useful for evaluating your school and team after the event is over.
CRP-18: Reunification Site Concepts Logistic Schematic
*CRP-18: This form is to be used when your team practices table-top exercises of a crisis.
*Both forms should be submitted to the System Level Crisis Team Chair
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Importance of Debriefing and Practice with table top scenarios
Caring for the Caregivers/Responders Caring for the staff Strongly recommended that two table top
scenarios be held with entire crisis team present each school year. Scenarios are included in the crisis manual appendices.
School Crisis Teams should meet quarterly.
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BEGIN CRISIS SCENARIOS
HANDOUT TO COMPLETE AND OR TAKE NOTES ON AS YOU DO A SCENARIO
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Dealing with effects on students, staff and parents
Psychological effects on students Interventions/Psychological first aid
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Key Questions and Topics
• What “crisis events” may require a crisis intervention?
• What “crisis reactions” are the focus of crisis intervention?
• What is school “crisis intervention?” Psychological first aid to what groups and individuals?
• How does school crisis intervention fit into the larger school crisis response?
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The crisis state is…
“… a temporary state of upset and disorganization,
characterized chiefly by an individual’s inability to
cope with a particular situation using customarymethods of problem solving, and by the
potential fora radically positive or negative outcome”
(Slaikeu, More than simple stress Not necessarily mental illness*Defenses are down, suggestibility is high, not
coping-suppression and denial operating.
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Crisis Event Characteristics
According to the DSM IV-TR, events that may generate traumatic stress and require crisis intervention include
a) Experiencingb) Witnessing, and/orc) Learning about an event that involves
actual death or physical injury, and/or threatened death or physical injury” (APA, 2000, p. 463)
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Crisis Event Characteristics
• Extremely negative• Uncontrollable• Unpredictable
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Crisis Classifications
Severe illness and/or injury Violent and/or unexpected death Threatened death and/or injury Acts of war and/or terrorism Natural disasters Man-made/industrial disasters
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Crisis Event Characteristics
• Variables that affect an events traumatic potentialType of disaster
– Natural vs. human causeSource of physical threat and/or injury
– Human aggression vs. accidental (not human caused)Presence of fatalities, injuries
– The greater the number the greater the traumatic potential
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Crisis Event Reactions/Consequences
According to DSM IV-TR, crisis event consequences signaling that an event has generated traumatic stress include responses that “involve intense fear, helplessness, or horror (or in children, the response must involve disorganized or agitated behavior)” (APA, 2000, p. 463).
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Typical or expected reactions to a crisis by children
Normal reactions to an abnormal event. Fear, anxiety, sadness, anger, confusion,
agitation Other? Handout 4 from PREPARE workbook.
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Levels of School Crisis Impact/Response
The following is very important to determine accurately and quickly. What reactions and consequences will the crisis have on the school?
Minimal Impact/Minimal response Building-level Impact/Building Level
Response District-Level Impact/District response Community or regional Level Impact/
Community Level Response
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Possible Consequences
Psychopathological Consequences– Anxiety Disorders– Substance – Related Disorders– Dissociative Disorders– Mood Disorders– Disorders of Infancy, Childhood, or Adolescence– Sleep Disorders– Adjustment Disorders
School Functioning Consequences– School behavior problems (i.e., aggressive, delinquent, and criminal
behavior) and school absenteeism– Academic decline– Exacerbation of pre-existing educational problems and/or behavioral
problems
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RECOVERY RESPONSE-INDIVIDUAL INTERVENTIONS
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Evaluate Psychological Trauma
Definition of, and Rationale for, Psychological Triage
-Psychological Trauma Risk Factors and Warning Signs
1. Crisis Exposure2. Personal Vulnerabilities3. Threat Perceptions4. Crisis Reactions-
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Evaluate Psychological Trauma
Psychological Triage Defined“The process of evaluating and sorting victims by immediacy of treatment needed and directing them to immediate or delayed treatment. The goal of triage is to do the greatest good for the greatest number of victims” (NIMH, 2002, p. 27).
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Evaluate Psychological Trauma
Rationale for Psychological Triage1) Not all individuals will be equally affected by a crisis.
One size does not fit all.Some will need intensive intervention.Others will need very little, if any
intervention.
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Evaluate Psychological Trauma
Rationale for Psychological Triage2) Recovery from crisis exposure is the norm.
Crisis intervention should be offered in response to demonstrated need.
“Not everyone exposed to trauma either needs or wants professional help” (McNally
et al., 2003, p. 73).
EXCEPTION: Students with pre-existing psychopathology.
