Brownsville Independent School District
Guidance & Counseling Department
CRISIS Intervention Procedural Manual
708 Palm Blvd. Suite 228 – (956) 548-8251 – Fax (956) 548-8448www.bisd.us/guidance
BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.
BISD no discrimina a base de raza, color, origen nacional, sexo, religión, eded, discapacidad or informacion genética en el empleo o en la provisión de servicios, programas o actividade
Updated 2/12/2018
Board of Trustees 2017 – 2018
Dr. Esperanza Zendejas Cesar LopezSuperintendent Board President
Carlos A. Elizondo Joe A. Rodriguez Vice-President Board Secretary
Laura Perez-Reyes Dr. Sylvia P. AtkinsonBoard Assistant Secretary Board Member
Minerva M. Peña Philip T. Cowen Board Member Board Member
TABLE OF CONTENTS
I Foreword 1II What is a Crisis 2
Examples of Crisis 3
III Being Prepared 4 Campus Crisis Response Team Responsibilities 4
IV Administrator’s Procedures to Address a Crisis 5 Crisis Level I, II, III 5 Roles and Procedures 7-8 After the Crisis 9 Debriefing & Conclusion 10
V Suicide Ideation / Self Harm 11-12 Suicide Warning Signs / Self-Harm Intervention 11 Campus Crisis Response Team Responsibilities / Procedures
(Administrator, Counselor, Nurse, Police Officer)12
Teacher & Staff Responsibilities / Procedures 13 Student Safety Plan (English / Spanish) 14-15 Notification of Emergency Conference (English / Spanish) 16-17
VI Sample Letters 18-21 Letter to Inform Staff 18 Letter for Teachers to Inform Students 19 Letter to Inform Parents regarding Death / Trauma Signs
(English / Spanish)20-21
VII BISD Counselor Crisis Team Members 22-27 Hanna Zone Crisis Counselors 22 Porter Zone Crisis Counselors 23 Pace Zone Crisis Counselors 24 Rivera Zone Crisis Counselors 25 Lopez Zone Crisis Counselor 26 Veterans M. Zone Crisis Counselors 27
VIII Crisis Management Policy FFB (Legal) 28-30
IX References & Acknowledgements 31-32
FOREWORD
Brownsville Independent School District (BISD) is rich in cultural heritage and utilizes all resources to
provide equitable opportunities for all students in order to produce well-educated graduates that
pursue higher educational opportunities and go on to become responsible citizens in a changing
global society.
The Guidance and Counseling Department is aligned with the mission and goals of BISD in an
effort to ensure a quality education that will prepare students for the future. BISD counselors
encourage, enable, and empower the students they serve as well as intervene in situations and/or
crisis in order to provide a safe learning environment. School Crisis has been defined as a traumatic
event that impacts a school. Such occurrences have a powerful tendency to ripple across the district.
For the reasons above, it is crucial that all school campuses follow the same protocol in any
situation; thus, the BISD Crisis Manual will serve as an administrative framework based on a
competency service program that will provide consistency while allowing flexibility. A campus team
working collaboratively to assist students is the basis for effective resolutions to any crisis.
Counselors will exercise their professional judgment after careful examination of the problem; with the
campus team members following suggestions provided in the District Crisis Manual.
This manual will also assist in establishing a network of guidelines for dealing with the shock,
grief and healing process that follows a crisis. The BISD Guidance and Counseling Department will
continue to take the lead in providing administrators, counselors, staff and parents with information
and resources needed to effectively serve the needs of all students and other individuals in crisis
situations.
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What is a Crisis?
A crisis is a situation that occurs as the result of a traumatic event and significantly alters the ability to carry on day-to-day activities by students and the school community. The word “crisis” implies that the individual’s usual coping mechanisms may not be sufficient to handle a particular situation.
In the event of death of a classmate or teacher, a violent act witnessed by students and/or staff, suicide, a natural disaster, school invasion, or the anticipation of any such events, the risk of severe emotional upset and/or disorganization will always exist. In the BISD, each Campus Crisis Response Team (C.C.R.T.) will use the following "Crisis Levels" to determine the degree that their school is impacted by an event. If the need for services is beyond the scope of the C.C.R.T., the district Crisis Core Chairperson (Administrator of Guidance & Counseling)will be contacted to provide further services.
Crisis Level 1 – The event is not traumatic. Intervention can be provided by the school counselor.
Crisis Level 2 – The event is traumatic; however, the number of students affected and their crisis reactions can be managed by the Campus Crisis Response Team.
Crisis Level 3 – The event is traumatic and the number of students impacted cannot be handled by the Campus Crisis Response Team. The Principal requests assistance from Administrator for Guidance and Counseling. The District Crisis Core Team responds and is involved in assessing the severity of the crisis. If needed, the Response Team/Teams will be activated and sent to the campus.
WE MUST BE PREPARED-It is not unusual for Crisis Levels 1 and 2 to escalate to Crisis Level 3.
What is a School Crisis?
A school crisis is a sudden, unexpected, or unanticipated critical incident that disrupts the school day. A school crisis involves short-term turmoil such as shock, confusion and fear. Although each student, teacher, parent or other school family member experiences each crisis differently, a school crisis can have a broad and immediate impact on many children and adults sufficient to interfere with teaching, learning, attendance and behavior. A school crisis can affect a single building or the entire district.
It makes a difference to a school community how a crisis and its effects are managed.Understanding the psychological consequences of a crisis situation and providing effective interventions can reduce the period of school disruption and restore safety and security to the school learning environment.
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Examples of Crises
Suicide attempt or ideation/Self-Harm (Cutting)
Stabbing
Shooting
Hostage situation
Homicidal ideation/threats of violence to others
Death of a student, staff or family member
Sexual assault
Drowning
Community violence
Risky Behaviors
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BEING PREPARED - BEFORE A CRISIS
The Purpose of Crisis Intervention
The overall goal of crisis intervention is to restore the individuals involved to pre-crisis levels of functioning by:
Providing staff development to school personnel and parents on how to cope with a crisis situation.
