TENNESSEE SCHOOLS PREPARE Rene Love DNP, PMHCNS/NP-BC TPA Conference November 2012 1
Transcript
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TENNESSEE SCHOOLS PREPARE Rene Love DNP, PMHCNS/NP-BC TPA
Conference November 2012 1
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TENNESSEE Over 13 year period, 13 high profile community
disasters including school shootings March 2005 Cumberland City,
Tennessee- 14 year old shot and killed school bus driver as she was
carrying a bus of approximately 24 students August 2005- Maury
Middle School in Jefferson County- student is accidentally shot and
wounded by a gun brought to school November 2005- Campbell County
Comprehensive High School in Jacksboro, Tennessee- a freshman
student shot the school principal and two assistant principals- one
of the assistant principals died as a result 3
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PARTNERSHIPS ESTABLISHED 2005 Support for this project provided
in part with funding from the USDOE, Safe and Drug-Free Schools and
Communities Program and funding from the Vanderbilt Community
Mental Health Center Collaboration for this project occurs between
the Vanderbilt University School of Nursing and the Tennessee
Department of Education 4
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LITERATURE REVIEW 2006 Conducted in 2006 of evidenced based
practices, evidenced informed practices and expert consensus models
utilizing PubMed, Cochrane, and Google Scholar 5
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NATIONAL EDUCATIONAL POLICY Teachers and school administrators
can play a major role in the immediate recovery process by
providing specific structured and semi-structured activities (NIMH,
2006) A coordinated response in the school community facilitates
the healing process when responding to traumatic events, (United
States Department of Education, 2006) Critical Need for emergency
management planning to include recovery as a part of its process in
the school based plan prior to an incident (USDOE, 2006) 6
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LIKE IT OR NOT The reach of schools extends far beyond the
borders of the classroom and contemporary schools play a critical
role in the life of their communities Parents and others
responsible for children often look to schools to keep children
safe and to provide direction about how best to support them,
especially in times of crisis
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COMMUNITY ASSESSMENT FOCUS GROUPS - 2007 Schools that had
experienced a school shooting Urban Schools Stakeholders 8
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TENNESSEE RESPONSE TENNESSEE SCHOOLS PREPARE P roviding Support
R eaching E ducators P arents/Students A nd R estoring community
with E ffective interventions 9
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MISSION Tennessee Schools PREPARE is a program designed to
develop and then disseminate information to school districts that
will assist all schools in advancing and maturing the response and
recovery portion of their emergency management plan. TSP is an
ongoing dialogue with all stakeholders, an ecological process
enabling Tennessee schools to respond to crises with effective,
best practice interventions. COBB, LOVE, MARGOLIS, 2009
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PROGRAM GOALS Tennessee schools will be prepared to offer
students, staff, educators and parents immediate and effective
assistance in the aftermath of a school crisis, with the goal of
mitigating long term emotional suffering of survivors Crisis
response plans will be realistic, useful, and accessible at the
time of the emergency Tennessee school personnel will be empowered
to train and develop crisis response team. (In house expertise )
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WORKSHOP FORMAT Lecture Videos Manuals Group Discussion 12
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LECTURE/MANUAL Leadership before a crisis What is in a
postvention plan Restoring Community- First Day Back to School
Counseling Skills Typical Trauma Reaction Building Resilience
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LEADERSHIP BEFORE A CRISIS District Postvention team School
Postvention team Principal Vice Principal Safety Officer
Counselors, social workers, psychologists School nurse School
secretary Other faculty or staff(teachers, janitor cafeteria
worker) 14
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O 15 These are all professionals volunteering to help your
students. Who do you trust?
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UPDATED AND REALISTIC PLAN A live contact list must be kept
bedside and in their car at all times Complete after hours
telephone chain including numbers of district personnel and
community support agencies 16
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FACULTY/STAFF ISSUES MUST BE ADDRESSED Teachers Should Not Be
Expected To Handle Distraught Children Without Adequate Help For
Themselves !! 17
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WHAT IS IN A POSTVENTION CRISIS PLAN? Complete after hours
telephone chain including numbers of district personnel and
community support agencies. (as mentioned above) Identification of
Crisis team members. Identification of regional or district crisis
team. Major crises may traumatize the in house Postvention team
district personnel should be available to help with such
emergencies. Identification of a Media Liaison Person
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Identification of a Family Liaison Person To offer support to
the effected family or families To liaison regarding funeral and
memorial activities To help the family gather students personal
belongings in the event of a death To offer referrals as requested
Suggestions for informing students of unexpected loss of life
(fellow students, faculty, or staff) Suggestions for how to handle
classroom discussions regarding the tragedy. Identification of a
crisis center location with a telephone, manned all day by a member
of the crisis team Crisis Manual
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Identification of rooms to be set aside for individual and
group counseling A plan for calling in substitute teachers, and/or
a plan to relieve teachers who will need additional time to
grieve/debrief. In the event of a student death, a plan to have
counselors follow the students schedule to provide extra support in
those classrooms.
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In the event of a student death, suggestions for how staff can
best deal with the empty desk, empty locker phenomenon. Helpful
suggestion principal to bring (or request crisis team member bring)
individual flower stems to school, students can have an in class
ritual of putting flowers on deceased students desk, later they can
be brought to family. (Also students can make paper flowers for a
wreath for the locker, create a memory book for the family, cards
for the family etc.)
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Formulation of school policy on Funerals and In School
memorials Each school needs to set a policy on funeral attendance
Students and faculty may want to memorialize the death in some way
on school premises. This may include rituals such as a moment of
silence, planting a tree, dedicating a game or event in the persons
memory etc. The policy on in school memorials can be developed with
student leaders ideas to be considered include flying flag at half
mass, year book memorials, special events dedicated to deceased
student etc. Have consistency across situations where there is loss
of life so as to not hurt or offend families Some Postvention plans
will include sample letters that can be sent out to parents, other
principals will prefer to run all communication through the media
liaison and the district media consultant.
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Postvention plans should articulate the need for before and
after school all staff meetings. (if the nature of the crisis
effects the whole school) Principals should require the staff to
participate in these meetings because typically the most
traumatized individuals will not seek out help Teachers and staff
closest to the tragedy should be grouped separately and offered
critical incident debriefing. For example, if one grade level is
particularly effected, that grade level team should be given the
opportunity to meet separately before school with a counselor or
outside professional working specifically with them.
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ONGOING PROGRAM DESIGN Four hour training District Consultation
All day training/consultation Abbreviated training to target
audience Telephone Consultation Facilitate development of
postvention plan Develop scope of postvention response after a
traumatic incident Emergency Assistance In person By telephone
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PROGRAM SUMMARY Approximately 4 years into project Trained
approximately 3000 educators A mental health representative
attended each original regional trainings Identified train the
trainers across the state Aligned to requirements of Schools
Against Violence- ACT (SAVE-ACT) 25
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Development of a Website www.tnschoolsprepare.com
www.tnschoolsprepare.com Target training to districts that commit
to having their leadership attend the training Improve ability to
get information to administration in rural locations by using
mailed flyers in addition to email 26 RECENT PROGRAM
INNOVATIONS
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LESSONS LEARNED Importance of Partnership between mental health
and state department Importance of Focus groups for feedback and
buy- in Development of a manual is time intensive Limitations of
delivering content within time constraints 29
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Contact information Rene Love DNP, PMHCNS/NP-BC
[email protected] 30