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Evaluate Psychological Trauma
Rationale for Psychological Triage3) There is a need to identify those who will recover relatively independently.
Crisis intervention may cause harm if not truly needed.
a. It may increase crisis exposure. b. It may reduce perceptions of independent problem solving. c. It may generate self-fulfilling
prophecies.
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Evaluate Psychological Trauma
Variable 1: Crisis Exposure* a) Physical proximity b) Emotional proximity
*Risk factors that increase the probability of psychological trauma and, as such, should result in increased vigilance for psychological trauma warning signs.
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Evaluate Psychological Trauma
Variable 1a: Physical ProximityWhere were students when the crisis occurred
(i.e., how close were they to the traumatic event)?a. The closer they were (i.e., the more direct their exposure) the greater the risk of psychological trauma.
b. The more physically distant they were, the lower the risk of psychological trauma.49
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Evaluate Psychological Trauma
Variable 1b: Emotional Proximity Individuals who have/had close relationships
with crisis victims should be made crisis
intervention treatment priorities. May include having a friend who knew
someone killed or injured
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Evaluate Psychological Trauma
Variable 2: Personal Vulnerabilities* Internal vulnerability factors External vulnerability factors
*Risk factors that increase the probability of psychological trauma and, as such, should result in increased vigilance for psychological trauma warning signs.
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Evaluate Psychological Trauma
Variable 2a: Internal Vulnerability Factors
• Avoidance coping style• Pre-existing mental illness• Poor self regulation of emotion• Low developmental level and poor problem
solving• History of prior psychological trauma• Self-efficacy and external locus of control
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Evaluate Psychological Trauma
Variable 2b: External Vulnerability Factors• Family resources
-Not living with nuclear family-Ineffective & uncaring parenting-Family dysfunction (e.g., alcoholism, violence, child maltreatment, mental illness)-Parental PTSD/maladaptive coping with the stressor-Poverty/financial Stress
• Social resources-Social isolation-Lack of perceived social support
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Evaluate Psychological Trauma
Variable 3: Threat Perceptions* Subjective impressions can be more important
thatactual crisis exposure. Adult reactions are important influences on
studentthreat perceptions.* Risk factor that increase the probability of
psychological trauma and, as such, should result in increased vigilance for psychological trauma warning signs.54
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Evaluate Psychological Trauma
Variable 4: Crisis Reactions (Acute Stress Disorder and PTSD)
• Exposure to a traumatic event• Involved actual or threatened death or serious
injury, or threat to physical integrity.• Response involves fear, helplessness, or horror
(disorganized or agitated behavior in children).
• Acute Stress Disorder (duration of symptoms more than 2 days but less than four weeks)
• PTSD (duration of symptoms more than 4 weeks)
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Evaluate Psychological Trauma
Variable 4: Crisis Reactions• Reactions suggesting the need for an immediate
mental health referralMaladaptive coping– Suicidal and/or homicidal ideation– Abuse of others or self (e.g., self-injury).– Extreme substance abuse and/or self medication– Extreme rumination and/or avoidance behavior– Taking excessive precautions
Source: Brock & Jimerson (2004a)
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Evaluate Psychological Trauma
Variable 4: Crisis Reactions Developmental considerations: Preschoolers
-Reactions not as clearly connected to the crisis event as observed among older students.-Reactions tend to be expressed nonverbally.-Given equal levels of distress and impairment, may not display as many PTSD symptoms as older children.-Temporary loss of recently achieved developmental milestones.-Trauma related play.
Sources: American Psychiatric Association, 2000; Berkowitz, 2003; Cook-Cottone, 2004; Dulmus, 2003; Joshi &
Lewin, 2004; National Institute of Mental Health, 2001; Yorbik et al., 2004
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Evaluate Psychological Trauma
Variable 4: Crisis Reactions• Developmental considerations: School-age
children-Reactions tend to be more directly connected to crisis event.-Event specific fears may be displayed.-Reactions are often expressed behaviorally.-Feelings associated with the traumatic stress are often expressed via physical symptoms.-Trauma related play (becomes more complex and elaborate).-Repetitive verbal descriptions of the event.-Problems paying attention.