Assuring that tragic events or occurrences are not ignored. Assisting students, faculty, parents and other school staff in dealing with emotional
responses by providing support and counseling. Decreasing the proliferation of rumors through the sharing of facts. Securing and coordinating the services of community agencies as needed.
THE CAMPUS CRISIS RESPONSE TEAM (CCRT) - Members include:
Principal or other Administrator if Principal is not available Counselor Nurse BISD Police Officer Administrator-appointed Staff
Campus Crisis Response Team (CCRT) Responsibilities
Assess the nature of the crisis and develop a comprehensive plan for responding to the needs of the students, faculty and parents. This is the foremost purpose of the C.C.R.T. The need for individual and/or group intervention should be determined and the target population should be identified.
Evaluate the needs of the students to determine the nature, length and duration of counseling services. If an outside agency is involved, the team should work in collaboration with the agency relative to the specific therapeutic involvement in each crisis. If students are in need of more intensive counseling, referrals should be made. Service providers will require clearly defined parameters to offer comprehensive services to students, faculty or parents.
Conduct an evaluation of services rendered to review the effectiveness of the plan and to develop recommendations for changes if needed.
DISTRICT CRISIS CORE TEAM - DCCT
The District Crisis Core Team, which includes: Assistant Superintendent Administrator for Guidance and Counseling Lead & Higher Education Counselor
along with the campus principal will assess the crisis situation to determine if response district team/teams are needed.
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ADMINISTRATIVE PROCEDURES TO ADDRESS A CAMPUS CRISIS
Crisis Levels I & II: Crisis management is done by the Campus Crisis Response Team (CCRT)
Principal is notified of the crisis and verifies that there is a crisis Principal determines crisis level. (If level 3, follow steps below) The Principal activates the Campus Response Team and when applicable,
notifies the Area Superintendent. Principal designates an Assistant Principal or CCRT Counselor to assist with the
logistics of addressing crisis response issues Principal determines the method of notifying faculty and staff and prepares the
statement which teachers may read to their classes. After the crisis has been handled, the Principal ensures a debriefing is held for
faculty and staff to bring closure to the crisis
Crisis Level III: Crisis management is done with the assistance of the District’s Crisis Core Team (DCCT)
Principal is notified of the crisis and verifies that there is a crisis Principal notifies Area Superintendent and requests assistance from Program
Directors if needed: Guidance & Counseling Administrator 548-8251 Health Services Administrator 548-8191 BISD Chief of Police 548-8378 Public Information Office 548-8000
Principal designates an Assistant Principal or CCRT Counselor to assist with the logistics of addressing crisis response issues. This person will work closely with the District Crisis Team
Principal determines method of notifying Faculty and Staff and prepares statement which teachers may read to their classes
After the crisis has been handled, the Principal makes sure a debriefing is held for faculty and staff to bring closure to the crisis
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CAMPUS CRISIS RESPONSE TEAM Members
*Principal - This person is responsible for all decisions and actions taken and is familiar with District policies.
Principal’s Assistant or Designee - This person takes over in the absence of the principal.
*Counselors - These individuals are trained to deal with reactions to crisis, grief, and group dynamics.
*School Nurse - This individual can provide information and expertise about the physical symptoms of shock and/or physical reactions to grief. The nurse can also be instrumental in recommending the logistics for the care and removal of injured students to area hospitals, should a crisis require medical attention.
*BISD Police Officer/Security Officer - This individual assists with crowd control, monitoring halls, campus entrances/exits and any other law enforcement duties assigned by the principal/ BISD Chief of Police. The Police Officer also acts as a liaison between the school and other law enforcement officers in the community.
It is highly recommended that substitutes for key members be identified in case of an absence.
HAVE AN EXTRA COPY OF STUDENT’S EMERGENCY/RELEASE CARDS AVAILABLE IN CASE OF EVACUATION
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Roles and Procedures Principal:
Principal is notified of the crisis and verifies that there is a crisis.
1. Principal notifies Area Administrator. At the discretion of the principal, the following may be notified/requested for their assistance.
2. Principal prepares method of notifying and meeting with faculty and staff as soon as possible. If this is not possible, the principal should prepare a written statement which teachers will read to their class(es). Having this official message announced over the Public Announcement System (PA) is not recommended.
3. Principal should check frequently with CCRT members to ensure that all needs are being met. Principal ensures that media staff does not go near the area where students/staff are in counseling. All media is referred to the BISD Public Information Officer.
Principal’s Designee: 1. Assists principal by contacting CCRT members if the crisis occurs after school
hours or on the weekend.
2. Checks with the custodians/security guards to make sure that rooms and gates areopened or closed, depending on the need.
3. Assigns a staff person to log visitors in and out. This is a very important function andmust be done efficiently.
4. Designates rooms that will be used for counseling, assesses the situation of CCRT members’ debriefing, and formulates strategies for continuing services.
5. Makes arrangements as needed to ensure that faculty and staff meetings addressing the crisis.
6. Performs other tasks assigned by the principal.
District Core Crisis Team Chairperson (Administrator for Guidance & Counseling):
1. Checks with the principal to determine if a statement concerning the incident will be written. (Refer to Sample Letters)
2. Directs CCRT members and District Crisis Core Team (DCCT) members to refer all media questions to the BISD Public Information Officer.
3. Reminds CCRT and DCCT members of the need for confidentiality.
4. Requests that rooms be designated for counseling.
5. Formulates a procedure for students needing counseling. Both group and individualcounseling will be provided as needed.
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6. Directs CCRT to keep record of student contacts. These forms are to be passed on to student’s campus counselor or designee.
7. In case of the death of a student, may assign a person to follow the student’s schedule and spend time in the classroom with students.
8. Determines the need for home visit(s) and assigns CCRT/DCCT members to go to the student’s home and talk with parents who may have needs with which the school can be helpful. (ie, emotional support, etc.)
9. Ensures that a detailed debriefing is held after the crisis for DCCT at a designated Central Command Center (CCC) where DCCT can meet to assess the situation, debrief, and formulate strategies for continuing services, as needed.
10.Checks frequently with DCCT to ensure that all needs are being met.
Counselor(s):
1. Reports to designated counseling rooms /area.
2. Identifies and counsels with students and personnel most closely affected by the crisis.
3. Manage and assess the situation including the screening and documentation process.
4. Keeps accurate log of students and staff counseled. .
5. Works closely with administration in making necessary arrangements to address crisismanagement.
6. Attends a debriefing session
Security: Monitors entrance and exists, screens school visitors during the crisis management timeline.
School Nurse:
Assesses special cases and serves as the contact for community services, as needed. May assess and manage the situation including the screening and documentation process.
Custodian: Makes sure classroom doors and gates are opened or closed, as needed.
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AFTER THE CRISIS
Principal:Makes sure that a detailed debriefing is held after the crisis for the CCRT, faculty, and staff in order to provide closure on the crisis.
CCRT Team Chairperson:Continues to monitor student reaction to the crisis and makes referrals and/or recommendations as needed to appropriate staff members.
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DEBRIEFING
DEBRIEFING WITH THE FACULTY:In a timely manner, the principal will set aside time for the faculty and staff to have a debriefing. Attendance is voluntary for faculty and staff. The debriefing meeting is facilitated by the campus counselor and the principal. The CCRT members must attend.
Discuss individual’s reactions to the crisis and ask for suggestions for improvement in handling future crises. Allow each participant in the debriefing to share.
The brief meeting should take place and will help to bring closure to the campus-wide incident.
The second phase of debriefing is to share the emotional reactions with each other. While there might be some hesitation, this process ensures emotional readiness to return to normal working conditions and to be prepared, should there be another crisis.
SUGGESTED DEBRIEFING PROCEDURESA. Information:
* What happened?* What role did you play?
B. Idea:* What thoughts did you have when you heard about the crisis?* What thoughts have you had since the crisis?
C. Emotional:* How did you react at first?* How are you reacting now?* What impact has the crisis had on you?
D. Meaning:* What repercussions has the crisis had on you? On your life?* What symptoms are you experiencing?* How has this affected your family? School? Health? Friends?
CONCLUSION
Remember that adults model appropriate behavior for students, learning how to express feelings and how to deal with sadness and loss.
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Suicide Warning Signs
Verbal or written suicide threats Previous suicide attempts Alcohol and drug abuse Verbal or written statements revealing a desire to die Sudden changes in behavior and interpersonal relationships Prolonged depression Making final arrangements Giving away prized possessions Purchasing a gun or stockpiling pills
Thoughts of suicide may be activated by: Existence of a plan History of psychopathology and noncompliance Identification with the victim Academic failure History of family discord Loss of relationships Disciplinary crisis Exposure to a family/friend who has attempted/completed suicide. Marked changes in behavior The availability of lethal means
Self-Harm / Cutting
Intervention Recommendations – Handle as a Suicide Risk
Self-Mutilation Syndrome (RSM) is referred to by many terms, such as self-injurious behavior, para-suicidal behavior, and deliberate self-harm. Forms of RSM include cutting, scratching, burning, head banging, preventing wounds from healing, and hair pulling. Of these, cutting is by far the most common behavior. Experts generally consider RSM to be an impulse disorder that occurs episodically, meaning that a student will not harm herself everyday but intermittently and usually following some precipitating event. It is a natural instinct to ask, "Doesn't that hurt?" but the answer is usually no. A student who is actively self-mutilating often does not report feeling pain, but rather a sense of relief, release, calm, or satisfaction.
Is it a Suicide Attempt? RSM is a recurrent failure to resist impulses to harm one's body physically without conscious suicidal intent. The student who self-mutilates seeks to feel better and, usually, is crying out for help. The wounds are typically not life threatening and can be found on the inner thighs, forearms, and torso-as opposed to fully slitting the wrists. Educators must stay vigilant in identifying and referring students who display RSM behaviors to provide appropriate interventions and assess suicide risk.
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Suicidal Thoughts / Harm to Self / CuttingThoughts of Harm to Others
Campus Crisis Response Team ResponsibilitiesSchool personnel must report all verbal and written statements about suicide, harm to others and cutting seriously. All reports must be reported to campus administration, nurse or counselor, or BISD Police Officer immediately to ensure student and campus safety.
When a student is considered to be at risk for suicide, harm to others or is cutting, a parent or guardian must be contacted and involved from the onset. A trained Campus Crisis Response Team (CCRT), composed of an Administrator, Counselor, Nurse and BISD Police Officer must manage the situation. All assessments of threats, attempts or other risk factors of suicide must be left to an appropriate outside qualified clinical professional. The Campus Crisis Response Team will do the following:
Escort student to a member of the Campus Crisis Response Team – All CCRT Members should be involved in the management of the student crisis.
Counselor will maintain a confidential record of all actions taken, Student Safety Plan, Notification of Emergency Conference, and follow-up conference.
Place the student under the security/watch of an adult who will maintain constant supervision. Campus Administrator and BISD Police Officer will conference with student. Counselor and Nurse will meet with the student. Parents/Guardians are called to school and are informed of the presenting crisis. Parents and all CCRT members will sign the Notification of Emergency Conference form. Campus Crisis Response Team (CCRT) will work with the parents/guardians to ensure that they are
provided with community referral information for mental health / medical assistance for their child. Counselor will provide referral information from the Counseling and Community Resources handout.
The Counselor will provide a copy of the Notification of Emergency Conference form, Safety Plan and Counseling & Community Resources handout to parents/ guardians with all CCRT signatures.
Student must return to campus with a mental health / medical clearance before being allowed to return to classes. Campus Administration and Counselor will determine if the clearance form is complete and the student may return to class. A member of the CCRT will make direct contact with parents/guardians and the student if there is a delay with the return of the student to campus.