Sources: American Psychiatric Association, 2000; Berkowitz, 2003; Cook-Cottone, 2004; Dulmus, 2003; Joshi &
Lewin, 2004; National Institute of Mental Health, 2001; Yorbik et al., 2004
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Evaluate Psychological Trauma
Variable 4: Crisis Reactions•Developmental considerations: Preadolescents and
adolescents- More adult like reactions-Sense of foreshortened future-Oppositional/aggressive behaviors to regain a sense of control-School avoidance-Self-injurious behavior and thinking-Revenge fantasies-Substance abuse-Learning problems
Sources: American Psychiatric Association, 2000; Berkowitz, 2003; Cook-Cottone, 2004; Dulmus, 2003; Joshi &
Lewin, 2004; National Institute of Mental Health, 2001; Yorbik et al., 2004 59
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Conducting Psychological Triage
A Dynamic ProcessLevels of triage1) Primary evaluation of psychological trauma2) Secondary evaluation of psychological trauma3) Tertiary evaluation of psychological trauma
Source: Brock (2002d)
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Conducting Psychological Triage
Primary Evaluation of Psychological Trauma Begins as soon as possible/appropriate and before
individual students and/or staff are offered any school crisis intervention.
Designed to identify those who are considered at risk for becoming psychological trauma victims and to help making initial school crisis intervention treatment decisions.
Typically includes assessment of the following variables.
-crisis exposure (physical and emotional proximity)
-personal vulnerabilities61
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Conducting Psychological Triage
Secondary Evaluation of Psychological Trauma
• Begins as soon as school crisis interventions begin to be provided.
• Designed to identify those who are actually demonstrating warning signs of psychological trauma and to make more informed school crisis intervention treatment decisions.
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Conducting Psychologial Triage
Secondary Evaluation of Psychological Trauma
• Typically includes assessment of the following risk factors and warning signs-Crisis exposure (physical and emotional proximity)-Personal vulnerabilities-Crisis reactions
• Typically involves the following strategies-Use of parent, teacher, peer, and self-referral procedures/forms-Administering individual and/or group screening measures
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Conducting Psychological Triage
Tertiary Evaluation of Psychological Trauma
• Screening for psychiatric disturbances (e.g., PTSD) typically begins weeks after a crisis event has ended. It is designed to identify that minority of students and/or staff who will require mental health treatment referrals.
• Typically includes the careful monitoring of crisis reactions/student and staff adjustment as ongoing school crisis intervention assistance is provided.64
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Conducting Psychological Triage
Tertiary Evaluation of Psychological Trauma
• NOTE: “Survivors of traumatic events who do not manifest symptoms after approximately two months generally do not require follow-up” (NIMH, 2002, p. 9).
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Conducting Psychological Triage
Practice Activity• Break into small groups. Answer the questions
regarding the level of crisis intervention response and the primary assessment of psychological risk. Record & Share.
1. Level of Response Required:2. Which students or staff need to be seen
immediately and why?3. Which students/staff will need to be seen ASAP but
not immediately and why?4. Which students/staff may not need crisis
intervention at all and why
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Conducting Psychological Triage
Choose a Crisis Situation:#1-A very popular sixth-grade teacher at an elementary
school was supervising his students on a field trip to a local lake. He tragically drowns after hitting his head on a rock while trying to rescue a student who had fallen into the lake.
#2-An irate father comes to your elementary school at 8:30 a.m.; a half hour after school has started. He heads to his kindergarten-age daughter's classroom without checking in with the office. The father enters the classroom and begins to hit his daughter. As the astounded class and the teacher watch, he severely beats her. Leaving the girl unconscious, he storms out the door and drives off in his pickup truck. The event took place in less than 5 minutes.
Source: Brock et al. (2001)
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Provide Interventions and Respond to Student Psychological Needs
1.Re-Establish Social Support Systems2. Psycho-education: Empower Survivors and Their Caregivers3. Psychological Intervention
a) Immediate Interventionsi. Group Psychological First Aidii. Individual Psychological First Aid
b) Long Term Interventions
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Insert Handout 12
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Preparing to Deliver Crisis Intervention Services
Be sensitive to culture and diversity. Recognize signs of students in need of more
direct crisis intervention. Be aware of populations predisposed to risk
for psychological trauma. Maintain a calm presence when providing any
crisis intervention.
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Re-Establish Social Support Systems
Primary School Crisis Intervention• Being with and sharing crisis experiences with
positive social supports facilitates recovery from trauma.
• Lower levels of such support is a strong predictor of PTSD.
• This support is especially important to the recovery of children.
Sources: Litz et al. (2002), Caffo and Belaise (2003), Ozer et al. (2003) Barenbuam et al. (2004)
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Re-Establish Social Support Systems
Limitations• Extremely violent and life-threatening crisis
events(e.g., mass violence)• Chronic crisis exposure• Caregivers significantly affected by the crisis• Presence of psychopathology
Source: Brock & Jimerson (2004b)
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Re-Establish Social Support Systems
Specific Techniques Reunite students with their caregivers. Reunite students with their close friends,
teachers, and classmates. Return to familiar school environments and
routines. Facilitate community connections. Empower with caregiving/recovery knowledge.