Campus may consider sending an email to the student’s teachers to alert them that the student may not reenter the classroom without presenting a clearance pass. Sample email: “Student (ID# and Last Name of student) must present a pass to reenter your classroom. If the student attempts to reenter your class without a clearance pass from campus Administration, Counselor or Nurse,
please call the front office for an Administrator or security officer to escort the student to campus administration. You will also receive an email when the student is cleared to return to class.”
If the parent or family members listed on BISD records cannot be reached, call BISD Police at 956-982-3085 to assist in locating the parents/guardian
If a parent/guardian is uncooperative, then the Department of Family and Protective Services (DFPS) should be contacted at 1-800-252-5400 and a report should be made under medical neglect.
If the student is a Ward-Of the-State, ensure that the DFPS caseworker is notified.
Each outcry is to be treated as a separate incident. Protocols will be initiated for each independent outcry.
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TEACHER AND STAFF RESPONSIBILITIES:SUICIDE/SELF-HARM INTERVENTION PROCEDURES
All talk about suicide/self-harm should be taken seriously and prompt attention should be given. If the student approaches you to discuss suicide/self-harm follow the procedures outlined below.
If a student verbalizes, writes or discusses thoughts of suicide or harming him/her self, immediately accompany or escort the student to a counselor or administrator.
1. Do NOT leave the student alone.
2. Escort the student to the counselor/administrator or call for security.
3. If counselor is not available, escort the student to the nurse.
4. Do NOT leave messages with the assumption that the situation will be dealt with.
5. Do NOT allow the student to leave the area or go to the restroom alone or to attend classes.
6. Never leave another student in charge of a student who is experiencing a crisis. The student in crisis must always be supervised by a school employee as designated for that purpose.
7. The student may only be released to the informed Parent / Guardian.
After school hours: If a teacher or staff becomes aware of a suicidal/self-harm threat or action by a student, notify the on-site administrator.If no one is available, call Brownsville Independent School District Police at 956 698-3115 or 956 698-3116
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Brownsville Independent School District
Name of School: _______________________
Student Safety Plan
Name of Student:_____________________________ ID#:____________________________
I agree not to harm myself or others in any way. I understand that if I am having suicidal thoughts,
thoughts of self-harm, or thoughts of harm to others, I agree to call the following adult person / people:
______________________________ at ________________________. Family member’s name Phone
______________________________ at ________________________. Family member’s name Phone
I know I can also call:
Emergency 911Family Outreach - (956) 541-5566Crisis Hotline – 1-877-289-7199Tropical Texas Behavioral Health (956) 546-2230Battered Women Shelter/Friendship of Women – (956) 544-7412National Runaway Hotline 1-800-621-4000National Suicide Prevention Lifeline 1-800-273-8255
Student Signature: ______________________________
Parent Signature: _______________________________
Counselor Signature: ____________________________
Date: _________________________________________
Important: Students will need to provide clearance to campus administrator within 48 hours from mental health provider/physician in order to return to school.
*The school district is not financially responsible for any suggested services.BISD does not discriminate on the basis of race, color, national origin, sex, religion, age or disability employment or provision of services, programs, or activities
Updated 2/9/18
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Brownsville Independent School District
Nombre de Escuela: __________________________
Plan de Seguridad para el Estudiante
Nombre del Estudiante:_______________________________ ID#:_____________________
Yo estoy de acuerdo en que de ninguna manera me haré ningún daño ó daño a otra persona.
Entiendo que si tengo pensamientos de cometer suicidio o hacerme algún daño, también convengo en
llamar a la siguiente persona(s) adulta(s)
_______________________________________________al _____________________ Nombre del familiar Teléfono
_______________________________________________al _____________________ Nombre del familiar Teléfono
Yo sé que también puedo llamar a:
Emergency 911Family Outreach - (956) 541-5566Crisis Hotline – 1-877-289-7199Tropical Texas Behavioral Health (956) 546-2230Battered Women Shelter/Friendship of Women – (956) 544-7412National Runaway Hotline 1-800-621-4000National Suicide Prevention Lifeline 1-800-273-8255
Firma del Estudiante: _______________________
Firma de Padre: ___________________________
Firma de Consejero: ________________________
Fecha: __________________________________
IMPORTANTE: Se les requiere a los estudiantes que presenten al director/a de la escuela en un periodo de 48 horas documentación de un proveedor de salud mental/medico indicando que pueden regresar a la escuela.
*El distrito escolar no es responsable financieramente por servicios recomendados.BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad o discapacidad en el empleo en la provisión de servicios o
actividades.
Updated 2/9/18
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Brownsville Independent School District Notification of Emergency Conference
Name of Student:________________________________ ID#_______________
We have been advised that our child has made statements concerning the following:_______ self-harm / cutting _______ thoughts or statements (written or verbal) of suicide _______ thoughts or statements (written or verbal) of harm to othersWe have been further advised that we should seek mental health provider/physician consultation immediately and have been provided with a list of agencies and emergency numbers. We understand that if no help is sought for my child, the Department of Family and Protective Services may be contacted by school personnel.
_______________________________ ___________________________ ____________Printed Name of Parent/Guardian Signature of Parent/Guardian Date
_______________________________ ___________________________ ____________Printed Name of Parent/Guardian Signature of Parent/Guardian Date ___________________ ____________________ _________________Principal Counselor BISD Police
To Be Completed By School Nurse: Medical Observations ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________ NurseObservation form other Campus Crisis Response Team Members: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FOLLOW UP WITH MENTAL HEALTH PROVIDER/PHYSICIAN
______________________________________ ____________________________ Physician / Mental Health Provider Printed Name Business/Position/Phone #
(Must Practice in the US)
Action taken for the above named student:
______________________________________________________________________
______________________________________________________________________
______________________ is cleared to return to school as of date _________________
Mental Health Provider/Physician Signature: _____________________ Date: _________
Important: Students will need to provide clearance to campus administrator within 48 hours from mental health provider/physician in order to return to school.