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Re-Establish Social Support Systems
Reunite Students With Primary Caregivers
Priority should be given to reuniting younger children with their parents.
Preschool and kindergarten age children show their strongest reactions when separated from their parents during a stressful event.
Source: Brock & Jimerson (2004b)75
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Re-Establish Social Support Systems
Reunite Students With Peers and Teachers
• Children report friends as primary providers of emotional processing coping.
• Consider the importance of peer relations during adolescence.
Provide structured/supervised opportunities for students to support each other.
• Teachers are also reported to be important social supports.
Sources: Klingman (2001), Vernberg et al. (1996)
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Re-Establish Social Support Systems
Return Students to Familiar Environments and Routines
• Children’s self-reports reveal an association between more severe traumatic stress symptoms and relative lack of a return to pre-disaster roles and routines.
• Significantly higher disaster related fear and school problems are found among children who were evacuated and unable to return to their community (as compared to those were either not evacuated or who were evacuated but had returned to the community).
Source: Barenbaum et al. (2004)77
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Re-Establish Social Support Systems
Facilitate Community Connections• Support a return to normal community
routines and environments (including the re-establishment of customs, traditions, rituals, and social bonds).
Reduced community disruption is associated with less traumatic stress.
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Re-Establish Social Support Systems
Empower With Caregiving/Recovery Knowledge
• Empower parents, teachers, and students with the information needed to be a productive social support provider (i.e., provide psycho-education).
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Psycho-Education
Empowering Crisis Survivors and Caregivers
Psycho-education is designed to provide students, staff and caregivers with knowledge that will assist in understanding, preparing for, and responding to the crisis event, and the problems and reactions it generates (both in oneself and among others).
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Psycho-Education
Rationale• Children often have incorrect beliefs about the crisis
event.• Children are more likely than adults to use avoidance
coping.• Facilitates a sense of control over the recovery process.• Capitalizes on strengths and promotes self confidence.• Provides connections to mental health resources
(without stigma).
Source: Brock & Jimerson (2004b)
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Psycho-Education
Limitations Not sufficient for the more severely
traumatized Must be paired with other psychological
interventions and professional mental health treatment
Limited research
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Psychological Interventions
Immediate Individual Psychological First Aid
• Goal-Re-establish immediate coping.
• Subgoals-Ensure safety.-Provide support (physical and emotional comfort) and reduce distress.-Identify crisis related problems.-Support adaptive coping and begin the problem solving process.-Assess trauma risk and link to helping resources.
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Psychological Interventions
Immediate Individual Psychological First Aid
Elementsa) Establish Rapport: Make psychological contact with the person in crisis.b) Identify and Prioritize Crisis Problems: Identifythe most immediate concerns.c) Address Crisis Problems: Identify possiblesolutions and take some action.d) Review Progress: Ensure the individual is movingtoward adaptive crisis resolution.
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Psychological Interventions
Immediate Individual Psychological First Aid
Handout 16: Professional Behavior, DeliveryGuidelines, and Things to Avoid When ConductingPsychological First Aid (The National Center forChild Traumatic Stress, 2005, pp. 5-6).
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Psychological Interventions
Immediate Individual Psychological First Aid
Identify and prioritize crisis problems: Identify the most immediate concerns.– Inquire about what happened: The crisis story.– Inquire about the problems generated by the crisis event.– Rank order problems.– Handout 17 provides a list of possible questions toask.86
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Psychological Interventions
Immediate Individual Psychological First Aid
Address crisis problems: Identify possible solutions and take some action.– Ask about coping attempts already made.– Facilitate exploration of additional coping strategies.– Propose other alternative coping strategies.
• If lethality is low and student is capable of action, thentake a facilitative stance.• If lethality is high or student is not capable of acting,
thentake a directive stance.Note: Survivors do as much as they can by themselves.87
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Psychological Interventions
Immediate Individual Psychological First Aid
Review progress: Ensure the individual is moving toward adaptive crisis resolution.– Secure identifying information including, if not already known, primary social support providers (e.g., parents, teachers).– Agree on a time for re-contact/follow-up.– Assess if immediate coping has been restored, support has been obtained, and lethality reduced. If so, the immediate first aid intervention is concluded. If not, recycle the process.88
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Importance of Debriefing and Practice with table top scenarios
Caring for the Caregivers/Responders Caring for the staff Strongly recommended that two table top
scenarios be held with entire crisis team present. Scenarios are included in the crisis manual appendices.
School Crisis Teams should meet quarterly.