The school district is not financially responsible for any suggested services.BISD does not discriminate on the basis of race, color, national origin, sex, religion, age or disability employment or provision of services,
programs, or activities.
Updated 2/201816
Brownsville Independent School DistrictAviso de Conferencia de Emergencia
Nombre del Estudiante:____________________________ ID#:______________________
Se nos ha informado que nuestro hijo/hija ha hecho comentarios sobre
_______ daño a si mismo/a_______ pensamientos ó declaraciones de cometer suicidio_______ pensamientos ó declaraciones de dañar otra persona(s)Además, se nos ha indicado que debemos buscar ayuda de el proveedor de salud mental/Medico inmediatamente. Se nos ha proporcionado una lista de agencias y números de emergencia. Entiendo/entendemos que si no se busca ayuda para mi hijo/hija, las leyes federales y estatales requieren que el personal de la escuela notifíque a la Agencia de protección a menores (Dept. of Family and Protective Services).
_______________________________ ___________________________ ______________________Nombre de Padre ó Tutor Firma del Padre ó Tutor Fecha
_______________________________ ___________________________ _______________________Nombre de Padre ó Tutor Firma del Padre ó Tutor Fecha
_______________________________ ___________________________ _______________________Director Consejero Policía de BISD
Debe ser completo por la enfermera de la escuela: Observaciones y asesoramiento____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________ EnfermeraObservaciones y asesoramiento de otros miembros del (Campus Crisis Response Team):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SEGUIMIENTO CON PROVEEDOR DE SALUD MENTAL/MEDICO:
___________________________________ ______________________________________Nombre del Proveedor Mental/Medico Negocio/Posición/Teléfono(debe de ejercer en los Estados Unidos)
Medidas tomadas para el estudiante: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________puede regresar a la escuela en esta fecha_______________________.
Firma de proveedor mental/Medico _________________________ Fecha: ________________
IMPORTANTE: Se les requiere a los estudiantes que presenten documentación al director/a de la escuela en un periodo de 48 horas de el proveedor de salud mental/Medico indicando que pueden regresar a la escuela.
*El distrito escolar no es responsable financieramente por servicios recomendadoBISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad o discapacidad en el empleo en la provisión de servicios o actividades.
Updated 2/201817
LETTER FOR CAMPUS ADMINISTRATION TO INFORM FACULTY AND STAFF ABOUT DEATH
SAMPLE ONLY
(DATE)
Dear Staff,
There are times when it is necessary to communicate news that is painful for all of us. During those times we must be prepared to support each other as we deal with the many feelings that we begin to experience. It is with great sorrow that I inform you that (teacher/student/friend)
__________________________________________ Name
from _______________________________________ has died. School Name
We all share the shock and sadness that overcomes us at a time like this. Death can be difficult for us to understand, especially when it is sudden. We will begin to feel different emotions: shock, sadness, confusion, even some anger. What is most important is that we care for and support each other.
Please know that we care for you, your feelings, and all that you may be experiencing. The School Crisis Response Team will be available to lend support and refer you to appropriate agencies for further help, if needed. Please let us know if there is anything we can do to help you.
Sincerely,
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LETTER FOR TEACHERS TO INFORM STUDENTS ABOUT DEATHSAMPLE ONLY
To: All Faculty
FROM: ____________, Principal
DATE:
RE: Announcement Concerning a Death
Please read the following announcement to your first period class after the pledge of allegiance on __________. Date
“We are saddened to learn of the death of (Name of student) __ student, at (School Name). The complete details of his death are not available at this time. I know that this news may be upsetting to some students.
Please know that we want to support you during this time. The Crisis Response Team will be available to meet with you in (PLACE) to assist you in dealing with any feeling you may be having. I want to encourage those students who may be particularly upset, perhaps even struggling with a death in the family or of a friend, to talk with Crisis Response Team members. They will be available to meet with you.
*******************************************************************************************Note:
If you have students who seem upset after the announcement or during the school day, send them to the Counseling Office. However, you can be of assistance to students just by listening and letting them express their feelings.
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LETTER TO PARENTS ON THE DEATH OF A TEACHER, STAFF MEMBER OR STUDENT - ENGLISH
SAMPLE LETTER ONLY:(Letterhead) (Date)Dear Parents or Guardians:
We are all saddened this week by the death of one of our _________________. We have had additional counselors from the district present at our school to assist the students and faculty with the questions and grief which accompany a situation such as this.
Experiencing, witnessing, or even hearing of a traumatic incident may affect a child or adult in a variety of ways; therefore, it is very important that children be given ample opportunities to ask questions and to talk about their reactions.
When reacting to a traumatic incident, a child may display behaviors such as the following:
Clings closest to adults Displays regressive behaviors Appears not to be affected Thinks about it privately Asks a lot of questions Appears frightened Appears agitated and angry Displays difficulty sleeping Stomach aches and/or head aches
Below are some suggestions that parents may find useful in helping your child:
Be a good listener. Provide physical closeness. Spend extra time putting your child to bed. Talk and offer reassurance. Encourage children to ask questions and to discuss, write or draw their feelings. Provide play and fun experiences to relieve tensions.
Please contact the school or send a note if you have any questions or if you wish that your child speak with the school counselor. If you do not want your child to talk about this event or you would prefer your child not to see or hear any of the materials dealing with grief, please let us know. You and your child are important to our school community and we want to do what is best for the children.
Sincerely,
Principal
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LETTER TO PARENTS ON THE DEATH OF TEACHER, STAFF MEMBER OF A STUDENT – SPANISH
SAMPLE LETTER ONLY:(Letterhead)(Date)Estimados padres o tutores:
Es con gran tristeza que compartimos con ustedes la muerte de uno de nuestros ____________. Hemos tenido consejeros adicionales de el distrito presentes en nuestra escuela para ayudar a los estudiantes y profesores con las preguntas y el dolor que acompañan a una situación como esta.
Experimentar, presenciar, o escuchar hablar de un incidente traumático puede afectar a un niño o un adulto en una variedad de formas; por lo tanto, es muy importante que a los niños se les de amplias oportunidades para hacer preguntas y hablar sobre sus reacciones.
Cuando un niño reacciona a un incidente traumático, el niño puede mostrar conductas como las siguientes:
• Se adhiere más cercano a los adultos • Muestra comportamientos regresivos • No parece ser afectado/a • Piensa en ello de forma privada • Hace muchas preguntas • Aparece asustado/a • Aparece agitado/a y/o enojado/a • Muestra dificultad para dormir • Siente dolores de estómago y / o dolores de cabeza
A continuación se presentan algunas sugerencias para padres que pueden ser de utilidad para ayudar a su hijo/a:
• Sea un buen oyente. • Proporcione la cercanía física. Pase más tiempo para acostar a su niño/a en cama.
Hable y ofrezca tranquilidad. • Anime a su niño/a hacer preguntas y discutir, escribir o dibujar sus sentimientos. • Proporcione juegos y experiencias divertidas para aliviar tensiones.
Si usted tiene preguntas o inquietudes, o si usted desea que su hijo/a hable con uno de los consejeros de la escuela, favor de no dudar en llamar al ( ). Usted y su hijo/a son importantes para nuestra comunidad escolar y queremos hacer lo que es mejor para los niños.
Sinceramente,
Director
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BISD Crisis Team #1Hanna Zone
2017-2018Team Members CAMPUS
NAMEE-MAIL OFFICE
PHONE #Agustin Anduiza Hanna ajanduiza 698-0282Daniel Brama Hanna dbrama 698-1885Jeannette Fennimore Hanna jfennimore 698-1894Mariana Figueroa Hanna mfigueroa 698-0533Leslie Robinson Hanna lrobinson 698-0284Becky I. Grist Hanna igrist 698-1895Miriam C. Ontiveros Hanna mcontiveros 698-1942Maria Alicia Rocha Hanna marocha 698-2250Iris Perales Hanna iperales 698-1898
Aida L. Rodriguez Oliveira a.rodriguez 698-2113Lilia E. Vidaurri Oliveira lvidaurri 698-1825Micaela Resendez Oliveira mresendez 698-2103Ruben R. Balboa Oliveira rrbalboa 698-1826
Flor E. Mendiola Vela fmendiola 698-0540Maria Isabel Garza Vela Migarza 698-0539Norma L. Santoy Vela nlsantoy 698-0538Miguel Mendoza Vela mimendoza 698-0294
Geralda Whittemore Burns gawhittemore 698-1523Veronica Mancillas Burns vmancillas 698-1522Maria L. Leija-Vazquez Egly mlleija 698-3170Sandra L. Ruiz Egly slruiz 698-0553Cinthia D. Alvarado Hudson calvarado 698-2006Marvelia Vela Hudson Mvela 698-2005Eliza Bellamy Paredes ebellamy 698-2014Sylvia Miranda Paredes somiranda 698-5013Oscar Guajardo Perez oeguajardo 698-1402
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BISD Crisis Team #2
Porter Zone2017-2018
Team Members CAMPUS NAME
E-MAIL OFFICE PHONE #
Adriana Leal Porter aleal 698-0981Anna P. Saenz Porter apsaenz 698-1852Bertha C. Martinez-Lopez Porter bcmartinez 698-0209Cristina Garzoria Porter cgarzoria 698-2263Lucinda Maddox Porter lsmaddox 98-1448Margarita Galvan Porter mgalvan1 698-0992Monica Olvera-Rivera Porter morivera 698-3118Stefanie L. Ibarra Porter slibarra 698-0840
Eva Guerrero Faulk evguerrero 698-1648Juan Rivera Faulk jrivera 698-0106Velma R. Gonzalez Faulk vgonzalez 698-1649Beatriz Rocha BLA brocha 698-2076
Delia Ramos Canales dramos 698-2431Servando Velasquez Canales svelasquez 698-1211Heriberto Castillo Castañeda hercastillo 698-0390Rebecca Gutierrez Cromack rbgutierrez 698-6661/0390Norma G. Gonzales Cromack nggonzales 698-2819Melba Chirinos Del Catillo mpchirinos 698-1073Natividad Betancourt Longoria nbetancourt 698-0453Ana Rodriguez-Salinas Putegnat anlrodriguez 698-0484Iza Almazan-Nieto Resaca imalmazan 698-1056Rebecca Wood Sharp rbwood 698-1425Sylvia Chavez Skinner svchavez 698-1509Dora Alamo Victoria H. dalamo 698-0519
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BISD Crisis Team #3
Pace Zone2017-2018
Team Members CAMPUS NAME
E-MAIL OFFICE PHONE #
Elizabeth Da Rosa Pace edarosa 698-0998Julio C. Garay Pace jcgaray 698-6155Aracely DelAngel-Garcia Pace adagarcia 698-0294Lorraine Gaza Pace lagarza 698-2839Martha L. Gonzalez Pace mflores3 698-0699Adriana Lopez Pace alopez3 698-0749Rose Covarrubias Pace rdcovarrubias 698-2624Zoila Elizondo Pace zelizondo 698-2232
Cleotilde C. Lopez Manzano czlopez 548-9834Cynthia A. De La Cruz Manzano cadelacruz 548-9833Feliciano Mata Jr. Manzano fjrmata 548-9835Lynda B. Rodriguez Manzano lbrodriguez 548-9815Dina Ann Chavez Stell dachavez 698-1487Fernando J. Domene Stell fjdomene 698-1154Norma E. Perea Stell neperea 698-1155Vanessa Carranco Stell vcarranco 698-1156
Lynda Lucio-Cisneros Benavides llcisneros 698-0229Zerelda Zuniga-Camargo Benavides zzuniga-camargo 698-2851Nancy M. Balboa Garden Park nmbalboa 698-2310Gabriel Gutierrez Keller gagutierrez 547-4417Dawn L. Morales Keller dlmorales 547-4423Sofia Balderas Martin sebalderas 698-1954Elena Fischer Ortiz efischer 698-1131Sonia Padilla Ortiz slpadilla 698-1117Pat Cisneros Russell pcisneros 698-0786Marbelia Sweeney Russell msweeney 698-0787