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Evaluating and Concluding the School Crisis Intervention
The school crisis response can be concluded when all individuals have obtained the knowledge and/or support they need to cope with crisis generated problems.
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Evaluating and Concluding the School Crisis Intervention
Outcomes that reflect crisis intervention effectiveness
1. Crisis interventions indicated by psychological triage have been provided.
2. Individuals with psychopathology have been provided appropriate treatment.
3. Individuals with maladaptive coping behaviors (e.g.,suicide, homicide) have been referred to the appropriate professional(s) and lethality has been reduced.
4. School Crisis Team Evaluation and Debriefing was conducted and documented.92
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Questions and Comments
About the PREPaRE model or this workshopStephen E. Brock, PhD, NCSP, PREPaRE primary authorbrock@csus.edu
About the Crisis Prevention & Intervention (CPI) Workgroup:Richard Lieberman, NCSP, CPI Chairpersonleebros@ca.rr.comMelissa Reeves, PhD, NCSP, CPI Cochairpersonmereev@aol.com
RESOURCES: Immediate Crisis Intervention ConsultationNational Emergency Assistance Team (NEAT) Scott Poland, EdD, NCSP, NEAT
Chairpersonpolandnasp@aol.com
Online Crisis Intervention Resourceshttp://www.nasponline.org/resources/crisis_safety/index.aspx
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Authorship
Author: Stephen E. Brock, California State University Sacramento, CA Adapted from the California Association of School Psychologists’ Crisis Intervention Specialty Group’s School Crisis Intervention Workshop, authored by Stephen E. Brock, CSU Sacramento, CA; Shane R. Jimerson, University of California Santa Barbara, CA; Richard Lieberman, Los Angeles Unified School District, CA; Ross Zatlin, Sweetwater Union High School District, CA; and Lee Huff, Huntington Beach Unified School District, CA. A product of the National Association of School Psychologists Crisis Prevention & Intervention Workgroup. Richard Lieberman, Chair, Los Angeles Unified School District, CA; Melissa Reeves, Cherry Creek School District, CO, Co-chair; Stephen E. Brock, CSU, Sacramento, CA; Shane R. Jimerson, University of California Santa Barbara, CA; Ted Feinberg, National Association of School Psychologists, MD; and Amanda Nickerson, University of Albany, SUNY, NY.
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Acknowledgments
With assistance from the following Crisis Intervention Topic Group members: Melissa Allen Heath Brigham Young Univeristy, UT: Servio A. Carroll, Sheridan County School Dist. #2, WY; Ray W. Christner, Philadelphia College of Osteopathic Medicine, PA; Alan Cohen, Tel Hai College, Kiryat Shmona, Israel; Sylvia Cohen, Scottsdale Unified School District, AZ; Rose DuMond, Campbell Union School District, CA; Lillie Haynes, Dallas Independent School District, TX; Ellen Krumm, Gallup-McKinley School District, NM; Michael Pines, Los Angeles County Office of Education, CA; Doug Siembieda, Long Beach Unified School District, CA and Philip Saigh, Columbia University, NY. Other Crisis Intervention Topic Group members who participated in this project included: Wendy Carria, Arlington Public Schools, VA; Deborah Crockett, Fayette County Board of Education, GA; Elliot Davis, Brandywine School District, DE; Michelle Demaray, Northern Illinois University, IL; Kimberly Knesting, University of Northern Iowa, IA; Stephanie Livesay, Montgomery County Public Schools, MD; Christine Malecki, Northern Illinois University, IL; Joe Nail, Clayton County Public Schools, GA; Kris Rodriguez, San Joaquin County Office of Education, CA; Denise Snow, Woodinville High School, WA and Rosemary Virtuoso, Clark County School District, NV.95
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List of Handouts: Updated August 2012
Power Point Slides Handouts used in presentation CRP Forms Master List and CPR-1-19 Slide 7- Handout 1: Determining Levels of Impact and
Levels of Response required Slide 23- Crisis Scenarios & Exercise Form Slide 33- Handout 4: Crisis Reactions Slide 37- Handout 2 :The Relationship Between Phases of
a Crisis, the PREPaRE Model, and the Levels of Crisis Prevention/Intervention
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List of Handouts (continued)
Slide 38- Handout 5: Checklist for Determining Levels of Risk for Psychological Trauma
Slide 39- Handout 11: The Relationships Between Psychological Triage and Crisis Interventions
Slide-85- Handout 16: Professional Behavior, Delivery Guidelines and Things to Avoid When Conducting Psychological First Aid
Slide 86- Handout 17: Possible Questions to Ask When Identifying and Prioritizing Crisis Problems