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BISD Crisis Team #4Rivera Zone
2017-2018Team Members CAMPUS
NAMEE-MAIL OFFICE
PHONE #Ana Luis Ibarra Rivera alibarra 698-3131Cynthia D. Elizondo Rivera celizondo 698-2176Delia D. Abrego Rivera ddabrego 698-1436Graciela V. Suarez Rivera gvsuarez 698-1798Jose O. Serrato Jr. Rivera joserrato 698-7188Luz Zamora Rivera lgzamora 698-0094Vanessa Chavez Rivera vchavez 698-0239Virginia B Mendoza-Davila
Rivera vmendoza 698-2119
Astrid Balboa-Sifuentes Garcia asifuentes 698-1316Dwayne E. Salinas Garcia desalinas 698-0234Esmeralda Ramirez Garcia eramirez1 698-1317Norma L. Treviñ-Hdz Garcia nltrevino 698-0259Andres Ceballos Perkins agceballos 698-1343Emilia Villarreal Perkins emvillarreal 698-1341Laura A. Vela-Samaniego Perkins lvela-
samaniego698-0357
Monica Flores-Alaniz Perkins moalaniz 698-1342
Leslie Z. Castañon Breeden lpcastanon 554-4744Patricia Balderas Breeden pabalderas 554-4761Alma Trott Champion atrott 698-1874Maricela J. Garza Champion mardgarza 698-1502Diana Cavazos Gallegos dicavazos 698-1995Fabiola Mata Gallegos fmata 698-1996Blanca Rodriguez Gonzalez blrodriguez 698-1479Rachel Sandell Gonzalez rsandell 698-2888Rene Atkinson Peña ratkinson 547-7109Dina Prince Vermillion djprinceElva I Vasquez Vermillion eivasquez 698-0634
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BISD Crisis Team #5Lopez Zone
2017-2018
Team Members CAMPUS NAME
E-MAIL OFFICE PHONE #
Alicia Salazar-Luna Lopez asalazar 698-2185Angela J. Abete Lopez ajabete 698-2336Angelita Garcia Lopez anggarcia 698-1598Denise K. Reyes Lopez dereyes 698-2337Elva Compean Lopez ecompean 698-2039Ernesto B. Lopez Lopez eblopez 698-2339Gloria J. Zapata Lopez gizapata 698-1356Rosa M. Villarreal Lopez rmvillarreal 698-2971
Beatriz G. Moyar Besteiro bgmoyar 698-0590Carol E. Cepeda Besteiro cecepeda 698-2159Ivonne I. Ceballos Besteiro eceballos 698-2155Sarahi Guajardo Besteiro sguajardo 698-0591Ana P. Gutierrez Lucio apgutierrez 698-1621Fernando Perez III Lucio ferperez 698-1224Maria Linda Garcia Lucio malgarcia 698-1622Roxana Vieyra Lucio rvieyra 698-0969
Eleazar Contreras Aiken econtreras 698-0899Marina Howard Aiken mhoward 698-0898Elma N. Johnson Brite enjohnson 698-3005Servando Velasquez Brite svelasquez 698-3176Zulema Hinojosa El Jardin zahinojosa 698-2257Troy Whittemore Garza ttwhittemore 698-1699Laura B. Calderoni Morningside lbcalderoni 698-1838Ruben Lopez Palm Grove Relopez 698-0468Elva S. Lopez Southmost eslopez 698-1458
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BISD Crisis Team #6Veterans M. Zone
2017-2018
Team Members CAMPUS E-MAIL OFFICE
NAME PHONE #Briana K. Arteaga Veterans M. barteaga 574-5634Cecilia A. Hobbs Veterans M. chobbs 574-5621Celina Barrera-Scott Veterans M. cbarrera-scott 574-5931Kathrine H. Schwartz Veterans M. khschwartz 574-5699Laura Torres Veterans M. latorres 574-5687Maria I. Perez-Granado Veterans M. migranado-perez 574-5635Sandra A. McKinney Veterans M. samckinney 574-5605Sandra L. Soto Veterans M. slsoto 574-5904
Claudia O. Pedraza Stillman cpedraza 698-1030Dora Garcia Stillman doragarcia 698-1829Patricia Abete Stillman pabete 698-1028Rachel G. Lopez Stillman rglopez 698-1029
Elizabeth Paredes-Aragus Pullam meparedes-aragus 547-3712Patricia Balderas Pullam pabalderas 547-3712Irene Chavez Villa Nueva ichavez1 698-0622Norma S. Gonzales Villa Nueva nsgonzales 698-0622Anabelle Torres Yturria anatorres 698-0874
BISD Alternative Schools BECHS/B.A.C./B.L.A./Lincoln Park 2017-2018
Team Members CAMPUS NAME E-MAIL OFFICE PHONE #
Deborah J. Ross BECHS dross 698-2436Lorraine Alvarez BECHS lalvarez 698-2445
BAC (MS) Diana Mae Medina dmmedina 698-0317BAC (HS) Toni Trueba matrueba 698-0316BLA (MS) Beatriz Rocha brocha 698-2456BLA (HS) Mark A. Chapa Markchapa 698-2456BLA (HS) Gilbert Saenz gesaenz 698-2456
Lincoln Park Eliseo Zamora eazamora 698-1580
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Brownsville ISD 031901 STUDENT WELFARE FFB CRISIS INTERVENTION (LEGAL) DATE ISSUED: 11/2/2013 1 of 3 UPDATE 98 FFB(LEGAL)-P
Recommended Programs
The Texas Department of State Health Services (TDSHS), in coordination with TEA and regional education service centers (ESCs), shall provide and annually update a list of recommended best practice-based programs in the areas specified below for implementation in public elementary, junior high, middle, and
high schools within the general education setting. The District may select from the list a program or programs appropriate for implementation in the District. The list must include programs in the following areas:
1. Early mental health intervention;
2. Mental health promotion and positive youth development;
3. Substance abuse prevention;
4. Substance abuse intervention; and 5. Suicide prevention.
TDSHS, TEA, and each ESC shall make the list easily accessible on their Web sites. The programs on the list must include components that provide for training counselors, teachers, nurses, administrators, and other staff, as well as law enforcement officers and social workers who regularly interact with students, to:
1. Recognize students at risk of committing suicide, including students who are or may be the victims of or who engage in bullying;
2. Recognize students displaying early warning signs and a possible need for early mental health or substance abuse intervention, which warning signs may include declining academic performance, depression, anxiety, isolation, unexplained changes in sleep or eating habits, and destructive behavior toward self and others; and
3. Intervene effectively with students described by items 1 or 2 above, by providing notice and referral to a parent or guardian so appropriate action, such as seeking mental health or substance abuse services, may be taken by a parent or guardian.
Training
The District shall provide training described in the components set forth above for teachers, school counselors, principals, and all other appropriate personnel. The District is required to provide the training at an elementary school campus only to the extent that sufficient funding and programs are available. The District may implement a program on the list to satisfy the training requirements.
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Brownsville ISD 031901 STUDENT WELFARE FFB CRISIS INTERVENTION (LEGAL) DATE ISSUED: 11/2/2013 2 of 3 UPDATE 98 FFB(LEGAL)-P
If the District provides the training, a District employee must participate in the training at least one time, and the District shall maintain records that include the name of each District employee who participated in the training. The Board may adopt a policy concerning mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention that:
1. Establishes a procedure for providing notice of a recommendation for early mental health or substance abuse intervention regarding a student to a parent or guardian of the student within a reasonable amount of time after the identification of early warning signs, which may include declining academic performance, depression, anxiety, isolation, unexplained changes in sleep or eating habits, and destructive behavior toward self and others;
2. Establishes a procedure for providing notice of a student identified as at risk of committing suicide to a parent or guardian of the student within a reasonable amount of time after the identification of early warning signs;
3. Establishes that the District may develop a reporting mechanism and may designate at least one person to act as a liaison officer in the District for the purposes of identifying students in need of early mental health or substance abuse intervention or suicide prevention; and
4. Sets out available counseling alternatives for a parent or guardian to consider when his or her child is identified as possibly being in need of early mental health or substance abuse intervention or suicide prevention.
Policy
The policy must prohibit the use without the prior consent of a student’s parent or guardian of a medical screening of the student as part of the process of identifying whether the student is possibly in need of early mental health or substance abuse intervention or suicide prevention.
The policy and any necessary procedures adopted must be included in the annual student handbook and the district improvement plan under Education Code 11.252. [See BQ] District policy and procedures are not intended to interfere with the rights of parents or guardians and the decision-making regarding the best interest of the child.
District policy and procedures are intended to notify a parent or guardian of a need for mental health or substance abuse intervention so that a parent or guardian may take appropriate action. School districts do not have the authority to prescribe medications. Any and all medical decisions are to be made by a parent or guardian of a student
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Brownsville ISD 031901 STUDENT WELFARE FFB CRISIS INTERVENTION (LEGAL) DATE ISSUED: 11/2/2013 3 of 3 UPDATE 98 FFB(LEGAL)-P
Immunity
Health and Safety Code 161.325 These requirements do not waive any immunity from liability of a district or of district officers or employees, create any liability for a cause of action against a district or against district officers or employees, or waive any immunity from liability under Civil Practice and Remedies Code 74.151. Health and Safety Code 161.326
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References
Crisis Intervention Services Procedural Manual – Chicago Public Schools Office of Specialized Services Coordinated School Health
E.T.H.S. Crisis Manual
Principal Leadership Magazine, Vol. 4, Number 7, March 2004, Counseling 101 Column
Sawyer, Cheryl, University of Houston Clearlake-From Workshop “When Death Comes to School.”
References online:
Academy of Child and Adolescent Psychiatry www.aacap.org American Family Physicianwww.aafp.org
Chicago Public Schoolshttp://www.oism.cps.k12.il.us/pdf/Crisis_Manual_2008.pdf
Understanding and Responding to Students Who Self-Mutilatehttp://www.nasponline.org/resources/principals/nassp_cutting.aspx
Crisis Management Dealing With PsychologicalTrauma Utilizing School TeamsLa Joya ISD
Crisis Management Fourth EditionDeveloped BySan Antonio-Mental Health AssociationUnited Way of San AntonioColonial Hills Hospital of San Antonio
DISD Crisis ManagementPlan Resource ManualDallas Independent School DistrictDallas, TX 75204 (1992-1993)
Suicide Intervention PlanMcAllen Independent School DistrictMcAllen Texas 78501
“School Crisis Response Manual”Healthy Kids-Healthy San FranciscoDepartment San FranciscoUnified School District (91/93)San Francisco, CA 94115
School Crisis Survival GuideSuni Peterson, Ron L. StraubThe Center for Applied ResearchWest Nyack, New York 10995 (1992)
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Yellow Ribbon Suicide Prevention Program: www.yellowribbon.org
American Association of Suicidology: www.suicidology.org
The Virtual Office of the Surgeon General: www.surgeongeneral.gov
American Academy of Pediatrics: www.aap.org/
National Youth Violence Prevention: www.safeyouth.org/
Suicide Awareness-Voices of Education (SA/VE): www.save.org
Questions or Comments?Call BISD Guidance & Counseling Department
956 548-8251
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